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Cultural and Socioeconomic Factors Affecting the Successful College Completion of Dominican and Haitian ESL Students in the United States

Description:

College completion rates are one of the major issues facing immigrant and non- immigrant students in the United States, especially among Hispanic and African American student populations (Scott-Clayton, 2015). Socioeconomic inequalities in college completion have become a significant concern nationwide (Page et al., 2019). The passage of the Higher Education Act of 1965 has promoted an increase in college enrollment rates; however, gaps in enrollment and college completion have persisted (Bailey & Dynarski, 2011). Nearly half of students enrolled in a 4-year college will complete a bachelor’s degree in more than 6 years. No less than 62% of White, 39% of American Indian and Alaskan Native, 40% of Black, and 50% of Latino students enrolled in 4-year college complete a bachelor’s degree in a 6-year timeframe (National Center for Education Statistics [NCES], 2012). To promote college completion among Hispanics and African Americans, the researcher explored Dominican and Haitian English as a Second Language (ESL) students’ college experiences in post-secondary institutions in the United States.

Keyword:

Multicultural education , Educational leadership, English as a second language--ESL, and Higher education

Subject:

Education

Creator:

Romain, Rony

Owner:

skushner@saintpeters.edu

Publisher:

Saint Peter's University

Date Uploaded:

12/22/2021

Date Modified:

11/30/2023

Rights Statement:

In Copyright - Educational Use Permitted

Resource Type:

Dissertation

Cultural and Socioeconomic Factors Affecting the Successful College Completion of Dominican and Haitian ESL Students in the United States

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