• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>International Journal of STEM Education >Factors influencing the academic success of Latinx students matriculating at 2-year and transferring to 4-year US institutions—implications for STEM majors: a systematic review of the literature
【24h】

Factors influencing the academic success of Latinx students matriculating at 2-year and transferring to 4-year US institutions—implications for STEM majors: a systematic review of the literature

机译：影响2年的拉丁蛋白学生学术成功的因素，并转移到4年美国机构的影响 - 对茎专业的影响：对文献的系统审查

获取原文
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

This systematic review identifies factors that prior studies have identified as supporting the academic success of Latinx transfer students, who matriculate at 2-year institutions with respect to earning a 4-year baccalaureate degree in a STEM field. Since the students matriculate at a 2-year institution, they must, at some point in their academic career, transfer to a 4-year institution to earn the baccalaureate degree. Search and screening procedures identified 59 qualifying studies describing factors supporting persistence, transfer, or graduation of Latinx students matriculating at 2-year institutions. To synthesize findings, we coded the 31 quantitative, 22 qualitative, and six mixed methods studies according to unified themes. Nearly half the quantitative studies explored student characteristics alone, while some qualitative studies explicitly sought to identify assets Latinx students bring to higher education. None of the quantitative students utilized assets-based frameworks such as Yosso (Race Ethn Educ 8:69–91, 2005) to guide their analysis. All types of studies contributed to the conclusion that quality interactions with peers and staff support success of Latinx STEM transfer students. Specific details and strategies for institutions and their staff to support these interactions are described.
机译：该系统审查确定了先前研究已被确定为支持Latinx转移学生的学术成功的因素，他在2年机构中占据了一个4年的杆领域的学士学位。由于学生在一个2年级的机构征刊，他们必须在他们的学术职业的某些时候转移到一个4年的机构来获得学士学位。搜索和筛选程序确定了59项，描述了支持在2年级机构的拉丁列患者的持久性，转移或毕业的因素。为了合成调查结果，我们根据统一主题编码了31种定量，22种定性和六种混合方法。近一半的定量研究单独探讨了学生特征，而一些定性研究明确寻求识别拉丁X学生带来高等教育的资产。没有定量学生利用基于资产的框架，例如Yosso（Race ethn教育8：69-91,2005）以指导分析。各种类型的研究促成了与同行和工作人员的质量互动的结论，支持拉丁裔赛道茎转让学生的成功。描述了机构及其支持这些交互的具体细节和战略。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号