1. Latino Faculty Role Models: Their Effects on Latino Student Retention

2.  The purpose of the study is to attempt to reveal the cultural and social capital gained by Latino students who have Hispanic faculty role models; and their effects on retention.  Outcomes of this study may help administrators to implement a retention strategy tailored specifically to Latino students.

3. Action Research Umbrella: Perceptions, Views, and Design: Role Models as a Retention Strategy for Latinos Students Theme 1: Social Capital Increasing Social Capital as a Retention Strategy Can role models increase the social capital of Latino Students? Theme 2: Cultural Capital Increasing Cultural Capital as a Retention Strategy Can role models increase the cultural capital of Latino students? Theme 3: Ethnicity Recognizing that ethnicity may play a role for students Is it important to have Latino faculty as role models for Latino students? 1. Does using Hispanic faculty as mentors aid Latino students in gaining social and cultural capitol? 2. Does increased social and cultural capital improve Latino student retention?

4.  Gloria and Rodriguez (2002) warns that an understanding of cultural (norms, traditions, acculturation, ethnic identity) and social factors (social networks that include family and faculty) are crucial when advising Latino students.  A Latino faculty mentor may expand the student’s access to resources for coping with the stresses of academia. As students gain social and cultural confidence, their adaptation and therefore retention, may also increase.

5.  Capital Deficiency Theory explains the phenomenon of why underrepresented populations lack social and cultural resources needed for academic achievement  Social scientists have identified various related forms of capital (social / cultural) which provides advantages to individuals in society and in educational settings.  Both social and cultural capital may enhanced by engaging Latino faculty as role models for Latino students.

6.  La Guardia Community College (LGCC), New York, NY  Latino Student Population: 35 %  Formalized mandatory faculty advising Program  Hispanic Faculty: 24 %

7. Overarching Question Data Source 1Data Source 2Data Source 3 Can role models increase the social / cultural capital of Latino Students? One-on-one Interviews with Latino students Recorded interviews Written field notes Does increased social and cultural capital improve Latino student retention? One-on-one Interviews with Latino students Recorded interviews Written field notes Is it important to have Latino faculty as role models? One-on-one Interview with Latino Students Recorded interviews Written field notes Hypothetical Triangulation Matrix Focus of the Action Research Study Increasing Retention of Latino Students through Latino Faculty Role Models

8.  One-on-one Interviews with Latino students  Recorded interview  Written field notes.

9. 1. Ethnic F aculty Role Model (with Social and Culture Capital) 4. Ethnic Student with Increased Social and Culture Capital Transfer of Capital: The Effects of Same-Ethnic Role Models Transfer of Capital: The Effects of Same-Ethnic Role Models 2. Mentor and Advising Process 3. Ethnic Students (lacking Social and Culture Capital) Transfer of Capital

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11. Laura Soerensson Assist Director, MBA Admissions M.Ed. EPPL, Higher Ed. Administration, Candidate 2011 Email: laura.soerensson@email.wm.edulaura.soerensson@email.wm.edu I am a second year Masters student with a projected graduation in December, 2011. I have 3 years experience in higher education. My interests include: Latino students, retention policies, and standardized testing in admissions policies.