Divergent College-Going Rates of Latino Males: A Structural Equation Modeling

• In Event: De Niños a Hombres: Understanding the Educational Pipeline of Latinos From Middle Through Graduate School

Abstract

Although there exists extensive research examining both high school dropout rates and college enrollment patterns of Latina/os as a whole, limited research examines the divergent patterns between genders. Using a theoretical framework that focuses on the importance of social and cultural capital in post-secondary enrollment (Perna & Titus, 2005), this study examines how the availability of social and cultural capital interplay to create and instill a desire to attend college for Latina/o high school students. Current research shows that the decision to pursue a college degree amongst Latina/o students is influenced by socio-cultural processes that may potentially have differential effects on males and females (Hurtado, Carter & Spuler, 1996; Saenz & Ponjuan, 2009).

Latina/os continue to experience significantly disproportionate high school dropout rates when compared to their White counterparts. Furthermore, there exists an additional discrepancy among the Latina/o students as a whole. When the dropout rates are disaggregated between male and female students, about 28% of Latino males dropout of high school compared to only 17% of Latina students (NCES, 2005). This divergence in educational attainment is consistent as both groups navigate the educational pipeline. College enrollment data reveals that Latinas enroll at a higher percentage than their male counterparts, 30 percent compared to 20 percent. Bachelor’s degree attainment provides perhaps more alarming trends, with approximately a 56 percent difference in the number of bachelor’s degrees completed by Latinas and Latinos (Saenz & Ponjuan, 2009).

In an attempt to better understand the shortage of Latinos in higher education, this study explores the college decision-making process of Latino male high school students and the factors that are considered in making the decision to pursue a post-secondary education. Using longitudinal data from the Texas Higher Education Opportunity Program (THEOP) study, this quantitative study uses structural equation modeling (SEM) to address the following research question:

How are self-efficacy, perceived institutional and familial support, peer influences, and post-secondary knowledge associated with Latino male high school students’ decisions to pursue a post-secondary education?

Data from THEOP is appropriate for the scope of this study as it contains an abundance of Latino/as in the data sample, thus strengthening the generalizability of findings. Results from exploratory analyses indicate that there exists a difference in college-going responses for Latino male high school students compared to Latinas. Peer influences are found to have a greater effect on the decision to attend a post-secondary institution for Latino males when compared to Latinas. Additionally, perceived institutional support and post-secondary knowledge have little effect on the college going decisions of Latino high school students.

This study adds to the literature, defining clear gender differences in the decision-making process of Latina/o students’ post-secondary educational attainment. Session participants will obtain a deeper understanding of how Latina/o high school students decide to attend college. The results of the SEM models will allow participants to see the interrelationship between factors influencing college attendance for Latinos, which has great implications in developing new practices for increasing the post-secondary enrollment of Latinos.

Authors

• Manuel Gonzalez, The University of Texas - Austin

• Jose Manuel Hernandez, University of Washington

• José Muñoz, University of Missouri