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Open AccessArticle

Using Institutional Resources and Agency to Support Graduate Students’ Success at a Hispanic Serving Institution

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College of Education, California State University, Fullerton, 800 N. State College Blvd., Fullerton, CA 92831, USA
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College of Education, University of Northern Iowa, 1227 West 27th Street, Cedar Falls, IA 50614, USA
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Office of Graduate Studies, California State University, Fullerton, 800 N. State College Blvd., Fullerton, CA 92831, USA
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College of Health and Human Development, California State University, Fullerton, 800 N. State College Blvd., Fullerton, CA 92831, USA
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College of Education and Human Development, University of Louisville, Louisville, KY 40292, USA
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Author to whom correspondence should be addressed.
Academic Editor: Lorri J. Santamaría
Educ. Sci. 2016, 6(3), 28; https://doi.org/10.3390/educsci6030028
Received: 2 November 2015 / Revised: 11 July 2016 / Accepted: 2 August 2016 / Published: 16 August 2016
There is a growing body of evidence that links increased social capital to minority student success in college. This paper seeks to expand specifically on the graduate experience of underrepresented minorities (URM) at a Hispanic Serving Institution (HSI) using the social capital framework. In a cross-sectional survey, 198 graduate students retrospectively considered the role of institutional resources and agents in their success towards graduation. Data revealed that motivational factors such as a sense of personal achievement, family support, peer support, career promotion, supportive faculty, program satisfaction, and faculty mentor played critical roles in the success of graduate students at HSI. Specifically, Latino students are more likely to report that faculty mentors played a significant role in their success compared to their non-Latino peers χ2(1, N = 195) = 5.33, p = 0.02. Latinos/as were also more likely to use writing support services than their non-Latino/a peers χ2(2, N = 190) = 7.59, p = 0.02. By identifying and increasing access to institutional resources and agents, underrepresented minorities in post-baccalaureate programs may encounter less barriers to graduate degree success. View Full-Text
Keywords: graduate students; social capital; Hispanic Serving Institution; Latino students; underrepresented minorities graduate students; social capital; Hispanic Serving Institution; Latino students; underrepresented minorities
MDPI and ACS Style

Tran, N.A.; Jean-Marie, G.; Powers, K.; Bell, S.; Sanders, K. Using Institutional Resources and Agency to Support Graduate Students’ Success at a Hispanic Serving Institution. Educ. Sci. 2016, 6, 28.

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