Patricia Arredondo

A Longitudinal Analysis of Latina/o Students' Academic Persistence.

This was a 4.5-year follow-up study of university persistence involving 71 Latina/o students, who were initially surveyed as 1st-semester freshmen. Academic (high school grade point average [GPA], entrance exam scores, and college GPA) and nonacademic (self-beliefs, social support, and academic persistence decisions) factors were examined to determine impact on persistence. Self-beliefs and mentoring predicted academic persistence and college GPA. Students who graduated had stronger high school GPAs, more mentoring, and more positive initial academic persistence decisions.

Integrating Practice Guidelines Into Professional Training Implications for Diversity Competence

The authors present the findings of a special task group (STG) organized to explore effective training strategies for the practice guidelines focused on diverse populations. They provide a brief literature review and summarize survey data from academic training directors regarding current use of practice guidelines. The authors then describe the Integrative Training Model (ITM), developed by the STG, as a framework for students and professionals to incorporate the complex array of information contained in each set of guidelines. Unique challenges associated with incorporating the ITM are described, as well as pedagogical considerations for both students and current professionals. The authors believe the ITM may help students and professionals increase their diversity competence by developing a more holistic understanding of the various dimensions and social group experiences that affect their clients and themselves.

Integrating Social Justice in Group Work: The Next Decade

Group work can be an effective outlet for facilitating client empowerment at individual and systemic levels. This article outlines strategies for increasing attention to social justice issues in group work over the next decade within education, training, supervision, practice, and research. Drawing from historical perspectives, current literature, and experience as social justice-minded scholars, educators, and practitioners, the authors describe numerous and unique opportunities as well as potential challenges for group workers engaging in social justice advocacy and practice. Topics explored include consciousness raising, group empowerment, community organizing, definitions of social justice, attribution theory, and sociopolitical identity development.

Latina/o Student Achievement: A Collaborative Mission of Professional Associations of Higher Education

Latina/o student achievement is a priority for the American Association of Hispanics in Higher Education (AAHHE). To date, AAHHE has worked deliberately on this agenda. However, well-established higher education associations such as the Association of American Universities (AAU) and the Association of Public and Land-grant Universities (APLU) are in a position to work collaboratively with AAHHE to address the Latina/o educational achievement gap. Using a model of scholarly engagement, we propose a framework and recommendations on how AAU and APLU institutions can work in collaboration with community stakeholders to improving Latina/o student success.