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Graduating Students of Color : = An Analysis of Public Four-year Hispanic-Serving Institutions (HSI) and Non-Hispanic-Serving Institutions (Non-HSI) in California.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Graduating Students of Color :/
其他題名:	An Analysis of Public Four-year Hispanic-Serving Institutions (HSI) and Non-Hispanic-Serving Institutions (Non-HSI) in California.
作者:	Reguerin, Pablo Guillermo.
面頁冊數:	1 online resource (104 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
標題:	Educational leadership. -
電子資源:	click for full text (PQDT)
ISBN:	9780355969511

Graduating Students of Color : = An Analysis of Public Four-year Hispanic-Serving Institutions (HSI) and Non-Hispanic-Serving Institutions (Non-HSI) in California.
Reguerin, Pablo Guillermo.

Graduating Students of Color :An Analysis of Public Four-year Hispanic-Serving Institutions (HSI) and Non-Hispanic-Serving Institutions (Non-HSI) in California. - 1 online resource (104 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ed.D.)--University of California, Davis, 2018.

Includes bibliographical references

Public universities are financially supported by a broad constituency of taxpayers, including racially-diverse residents. However, graduation outcomes remain stagnant and unequal for students of color. Hispanic-Serving Institutions (HSIs) and Minority-Serving Institutions (MSIs) educate a significant proportion of students of color and hold potential to contribute to increasing graduation rates and disrupting patterns of inequity in higher education.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355969511Subjects--Topical Terms:

585508
Educational leadership.
Index Terms--Genre/Form:

554714
Electronic books.

Graduating Students of Color : = An Analysis of Public Four-year Hispanic-Serving Institutions (HSI) and Non-Hispanic-Serving Institutions (Non-HSI) in California.
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500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
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504 $a Includes bibliographical references
520 $a Public universities are financially supported by a broad constituency of taxpayers, including racially-diverse residents. However, graduation outcomes remain stagnant and unequal for students of color. Hispanic-Serving Institutions (HSIs) and Minority-Serving Institutions (MSIs) educate a significant proportion of students of color and hold potential to contribute to increasing graduation rates and disrupting patterns of inequity in higher education.
520 $a This mixed-methods study compares institutional performance by analyzing graduation outcomes based upon predicted versus actual graduation rates for public four-year HSIs and Non-HSIs in California and examines equity gaps for African American and Latina/o students to determine how HSIs and Non-HSIs perform relative to these outcomes. The top five highest performing HSIs on graduation and equity outcomes are identified and leader-practitioners at each of the campuses were interviewed to understand their perceptions of how campus practices and policies are linked to graduation and equity outcomes. Although Non-HSIs generally have higher raw graduation rates, HSIs outperformed predicted graduation rates at a higher rate than Non-HSIs. The data also revealed that HSIs have slightly smaller equity graduation gaps for Latinas/os and African Americans as compared to Non-HSIs.
520 $a The qualitative findings revealed five essential institutional factors that support student success and equity practices: a) service-oriented values and practices; b) equity-oriented approaches to institutional practices; c) financial resources: HSI grant and institutional funding; d) disrupting patterns of inequity; and e) data-driven/analytics to guide practice. This study demonstrates the need to go beyond raw graduation rates when evaluating the institutional performance of HSIs and to incorporate racial equity outcomes as an integral indicator of institutional success. Finally, this study underlines the need for HSIs to link practitioner mindset, sustained inquiry on campus practices, and their impact on institutional outcomes.
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