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Latinx Students' Sense of "Familismo" in Undergraduate Science and Engineering
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López, Enrique J.; Basile, Vincent; Landa-Posas, Magnolia; Ortega, Kaylee; Ramirez, America – Review of Higher Education, 2019
In this study, we explore characteristics of interpersonal interactions and contextual features that cultivate or neglect Latinx undergraduates' sense of "familismo" in Science and Engineering (S&E). Using a mixed methods approach, we found barriers such as a culture of hyper-competition through pedagogical and assessment practices,…
Descriptors: Undergraduate Students, Hispanic American Students, Student Attitudes, Science Education
Documenting Attitudes toward Undocumented Immigrant Access to Public Education: A Multilevel Analysis
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Herrera, Felisha A.; Garibay, Juan C.; Garcia, Gina A.; Johnston, Marc P. – Review of Higher Education, 2013
This study investigates how students' views toward undocumented immigrants' access to public education change during college. A multilevel analysis among a national sample of 12,388 undergraduates, drawn from the Cooperative Institutional Research Program's (CIRP) Freshman Survey and College Senior Survey, revealed that significant…
Descriptors: Undocumented Immigrants, Student Attitudes, Access to Education, Higher Education
"The Feeling's Mutual": Student Participation in Leadership as a Cooperative Effort
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Owens, Michael A. – Review of Higher Education, 2013
This article stems from a grounded theory study of leadership among urban youth. It reports the perspective of students in a college preparation program by examining how they participated in leadership. Data were collected from semi-structured interviews, focus groups, and field observations of 20 incoming college freshmen. Students conceptualized…
Descriptors: Student Leadership, Student Participation, Cooperation, Urban Youth
Post-College Experiences and Epistemology.
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Magolda, Marcia B. Baxter – Review of Higher Education, 1994
A longitudinal study of 101 college students investigated the ways in which their college and postcollege experiences fostered development of complexity in their assumptions about knowledge, by emphasizing independent functioning, collaboration, direct involvement in learning, and subjective decisionmaking. Results suggest these experiences be…
Descriptors: College Curriculum, College Freshmen, College Graduates, College Students