Show simple item record

dc.contributor Rico, Timoteo en
dc.contributor.advisor Chávez, José en
dc.contributor.author Hartfield, Stephanie en
dc.date.accessioned 2013-07-10T21:22:39Z en
dc.date.available 2013-07-10T21:22:39Z en
dc.date.issued 2013-07-10 en
dc.date.submitted 2013-05-07 en
dc.identifier.uri http://hdl.handle.net/10211.9/2154 en
dc.description Thesis (M.A., Education (Higher Education Leadership))-- California State University, Sacramento, 2013. en
dc.description.abstract First-generation Latino students often struggle in finding academic and social support throughout their education journey in higher education. For Latino students who enroll in higher education upon high school graduation, undergraduates are less likely connected with academic and social support services that contribute toward degree attainment (Fry, 2002). Living-learning communities are designed to help transition first-year undergraduates into the college life while away from home. Statement of the Problem Many residential halls at universities are not designed around the needs of the first-year Latino undergraduates and may or may not be in the best interest of the student. As the Latino population continues to grow, understanding whether postsecondary institutions have the proper design in learning-living communities is critical to the first-generation Latino student at attaining a degree. Methodology The methodology used for this study was both qualitative and quantitative. The reason this study had both approaches was to gather more data and allow the students to vocalize their opinions, experiences, and suggestions for future studies. Conclusions and Recommendations Based on the data gathered solely from the 10 participants interviewed, exposure to college needs to be introduced in the K-12 system. Many students were unaware they had the option of living in cultural buildings, or other themed buildings. Over 86% claimed they had a positive experience living in the residence halls. In general, living in themed and non-themed, over 90% felt their environment was conducive to work in. Based on the findings in this study, education and policymakers in higher education should take into consideration that transitional resources are a necessity for survival during a first-generation Latino’s first year in college. en
dc.description.sponsorship Education (Higher Education Leadership) en
dc.language.iso en_US en
dc.subject Residence halls en
dc.subject Transition en
dc.subject Higher education en
dc.title The impact of living-learning communities in first-generation Latino students' academic and social transition at a four-year university en
dc.type Thesis en

Files in this item


This item appears in the following Collection(s)

Show simple item record

Search DSpace

My Account

RSS Feeds