A Critical Quantitative Examination of the Relationship between Constructs of Engagement and Latino College Completion Open Access
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Investigating the validity and applicability of student success theories for minority students uncovers the nuance and context of student experiences. This study examines the validity and applicability of student engagement and involvement for Latino students. Specifically, this study employs a critical quantitative lens to question current constructs of engagement. The dataset for this study comes from the 2013 UNC Sophomore Survey and research questions are grounded in the context of public universities in North Carolina. Exploratory Factor Analysis and Logistic Regression methodologies are employed to investigate the research question, is there a relationship (and to what extent) between hypothesized constructs of engagement, socio-economic status, and academic preparation on Latino baccalaureate completion.