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Retaining Latino Males in Community Colleges: A Structural Model Explaining Sense of Belonging through Socio-Academic Integration

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Due to the American compulsory educational system's structured inequalities and the stratification mechanisms embedded within it, Latino students' academic performance and higher education participation and persistence are problematic. The purpose of this study is to examine the factors that facilitate sense of belonging among Latino male students who are enrolled in community colleges. Additionally, this study will examine how these experiences influenced their persistence. We integrate Tinto's (1993) constructs of academic and social integration, with Deil-Amen's (2011) socio-academic integration construct to inform this study. Results indicate that socio-academic integration had the most contribution to sense of belonging. Policy implications suggest academic and student affairs of a community college could increase the sense of belonging among Latino males by focusing on socio-academic integration.
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Keywords: ACADEMIC INTEGRATION; COMMUNITY COLLEGES; LATINOS; PERSISTENCE; SOCIAL INTEGRATION

Document Type: Research Article

Publication date: September 1, 2016

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  • Since 1993, the Journal of Applied Research in the Community College (JARCC) has served the institutional research and planning professionals in community colleges. JARCC is a semi-annual peer-reviewed journal that features articles relating to the integration of research and theory to practice in community colleges. The journal provides an intellectual space to communicate innovative practices in applied research that supports educational and administrative decision-making at the institutional, state, and national levels. JARCC is published by the San Diego State University's EdD program in Community College Leadership and Community College Leadership Alumni Chapter
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