Factors Influencing Latina/o Student Satisfaction at Hispanic-Serving Institutions

• In Event: 30.042 - Examining Latina/o Students Where They Enroll: Furthering Research on Hispanic-Serving Institutions

Abstract

Despite the increased representation of HSIs within higher education, relatively little is known about student experiences and outcomes at these institutions (Nora & Crisp, 2009). Although emerging research shows how HSIs positively influence Latina/o student experiences and outcomes (Cuellar, 2014; Fosnacht & Nailos, 2015; Maestas et al., 2007), much remains to be explored.

This paper will quantitatively examine factors influencing Latina/o student satisfaction at HSIs. Student satisfaction is the perceived value students ascribe to their college experience. A satisfying experience can motivate students to persist and achieve their academic goals (Astin, 1993) as well as build strong alumni relations, which in turn can influence future financial contributions to an institution (Weerts & Ronca, 2007). Unfortunately, students of color generally express less satisfaction in college than their White peers (Webber et al., 2013), which may be partly related to college experiences when students are first generation college goers (Garriott et al., 2015). Building off this literature, I contend that student satisfaction among Latina/os also gauges the extent to which this historically marginalized group is served within HSIs.

Using a longitudinal dataset from UCLA’s Cooperative Institutional Research Program (CIRP), the study will employ structural equation modeling to explore how experiences during college shape overall student satisfaction among Latina/os at 18 HSIs. The factors that will be included in the model are associated with higher levels of college satisfaction according to the literature, such as faculty interactions (Astin, 1993) and engagement in student groups (Branand et al., 2015). Positive and negative aspects of the campus climate will also be considered since validating and marginalizing experiences can shape student outcomes (Hurtado et al., 2012). The findings from this study will illustrate how HSIs may provide an educational experience that Latina/o students value, thereby serving this historically marginalized group. Such information can inform how institutional leaders and practitioners at HSIs and emerging HSIs can cultivate environments that holistically serve Latina/os. Moreover, this study will further the conversation on examining the impact of HSIs on the students they purport to serve beyond graduation rates.

Author

• Marcela Cuellar, University of California - Davis