The effects of cultural and social capital on college choice an

Seton Hall University eRepository @ Seton Hall Seton Hall University Dissertations and Theses Seton Hall University Dissertations and Theses (ETDs) Spring 4-15-2014 The Effects of Cultural and Social Capital on College Choice: An Examination of the Differences Between Latino Students and Their Racial/Ethnic Peers Evelyn Garcia Seton Hall University, garciaev@fdu.edu Follow this and additional works at: https://scholarship.edu/dissertations Part of the Higher Education Commons Recommended Citation Garcia, Evelyn, "The Effects of Cultural and Social Capital on College Choice: An Examination of the Differences Between Latino Students and Their Racial/Ethnic Peers" (2014). Seton Hall University Dissertations and Theses (ETDs).edu/dissertations/1984 THE EFFECTS OF CULTURAL AND SOCIAL CAPITAL ON COLLEGE CHOICE: AN EXAMINATION OF THE DIFFERENCES BETWEEN LATINO STUDENTS AND THEIR RACIAL/ETHNIC PEERS BY EVELYN GARCIA Dissertation Committee: Rong Chen, Ph. (Chair) Rebecca Cox, Ph. Mildred Garcia, Ed.

Submitted in Partial Fulfillment of the Requirements for the Degree Doctor of Higher Education Administration 2014 Abstract THE EFFECTS OF CULTURAL AND SOCIAL CAPITAL ON COLLEGE CHOICE: AN EXAMINATION OF THE DIFFERENCES BETWEEN LATINO STUDENTS AND THEIR RACIAL/ETHNIC PEERS 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 iii 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. iv DEDICATION This manuscript is dedicated to my mother, the late Mercedes Berrios, my daughter Bianca, and my son Jordan, it was through my love for them that I learned the importance of resilience. v ACKNOWLEDGEMENTS There are so many people that made this dissertation possible that I think the best way to thank them would be in chronological order as my quest for the doctoral degree unfolded.

I would like to acknowledge Dr. James O’Keefe who after many conversations convinced me that a doctoral degree rather than a law degree would better suit my interests. He made me really think about what my legacy would be and how doctoral studies would make that happen. I would also like to acknowledge Dr.

Finkelstein and Dr. Stetar both of whom guided me through my initial discovery of the world of higher education administration. I would also like to acknowledge Dr. Rebecca Cox who was patient and at the same time relentless in my dissertation pursuit.

I have a tremendous amount of respect for the way in which she allowed me to take ownership of my research efforts. I would like to thank Dr. Ron Chen for guiding through the final stages of the research process. Her no nonsense approach helped me find the strength I needed to charter unfamiliar ground.

She has a quiet strength which is unparalleled, and her willingness and patience were a tremendous help. Mildred Garcia who I have admired from afar; she is the role model that I believe every woman should have. I would like to thank my rather large family and close circle of friends who contributed to my success in so many ways. I would like to thank my brother in law- Gilberto Rodriguez, for suggesting that I go to college in the first place.

Growing up in impoverished East New York, Brooklyn there were not many role models. When I graduated from high school I had no clue what to do with my life. He made me enroll at the local community college and I have never looked back since. I would like to thank all six of my sisters: Nancy, Magda, Yolanda, Elsa, vi Caroline and Yvonne.

I would also like to acknowledge my brothers Jose and Edwin, Especially Edwin because he was the father that I never had while I was growing up. He made sure I stayed on the straight and narrow. I would also like to acknowledge and my sister in law Dina who was always supportive, and helped me with my own children so that I could achieve my academic and career goals. It was easy leaving them when I knew they were in good hands.

I would like to thank Asa, and Toni, and Robin for their words of encouragement, and all of my friends at the NYC Police Department. I would also like to thank my colleagues at Fairleigh Dickinson University Criminal Justice, Political Science, and International Affairs Program for being so understanding as I embarked upon the final stages of the manuscript. Lastly, I would like to thank Dr. Kirsten Tripodi for all of her helpful hints.

Thank you all so much for being a part of my life. vii Table of Contents Abstract…………………………………………………………………………………….vi List of Tables……………….ix CHAPTER I: INTRODUCTION…………….1 Statement of the Problem………………………………………………………. 3 Purpose Statement……………………………………………………………… 7 Research Question………….9 Significance of the Research……………………….11 CHAPTER II: LITERATURE REVIEW………………………………………………. 13 Models of College Choice……………….……………………… 21 Factors Influencing College Choice…………………………………….23 Student Background……………………………………………………………… 24 Financial Factors………………………………………………………… ….31 Limitations of Prior Research………………………………………………… 40 Lack of Research on 2 vs 4 year Decision…………………………….…… 40 Lack of Research Which Considers Latinos…………………………….

