Today, Latinos are enrolling in higher education at higher rates than ever before. Access to higher education for Latinos is no longer the greatest issue facing this population. Instead, degree completion is of increasing concern not to only Latinos, but also to higher education researchers and administrators.
The purpose of this study was to examine the influence, if any, of institutional resources and practices at four-year baccalaureate degree-granting institutions on baccalaureate completion rates for Latino students. In addition, the study examined what influence, if any, Latino student involvement with constituents (faculty, staff, alumni and community members) had on the institution’s baccalaureate completion rates for Latino students.
A national survey of chief student affairs officers at four-year baccalaureate-degree granting institutions was conducted about the institutional resources and practices for Latino undergraduate students. This study applied Astin’s Student Involvement theory to understand how to improve the college environment for Latino students. In addition, Astin’s I-E-O model served as the conceptual framework for the study.
The findings of this study revealed six significant, positive indicators of baccalaureate completion for Latino undergraduate students at four-year baccalaureate degree-granting institutions. This doctoral dissertation offers educators and administrators information on resources and practices to improve Latino baccalaureate completion rates.
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","abstract_html":"<p>Today, Latinos are enrolling in higher education at higher rates than ever before. Access to higher education for Latinos is no longer the greatest issue facing this population. Instead, degree completion is of increasing concern not to only Latinos, but also to higher education researchers and administrators. </p><p>The purpose of this study was to examine the influence, if any, of institutional resources and practices at four-year baccalaureate degree-granting institutions on baccalaureate completion rates for Latino students. In addition, the study examined what influence, if any, Latino student involvement with constituents (faculty, staff, alumni and community members) had on the institution’s baccalaureate completion rates for Latino students.</p><p>A national survey of chief student affairs officers at four-year baccalaureate-degree granting institutions was conducted about the institutional resources and practices for Latino undergraduate students. This study applied Astin’s Student Involvement theory to understand how to improve the college environment for Latino students. In addition, Astin’s I-E-O model served as the conceptual framework for the study.</p><p>The findings of this study revealed six significant, positive indicators of baccalaureate completion for Latino undergraduate students at four-year baccalaureate degree-granting institutions. This doctoral dissertation offers educators and administrators information on resources and practices to improve Latino baccalaureate completion rates.</p><p>¿¿¿</p>","abstract_has_math":false,"creators":["Soliz Martinez, Michele Catherine"],"institution":"University of Toledo","degree_name":"Doctor of Philosophy","degree_level":"doctoral","degree_discipline":"Higher Education","degree_department":null,"school":null,"contributors":["Opp, Ron"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012","date_published":"2012","updated_at":"2026-07-24T03:36:08Z","subjects":["Higher Education","Latino college students","baccalaureate completion rates","Astin","student involvement theory","I-E-O model"],"languages":["English"],"rights":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://rave.ohiolink.edu/etdc/view?acc_num=toledo1351176263","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Opp, Ron"]},{"key":"dc:creator","label":"Author","values":["Soliz Martinez, Michele Catherine"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2012"]},{"key":"dc:publisher","label":"Institution","values":["University of Toledo / OhioLINK"]},{"key":"dc:type","label":"Dc Type","values":["Electronic Thesis or Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Higher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Toledo"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Higher Education","Latino college students","baccalaureate completion rates","Astin","student involvement theory","I-E-O model"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://rave.ohiolink.edu/etdc/view?acc_num=toledo1351176263"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Today, Latinos are enrolling in higher education at higher rates than ever before. Access to higher education for Latinos is no longer the greatest issue facing this population. Instead, degree completion is of increasing concern not to only Latinos, but also to higher education researchers and administrators.
The purpose of this study was to examine the influence, if any, of institutional resources and practices at four-year baccalaureate degree-granting institutions on baccalaureate completion rates for Latino students. In addition, the study examined what influence, if any, Latino student involvement with constituents (faculty, staff, alumni and community members) had on the institution’s baccalaureate completion rates for Latino students.
A national survey of chief student affairs officers at four-year baccalaureate-degree granting institutions was conducted about the institutional resources and practices for Latino undergraduate students. This study applied Astin’s Student Involvement theory to understand how to improve the college environment for Latino students. In addition, Astin’s I-E-O model served as the conceptual framework for the study.
The findings of this study revealed six significant, positive indicators of baccalaureate completion for Latino undergraduate students at four-year baccalaureate degree-granting institutions. This doctoral dissertation offers educators and administrators information on resources and practices to improve Latino baccalaureate completion rates.
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"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf","p.131","1.59 MB"]},{"key":"dc:title","label":"Title","values":["The Influence of Institutional Practices and Resources on Latino Baccalaureate Completion Rates"]}]}],"canonical_facts":{"dc:contributor":["Opp, Ron"],"dc:creator":["Soliz Martinez, Michele Catherine"],"dc:date":["2012"],"dc:description":["Today, Latinos are enrolling in higher education at higher rates than ever before. Access to higher education for Latinos is no longer the greatest issue facing this population. Instead, degree completion is of increasing concern not to only Latinos, but also to higher education researchers and administrators.
The purpose of this study was to examine the influence, if any, of institutional resources and practices at four-year baccalaureate degree-granting institutions on baccalaureate completion rates for Latino students. In addition, the study examined what influence, if any, Latino student involvement with constituents (faculty, staff, alumni and community members) had on the institution’s baccalaureate completion rates for Latino students.
A national survey of chief student affairs officers at four-year baccalaureate-degree granting institutions was conducted about the institutional resources and practices for Latino undergraduate students. This study applied Astin’s Student Involvement theory to understand how to improve the college environment for Latino students. In addition, Astin’s I-E-O model served as the conceptual framework for the study.
The findings of this study revealed six significant, positive indicators of baccalaureate completion for Latino undergraduate students at four-year baccalaureate degree-granting institutions. This doctoral dissertation offers educators and administrators information on resources and practices to improve Latino baccalaureate completion rates.
¿¿¿
"],"dc:format":["application/pdf","p.131","1.59 MB"],"dc:identifier":["http://rave.ohiolink.edu/etdc/view?acc_num=toledo1351176263"],"dc:language":["English"],"dc:publisher":["University of Toledo / OhioLINK"],"dc:rights":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws."],"dc:subject":["Higher Education","Latino college students","baccalaureate completion rates","Astin","student involvement theory","I-E-O model"],"dc:title":["The Influence of Institutional Practices and Resources on Latino Baccalaureate Completion Rates"],"dc:type":["Electronic Thesis or Dissertation"],"thesis:degree_discipline":["Higher Education"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Doctor of Philosophy"],"thesis:institution_name":["University of Toledo"]},"updated_at":"2026-07-24T03:36:08Z"}