THE RELATIONSHIP BETWEEN SELECTED PERSONAL CHARACTERISTICS AND FACTORS THAT INFLUENCE HISPANIC PARTICIPATION IN HIGHER EDUCATION.

Persistent Link:
http://hdl.handle.net/10150/184052
Title:
THE RELATIONSHIP BETWEEN SELECTED PERSONAL CHARACTERISTICS AND FACTORS THAT INFLUENCE HISPANIC PARTICIPATION IN HIGHER EDUCATION.
Author:
Coll, Julia Rosa
Issue Date:
1987
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This study examined the demographic characteristics of a sample of Hispanic students enrolled at a Southwestern university. In connection with these data, the analysis proceeded to delineate the relationship between some selected personal characteristics and the reasons that influenced their decision to enroll in higher education. It was found that Hispanic students that come to the university directly from high school and those that transfer from community colleges were very similar demographically, linguistically and academically speaking. Moreover, the reasons that influenced their decision to continue their education at the university level were identical. Those were: (1) Training in your career interest. (2) Overall training. (3) Quality of course instruction. (4) Professional competence of professors. (5) Expense of the institution. (6) Intellectual stimulation provided by climate. At a deeper level, there were four main factors that underlied the dimensions for their reasons to enroll in higher education. Those were: Factor I "Democratic environment and facilities", Factor II "Internal and external cultural features", Factor III "Academic quality of the institution" and Factor IV "Social life of the institution." The statistical results of whether there were sex, socio-economic and language differences with the four factors, showed that the interaction of sex and language background of the respondent had an effect on "Democratic environment and facilities." The effects of socio-economic index and the language spoken at home were found significant on "Internal and external cultural features." The best predictor for the four factors was the socio-economic index. Based on these results, it is recommended that research efforts be expanded to Hispanics in other geographical areas, other levels within higher education and to students of other ethnic groups.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Hispanic Americans -- Education (Higher)
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Teaching and Teacher Education; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Streitmatter, Janice

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleTHE RELATIONSHIP BETWEEN SELECTED PERSONAL CHARACTERISTICS AND FACTORS THAT INFLUENCE HISPANIC PARTICIPATION IN HIGHER EDUCATION.en_US
dc.creatorColl, Julia Rosaen_US
dc.contributor.authorColl, Julia Rosaen_US
dc.date.issued1987en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis study examined the demographic characteristics of a sample of Hispanic students enrolled at a Southwestern university. In connection with these data, the analysis proceeded to delineate the relationship between some selected personal characteristics and the reasons that influenced their decision to enroll in higher education. It was found that Hispanic students that come to the university directly from high school and those that transfer from community colleges were very similar demographically, linguistically and academically speaking. Moreover, the reasons that influenced their decision to continue their education at the university level were identical. Those were: (1) Training in your career interest. (2) Overall training. (3) Quality of course instruction. (4) Professional competence of professors. (5) Expense of the institution. (6) Intellectual stimulation provided by climate. At a deeper level, there were four main factors that underlied the dimensions for their reasons to enroll in higher education. Those were: Factor I "Democratic environment and facilities", Factor II "Internal and external cultural features", Factor III "Academic quality of the institution" and Factor IV "Social life of the institution." The statistical results of whether there were sex, socio-economic and language differences with the four factors, showed that the interaction of sex and language background of the respondent had an effect on "Democratic environment and facilities." The effects of socio-economic index and the language spoken at home were found significant on "Internal and external cultural features." The best predictor for the four factors was the socio-economic index. Based on these results, it is recommended that research efforts be expanded to Hispanics in other geographical areas, other levels within higher education and to students of other ethnic groups.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectHispanic Americans -- Education (Higher)en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineTeaching and Teacher Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorStreitmatter, Janiceen_US
dc.contributor.committeememberClark, Donald C.en_US
dc.contributor.committeememberAllen, Paul M.en_US
dc.identifier.proquest8712868en_US
dc.identifier.oclc698379953en_US
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