John C. Sousa, Ed.D in Higher Education University of Southern California
 
 

AASCU (1997, January 1). Policies and Practice:  A Focus on Higher Education Retention.  American Association of State Colleges and Universities, Washington, DC. (ERIC Document Reproduction Service No.  ED 421 045).

       This is an eight-chapter book based upon qualitative analysis from several taped, interactive videoconference discussions examining student diversity issues and retention strategies.  All discussions were reviewed as part of a Federal Sallie Mae National Retention Project that was designed to address state expectations for greater accountability and federal reporting requirements on student graduation and retention.  The conclusion of the book contains a very comprehensive bibliography and reference guide.
 

Braunstein, A. & McGrath, I. (1997, August).  The Role of Economic Factors in Higher Education Persistence.  International Advances in Economic Research, 3,  325.
 

The authors present a detailed summary of the research defining the role of economic factors in persistence rates at higher education institutions.  Two distinct variables are defined in predicting the retention rates of freshmen students: (1) first semester grade point average and (2) the individual freshmen's impression of other students during their first term at the university.
 
 

Canabal, M. E. (1995, December 4).  Native Americans in Higher Education. College Student Journal,  29,  455-459.
 

Summarized in this article are the findings of many previous research works related to Native Americans in higher education.  Identified are some of the factors that appear to affect the recruitment and retention of this population of students: motivation, self-esteem, sense of isolation, cultural values, basic skills, and most importantly support from family and friends for pursuing a higher educational program course of study.  The author offers strategies for improvement and cites references for further research.
 
 

California Postsecondary Education Commission (CPEC), (1998, December). Toward a Greater Understanding of the State's Educational Equity Policies, Programs, and Practices. Sacramento, CA: Commission Report 98-5.
 

This is the 1998 CPEC adopted report that contains the shared and agreed upon CPEC perspectives on educational equity issues affecting the postsecondary systems in the State of California.  The 'core' of this volume is delineated into seven installments presented to the commission during the course of the study.  These installments are described in detail in chapters three though nine of the report.  CPEC recommendations conclude the report.
 
 

 Donovan, R. (1984, November 3). Path Analysis of a Theoretical Model of Persistence in Higher Education among Low-Income Black Youth. Research in Higher Education, 21, 243-259.
 

This article uses path analysis to examine the paradigm of persistence as a definitive process in higher education among a sample of low-income black youth attending various universities throughout the United States.  The author utilizes a concept referred to as 'Coll' experiences -- academic & social integration as well as academic achievement.  Results from the analysis would indicate that among low-income minority youth persistence could be dramatically improved by program intervention (Coll experiences) rather than the traditional view of just academic achievement influencing persistence in higher education settings.
 

Education Policy. IDRA Focus. (1998, November-December).  Intercultural Development Research Association (IDRA) Newsletter, 25. San Antonio, TX. (ERIC Document Reproduction Service No. ED 425 899).
 

The theme in this issue of the IDRA Focus includes five articles on educational policy in the Texas State Legislature that relate to issues on student retention.  The many areas discussed are as follows: educational equity (finance), educational policy, grade repetition, the internet, sexual harassment, affirmative action, dropout rate, elementary secondary education, equal education, financial support, state legislation, and telecommunications.  Also included is a brief index for January 1998-December 1998 and a 'sidebar' listing the theme for each of the IDRA 1998 issues.
 
 

Fernandez, C. (1996, Winter 97).  Changing tradition: The Path Less Traveled in Higher Education.  Liberal Education, 83, 12-20.
 

This is an article focusing on the Arizona International Campus' (AIC) implementation plan for what the author refers to as the University of Arizona's alternative paradigm in higher education: the AIC.  The AIC's traditional liberal arts education program is detailed as well as perspectives from faculty, staff, students, and administration.
 
 

Gloria, A. & Kurpius, S. E. (1996, November 4). The Validation of the Cultural Congruity Scale and the University Environment Scale with Chicano/a Students. Hispanic Journal of Behavioral Sciences, 18,  533-549.
 

The authors detail their exploration of the many factors related to the persistence of Chicano/a students in higher education systems.  Utilized is a 'Cultural Congruity Scale and the University Environment Scale' on a sample of four hundred and fifty four undergraduate students from two large southwestern universities in the United States.  Significant predictors of academic persistence decisions are discussed, and implications for faculty and staff in the university environments are discussed.
 
 

Jalomo, R.,  Jr. (1995).  First-Year Student Experiences in Community Colleges: Crossing Borders, Making Connections and Developing Perceptions About Learning.  San Francisco, CA: Paper presented at the Annual Conference of the American Educational Research Association (ERIC Document Reproduction Service No. ED 383 367).
 

This is a qualitative analysis, examining the influence of in- and out-of-class experiences on learning and retention issues affecting the diverse first-year community college students used in the study.  The study reviewed three identified critical dynamics: (1) the transition to college, (2) student involvement and connections on campus, and (3) the view student form of themselves as learners at the college level.  Findings were discussed as based upon the dimensions of what was termed the Bicultural Socialization Model: socialization, identity, cultural forces, and institutional dimensions
 
 

Levine, J. H. (1999).  Learning Communities:  New Structures, New Partnerships for Learning.  The First-Year Experience.  South Carolina University, Columbia. Collected Works-General; Guides -- Non-Classroom Use [Monograph Series, No. 26].
 

