From Migrant Farmworkers to First-Generation Latina/o Students: Factors Predicting College Outcomes in Students Participating in the College Assistance Migrant Program

Abstract

This dissertation examines factors that are associated with college outcomes (i.e., college GPA, persistence, and academic probation) for a migrant Latina/o college student population participating in the federally funded College Assistance Migrant Program (CAMP). The study also examines the impact of CAMP services on college outcomes and socio-cognitive perceptions (i.e., college academic self-efficacy, academic resilience, and school connectedness). Further, the study compared participant's level of involvement in the CAMP program across universities and qualitatively examined students' open-ended responses on how the CAMP program is useful and how it can be improved. Participants were 245 CAMP participants from four universities including: Northeastern University, Central State University, Pacific Northwest University, and Southwestern University. High school achievement and academic resilience were significant positive predictors of college GPA. Living on-campus was a negative predictor. Financial aid in the form of loans, having family responsibilities, and working full-time off campus were negative predictors of persistence, while involvement in CAMP's personal and academic counseling services was a positive predictor. Higher levels of academic self-efficacy, academic resilience, and CAMP's academic and financial assistance predicted being less likely to obtain academic probation status. Student's open ended responses revealed CAMP services helped students to: integrate socially into the university system, become more resilient when facing academic, personal, and cultural barriers, navigate the higher education landscape, and provided students with financial assistance. However, students also reported that the program could be improved. Implications for practice are discussed.