Date of Award

Spring 4-15-2014

Degree Type

Dissertation

Degree Name

EdD Education Leadership, Management and Policy

Department

Education Leadership, Management and Policy

Advisor

Ron Chen, Ph.D.

Committee Member

Rebecca Cox, Ph.D.

Committee Member

Mildred Garcia, Ed.D

Keywords

College choice, Latinos college choice, 2 year vs. 4 year model

Abstract

Latino college students are the fastest growing minority segment in the United States. College choice has been the focus of many research studies; however the Latino student is different. They are different with respect to their college going behaviors and ultimately baccalaureate degree attainment. They enroll at two year institutions at higher rates and they also have lower rates of baccalaureate degree attainment as compared to their Asians, African American and White counterparts. In order to inform policy in a changing environment, the research community must examine the Latino student and determine which behaviors are associated with attendance at a four year institution. This study used Perna’s (2000) framework in conjunction with data from Educational Longitudinal Study of 2002 in order to identify factors associated with college choice for Latino students. The inclusion of cultural and social capital variables as proxies for college choice sheds light on the importance of these two forms of capital for Latino students. Students from higher income levels; that expected to earn beyond a bachelor’s degree; with mothers that expected the student to earn a bachelor’s degree; had taken an SAT/ACT prep course, and had parents that earned a bachelor’s degree had increased odds of attending a four year institution upon graduation from high school. Additionally, students receiving information from college representatives, had conversations with their parents regarding school activities and things studied in class increased their odds of attending a four year institution. Lastly, having received information from a school teacher and having conversations with their parents regarding school was negatively associated with attendance at a four year institution.

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