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" (Hernandez & Lopez 2005; 38)
This set of general descriptors which may not necessarily apply universally, nonetheless helps to warrant the theory driving the research. Such is to say that this contributes to the argument that "retention is a complex and multidimensional issue [that] cannot be quickly or easily understood" and continues to suggest that "personal, involvement, environmental, and socio-cultural influences" all devise the experience of Latinos in America's schools. It suggests that intervention must consider a broad array causes extending from American society as a whole in order to improve graduation rates.
This theory is decidedly unempirical because the study by Hernandez & Lopez is largely preoccupied with descriptive imperatives for its study. The frame of the study is non-experimental, with an examination instead qualitative elaboration on the various features of the Latino experience that are likely to have had an impact on their retention rates in the United States.
The use of Mixed Methods as a way of approaching a research subject indicates an interest in retaining flexibility of research methods. Often, these methods are not predetermined but are driven by the lens selected for research investigation. In the case of a study by Torres (2006) which continues our examination on the subject of Latino retention rates in American universities, the lens is a racial one. The interest in understanding the experience of Hispanics as a function of their race...
As a result, the study compare the experiences of Hispanic students in two Hispanic institutions and those of Hispanic students in a predominantly white context. The interest in contextualizing students according to these racial distinctions is a demonstration of the way that the lens selected by research functions as a determinant in the research design.
Works Cited:
Cozby. (2009). Studying Behavior. .
Creswell (2009). The Use of Theory. .
Hernandez, J.C. & Lopez, M.A. (2005). Leaking Pipeline: Issues Impacting Latino/A College Student Retention. J. College Student Retention, 6(1), 37-60.
Torres, V. (2006) A Mixed Method Study Testing Data-Model Fit of a Retention Model for Latino/a Students at Urban Universities. J. College Student Development, 47(3), 299-317.
Works Cited:
Cozby. (2009). Studying Behavior. .
Creswell (2009). The Use of Theory. .
Hernandez, J.C. & Lopez, M.A. (2005). Leaking Pipeline: Issues Impacting Latino/A College Student Retention. J. College Student Retention, 6(1), 37-60.
Torres, V. (2006) A Mixed Method Study Testing Data-Model Fit of a Retention Model for Latino/a Students at Urban Universities. J. College Student Development, 47(3), 299-317.
(1999) which are: 1) Those with serious mental illnesses such as schizophrenia, bi-polar disorder with major depression and who use alcohol and drugs to self-mediate to cope with the symptoms; and 2) Those with borderline personality and anti-social personality disorders including anxiety disorder that is complicated by use of alcohol and illicit drugs. (Mather et al. 1999) Presenting further difficulty is the establishment of problems with alcohol and illicit drug use
This growing population group surely has much more to offer than service industry work. Once again, the Texas community sets an example not only in leadership, but also in the possibilities of uplifting educational opportunities for the Latino community. Indeed, the Texas program is driven by the Latino community itself, with intellectuals setting examples in leadership and education that can only be inspiring to their peers and to future generations.
In G. Landsberg, M. Rock, & L. Berg (Eds.), Serving mentally ill offenders and their victims: Challenges and opportunities for social workers and other mental health professionals. New York, NY: Springer. Carroll K.M. (1997). Enhancing retention in clinical trials of psychosocial treatments: Practical strategies. In L. Onken, J. Blaine, & J. Boren, (Eds.), Beyond the therapeutic alliance: Keeping the drug-dependent individual in treatment. [NIDA Research Monograph Series #165, 4-24]. Washington,
PROSPECTUS: PART 17Recommendations to Address the Problem of Low Graduation Rates among Hispanic Minority Students at Glendale Community CollegeIntroductionOverviewThe purpose of this study is to provide recommendations to the problem of low graduation rates among Hispanic students at Glendale Community College California. The problem is that despite the high levels of student satisfaction at Glendale Community College, only 32 percent of students complete their courses on time (Community College Review,
Recommendations to solve the Problem of Low Graduation Rates at Glendale Community CollegeYour NameSchool of Education, UniversityIn partial fulfilment ofAuthor NoteI have no known conflict of interest to discloseCorrespondence concerning this article should be addressed to:Student NameUniversity:Email:Literature ReviewI. OverviewThe proposed study seeks to determine the factors that influence student completion rates at Glendale Community College and make recommendations. The Glendale College student population presents a rich racial composition, with African-Americans
Community resources must be identified and brought together to meet needs. Actions can be developed to prevent poor health outcomes by: appropriately identifying, collecting, and reporting racial/ethnic group-specific data; identifying where data are lacking and developing appropriate tools to collect those data; and linking poor health status indicators to social conditions and influences, as well as personal behaviors and genetics. As indicated by other counties, the populations experiencing these disparities