TY - JOUR
T1 - Hispanic students and the Gates Millennium Scholarship Program
T2 - Promising results extending to the third college year
AU - Oseguera, Leticia
AU - Denson, Nida
AU - Hurtado, Sylvia
PY - 2008
Y1 - 2008
N2 - Financing college is increasingly difficult for many college students and it can be especially difficult for low-income students. Using data from the Gates Millennium Scholarship Program, this study provides a portrait of the 1st and 3rd year experiences of a sample of both high achieving Hispanic scholarship recipients and non-recipients. Applying Nora, Barlow, and Crisp's Student/Institution Engagement Theoretical Model (2005), we show how freedom from the Stressors of paying for college enables students to become more engaged in academics and campus leadership activities even as we control for equally high levels of ability and involvement prior to college entry.
AB - Financing college is increasingly difficult for many college students and it can be especially difficult for low-income students. Using data from the Gates Millennium Scholarship Program, this study provides a portrait of the 1st and 3rd year experiences of a sample of both high achieving Hispanic scholarship recipients and non-recipients. Applying Nora, Barlow, and Crisp's Student/Institution Engagement Theoretical Model (2005), we show how freedom from the Stressors of paying for college enables students to become more engaged in academics and campus leadership activities even as we control for equally high levels of ability and involvement prior to college entry.
UR - https://www.scopus.com/pages/publications/62549107089
UR - https://www.scopus.com/inward/citedby.url?scp=62549107089&partnerID=8YFLogxK
U2 - 10.2190/CS.10.3.d
DO - 10.2190/CS.10.3.d
M3 - Article
AN - SCOPUS:62549107089
SN - 1521-0251
VL - 10
SP - 307
EP - 338
JO - Journal of College Student Retention: Research, Theory and Practice
JF - Journal of College Student Retention: Research, Theory and Practice
IS - 3
ER -