42 CHAPTER III: RESEARCH DESIGN………………. 46 Instrumentation…………………………………………………………………48 Sample………………………………………………………………………… 48 Research Variables…………………. 53 viii CHAPTER IV: RESULTS………………………………………………………….70 CHAPTER V: CONCLUSIONS AND IMPLICATIONS………………………………….71 Implications for Policy and Practice…………………………………………. 78 Implications for Future Research……………….…………………… ………………………………85 Appendix A: Variables and Their Construction……………………….

………91 ix List of Tables Table 1 Descriptive Statistics for Sample Population………………………………. 56 Table 2 Cross tabs of Categorical variables and college choice…………………….60 Table 3 Cross tabs of Categorical Variables and Race/Ethnicity……………………61 Table 4 Logistic Regression Main Effects Model………………………………….86 x 1 CHAPTER I INTRODUCTION The unemployment rate in the United States during 2010 was at a record high of 9. In 2012, it was 8. Department of Labor Statistics, 2013a).

Although there was a decrease in unemployment rates, this most recent figure is above normal levels. These facts can be considered overwhelming, however when you examine unemployment rates by industry you will see that some sectors experience unemployment rates at lower levels than others. For instance, the unemployment rate for Education and Health Services Industry was 3.9% in 2012 compared to the unemployment rate of 9.7% for the Agriculture Industry during the same time period. Although our nation’s economic stability is at stake, future generations of the work - force can prepare themselves for the industries that hold the most promise in terms of providing such economic stability.

Today’s knowledge- based economy is characterized by global business systems, new advances in transportation systems and telecommunications (Organization of Economic Development, 2012). Markets and products are increasingly sophisticated and have high technology content. Most importantly, there is a demand for workers with advanced skills who are formally educated. The vitality of the U.

workforce and economy increasingly depends on educational progress of its citizenry. In terms of assessing the educational progress of our citizenry as a whole, the national high school dropout rate was 8. In 2012, the graduation rate at Title IV Institutions (where the students started as full-time, first time students) was 55. Although the dropout rate is not immediately worrisome, the graduation rates are.

Slightly more than 50 % of 2 American students graduate from college (NCES, 2013a). Simply stated, the well- being of the American workforce is questionable, and to complicate matters the viability of the American economy relies heavily upon the educational progress of the Latino population Latinos are the fastest growing minority segment in the United States. In 2010, there were 50.5 million Latinos in the United States, comprising 16 percent of the total population. Since 2000, the Latino population has grown by 43 percent.

By 2050 the Latino population will constitute 30 percent of the entire population (U. This means that nearly 1 in every 3 U. residents will be of Latino origin. Similarly, working age Latinos are expected to increase by 18 million.

These facts are important because in the future Latinos will constitute a significant portion of the American workforce. Latinos can either participate in the higher paying, opportunity rich jobs of the knowledge economy, or lose out on economic opportunity and/or equality. If the former, it is essential that they acquire some level of postsecondary education experience and credentials. If they opt for the latter, either by design or default, there is a good chance of being locked into dead-end jobs, with limited economic opportunities to support their families and participate in the American dream.

Conversely, if Latinos avail themselves of college opportunities, then they will benefit from the well documented effects (Adelman, 1999). This is not to say that the fate of the American economy is the sole responsibility of Latino community. One of the many roles and responsibilities of higher education is to provide opportunities through education, progress through research, and cultural enrichment. In order for institutions of higher education to be effective, they need to be responsive to changes in the population and their needs as well (Duderstadt, Vomack, 2003).

Therefore, the challenge for American higher education is to maximize the percentage of young people who obtain a bachelor’s degree. The purpose of this 3 research study is to understand why Latinos are not earning baccalaureate degrees, and as part of that process, particular attention will be given to the factors that influence their choice of college. Problem Statement In 2006, there were 96.3 thousand Latino students enrolled in some form of post- secondary education. Their enrollment constitutes an 11.4 percentage distribution of U.

Of those Latino students enrolled during that period 42.8 percent or 41,109 were enrolled at a four year institution. The remaining students were recorded as being enrolled in either a two year or less than two year institution.9 percent, or 21,533 Latino students obtained a bachelor’s degree (NCES, 2103c). Latino students’ college going behaviors are problematic on several accounts, namely, in terms of their representation in higher education; disproportionate representation at community colleges; and degree attainment. The low level of Latino baccalaureate attainment can be attributed in part to the fact that many Latinos begin their academic careers at community colleges.

In 2005, Adelman noted that where a student begins their academic career can impact baccalaureate degree attainment. More specifically, he noted that 37 percent of students that graduated from high school in 1992 and began their academic careers at a community college transferred to a four year college. However, he also notes that doing so reduced the likelihood of baccalaureate degree attainment. In 2009, Kurleander and Long compared the graduation rates of students that began their academic careers at community colleges to those that had entered a four year college in the semester immediately following their high school graduation.

They found that of those who started at a two year institution and had an intention of obtaining a bachelor’s degree, only 26 percent obtained it within nine years of starting.