Latino Faculty Role Models:
Their Effects on Latino Student Retention
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The purpose of the study is to attempt to
reveal the cultural and social capital gained
by Latino students who have Hispanic faculty
role models; and their effects on retention.
Outcomes of this study may help
administrators to implement a retention
strategy tailored specifically to Latino
students.
Action Research Umbrella:
Perceptions, Views, and Design: Role Models as a Retention Strategy for Latinos Students
Theme 1: Social Capital
Theme 2: Cultural Capital
Theme 3: Ethnicity
Increasing Social Capital as a
Retention Strategy
Increasing Cultural Capital as a
Retention Strategy
Recognizing that ethnicity
may play a role for students
Can role models increase the
social capital of Latino
Students?
Can role models increase the
cultural capital of Latino
students?
Is it important to have Latino
faculty as role models for
Latino students?
1. Does using Hispanic faculty as mentors aid Latino students in gaining social and cultural capitol?
2. Does increased social and cultural capital improve Latino student retention?
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Gloria and Rodriguez (2002) warns that an
understanding of cultural (norms, traditions,
acculturation, ethnic identity) and social factors
(social networks that include family and faculty)
are crucial when advising Latino students.
A Latino faculty mentor may expand the
student’s access to resources for coping with the
stresses of academia. As students gain social and
cultural confidence, their adaptation and
therefore retention, may also increase.
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Capital Deficiency Theory explains the
phenomenon of why underrepresented populations
lack social and cultural resources needed for
academic achievement
Social scientists have identified various related
forms of capital (social / cultural) which provides
advantages to individuals in society and in
educational settings.
Both social and cultural capital may enhanced by
engaging Latino faculty as role models for Latino
students.
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La Guardia Community College (LGCC), New
York, NY
Latino Student Population: 35 %
Formalized mandatory faculty advising
Program
Hispanic Faculty: 24 %
Hypothetical Triangulation Matrix
Focus of the Action Research Study
Increasing Retention of Latino Students through Latino Faculty Role Models
Overarching
Data Source 1
Question
Can role models
One-on-one
increase the social / Interviews with
cultural capital of Latino students
Latino Students?
Data Source 2
Data Source 3
Recorded
interviews
Written field notes
One-on-one
Interviews with
Latino students
Recorded
interviews
Written field notes
Is it important to
One-on-one
have Latino faculty Interview with
as role models?
Latino Students
Recorded
interviews
Written field notes
Does increased
social and cultural
capital improve
Latino student
retention?
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One-on-one Interviews with Latino students
Recorded interview
Written field notes.
Transfer of Capital: The Effects of Same-Ethnic Role Models
1. Ethnic
Faculty
Role Model (with
Social and
Culture Capital)
2. Mentor
and
Advising
Process
3. Ethnic Students
(lacking Social and
Culture Capital)
Transfer
of
Capital
4. Ethnic Student with
Increased Social and
Culture Capital
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Laura Soerensson
Assist Director, MBA Admissions
M.Ed. EPPL, Higher Ed. Administration, Candidate 2011
Email: laura.soerensson@email.wm.edu
I am a second year Masters student with a projected
graduation in December, 2011. I have 3 years
experience in higher education. My interests
include: Latino students, retention policies, and
standardized testing in admissions policies.