Date of Award
5-2025
Document Type
Dissertation
Degree Name
Doctor of Education in Educational Leadership
Department
Educational Leadership
First Reader/Committee Chair
Acevedo, Nancy
Abstract
Many benefits come from earning a college degree including employment stability, better quality of life, and is an example where the higher the degree, the higher the earning potential (Brundage, 2017; Carnvale et al., 2011, Ma et al., 2016). Although beneficial, a pattern of concern exists whereby institutions of higher education award fewer degrees to first-generation, low-income, and students of color compared to students from more advantaged backgrounds (Engle & Tinto, 2008; Pérez Huber et al., 2015; Walpole, 2003). The purpose of this study was to examine factors related to student success and pursuit of graduate school for first-generation, low-income (FGLI), students of color enrolled at Hispanic-Serving Institutions (HSIs) in comparison to nonHSIs. Previous research using survey data from the Cooperative Institutional Research Program (CIRP) indicated that Latina/o students at HSIs showed more growth in academic self-concept (ASC) in comparison to those at nonHSIs (Cuellar, 2015). Cuellar suggested future research to examine additional factors related to student success as well as other students of color which guided the purpose of the current study. Also using CIRP data, ASC, participation in an undergraduate research program, student self-reports in their institutions’ contribution to their ability to conduct research, preparedness for graduate school, and self-reported plans to attend graduate school were examined for FGLI students of color at HSIs and nonHSIs. The main findings seemed to indicate that ASC scores remained stable over time for students at HSIs whereas ASC scores declined over time for students at nonHSIs. Findings also revealed a relationship between undergraduate research program participation and student self-reports of their institutions’ contribution to their preparation for graduate education such that, for students who participated, more students reported agreement that their institution contributed to their preparation for graduate education than disagreement whereas, for those who did not participate, fewer students agreed than disagreed. Results also indicated the pattern of responding regarding plans for graduate school was similar across HSIs and nonHSIs. It will be important for future research to continue to examine support, resources, and programs that enhance positive outcomes for FGLI students of color. As long as an overall pattern persists whereby FGLI students of color are awarded fewer degrees, research in this area must continue to ensure that this student population are afforded the opportunities and resources needed to support their success in higher education.
Recommended Citation
Stuebner, Nancy, "Self-reported Academic and Research Abilities for Underrepresented Students at Hispanic-Serving Institutions and nonHispanic-Serving Institutions" (2025). Electronic Theses, Projects, and Dissertations. 2208.
https://scholarworks.lib.csusb.edu/etd/2208