The book is a monograph collection of authors researching the development of learning communities and the first-year college experience. The editing author combines theory with real-life examples of what she terms as being a collection of examples that are  'good practice and recommendations for building and sustaining effective learning communities' thorough out the first twelve chapters.
 
 

National Association of Hispanic Populations, A Special Report. Hispanics-Latinos: Diverse People in a Multicultural Society A Special Report. (1995) National Association of Hispanic Publications. Washington, DC.
 

This report represents a vast array of data collected on a wide range of topics regarding population distribution and composition, family, education, language and immigration, labor force, income, and poverty (among other things) provided by the Bureau of the Census about Hispanic Americans. The report is presented in a 'chart book' design inspired by Vice President Al Gore's initiatives to 'reengineer' the manner by which the U.S. Government conducts business with the Hispanic populations.  Virtually all of the data included in the report are presented at the national level, with only selected data from concentrated Latino populated areas of some states presented.
 
 

Novas, H. (1994). Everything You Need To Know About Latino History. Penguin Books USA Inc., New York, NY.
 

The author formats her work as a chronicle to the many contributions that Spaniards, Mexicans, Puerto Ricans, Cubans, Dominicans, and Central/South Americans have had on the development of what is termed 'the Latino Culture' of the United States.  She identifies and attempts to dispel myths and stereotypes by providing factual information and what she terms 'enlightenment' to an ignorant U.S. populous.
 
 

Ostrowski, P. M. (1987). Twice in One Grade = A False Solution.  A Review of the Pedagogical Practice of Grade Retention in Elementary Schools:  What Do We Know?  Should the Practice Continue?  Based upon a Ph.D. Dissertation, Harvard University. (ERIC Document Reproduction Service No. ED 300 119).
 

The author reviews several monographs of the pertinent research and issues regarding 'grade retention' to better understand the many implications for retaining elementary school children.  The author discusses eleven topics ranging from historical context of retention through reasons that retention practices still persist in current day educational systems.  Included within the monograph review are methodological problems that indicate both advantages and disadvantages to retention at the elementary to secondary educational levels, problems that appear to have long-term effects on student behavior that impact post-secondary self-retention efforts and behaviors on the part of the individual students as well.
 
 

Pachon, H. & DeSipio, L. (1994). New Americans By Choice:  Political Perspectives of Latino Immigrants. Westview Press. Boulder, Colorado.
 

Utilizing information collected from the National Latino Immigrant Survey, the author presents the book as a portrayal of the Latino legal immigrant community, focusing on a cross-section of several Hispanic populations of legal immigrants in the United States.  Baseline information is detailed in Mexican, Cuban, Dominican, Central American, and South American immigrants who meet eligibility as U.S. citizenship or who were already naturalized at the time of the author's interviews.
 
 

Puner, L. (1996).  Starting Out Suburban:  A Frosh Year Survival Guide.  Pleasantville, NY: New Forge Press.
 

This book is directed specifically for suburban high school seniors planning to attend universities.  The goal of the author is to direct students, their parents, high school guidance counselors, and teachers at both the school and college levels with 'everything you need to know about the first-year college experience' presented in a very loose and entertaining style.  The study tracks fifty students who attended 23 colleges and universities. Information gathered from the interviews is collected and described in the subjects' manners (i.e., anecdotes, reflections, and insights). The book serves as a type of 'tips' on success at college, with the main emphasis being placed upon first-hand personal material given by the actual students interviewed for the study.
 
 

Rendon, L. I. (1981,  June).  The Three R's for Hispanics in Higher Education:  Retention, Recruitment, and Research.  Speeches/Conferences Papers: Viewpoints.  Lansing, MI.  Paper presented to the College Recruitment Association for Hispanics.
 

The author focuses much of the attention of the paper on issues affecting the retention and recruitment of Hispanic students in post-secondary education.  National, as well as state level data project a decline in the retention of Hispanic students overall.  Several suggestions are presented as well as strategies for implementation to target increasing the Hispanic enrollment in both the two-year colleges and university transfer levels.
 
 

Tinto, V., &  Goodsell, A.  (1993).  Freshman Interest Groups and the First Year Experience: Construction Student Communities in a Large University.  Kansas City, MO: Paper presented at the Annual Meeting of the College Reading and Learning Association.  (ERIC Document Reproduction Service No. ED 358 778).
 

This is a qualitative case study of what the authors termed 'Freshman Interest Groups' (FIG) which enroll students in specific thematically linked courses on their first semester at a large public university.  These three FIGs were conduced over the period of one-week of site visits involving observations, interviews and 'Writing Link' classes enabling students to balance engagement with course content appearing to enable the researchers to understand how the freshman students better adjust to those experiences that fit in with their broader, social network and experiences as first year students.
 
 

Turner, C. S. (1996).  Racial and Ethnic Diversity in Higher Education.  [ASHE Reader Series]. Needham Heights, MA: Simon & Schuster.
 

This is a  detailed anthology containing fifty-two papers of racial and ethnic diversity describing the collective ideas of the teachers in American higher education system.  The report is divided into six parts: (1) Racial/Ethnic Diversity in Higher Education History; (2) Curriculum Teaching, and Learning; (3) Students; (4) Faculty; (5) Administration, Leadership and Governance; and (6) Research Issues, which examines the different theoretical frameworks considered when studying students and faculty.