Raúl Guzmán Ayala is a junior Latin American Studies with a Certificate of Advanced Study in Spanish at Carleton College in Northfield, MN. His research interests include educational equity for Latina/o students and Latina/o Critical Theory. Mr. Guzmán plans to pursue graduate studies in Educational Psychology.
I will contribute to the improvement of U.S. education systems to help educators effectively teach Latina/o students by earning a Ph. D. in Educational Psychology. My dream is to help Latina/os take full advantage of educational resources so that they have access to better social capital.
Achieving Goals: Role of Support and Structure for Latina/o Student Post High-School Goals
Abstract: The number of Latina/o students in k-12 schools is increasing every year. However, high school graduation rates for Latina/o students are very low. A review of Latina/o responses for the Minnesota Student Survey shows important trends in the role of support and structure in OST activities and their plans to go to a 4 year college. We argue that Latina/o students who report higher levels of support and participate in structured OST activities are more likely to accomplish their goals. Latina/o students with plans to attend a 4 year college or university engage in more structured activities than those in other groups, and less unstructured OST activities than groups of students with different goals. Download poster. [PDF]
Michael C. Rodriguez is a current professor of Educational Psychology in the College of Education and Human Development at the University of Minnesota, Twin Cities. He earned his Ph. D. in Measurement & Quantitative Methods at Michigan State University. His research is focused on understanding the psychometric properties of tests. Rodriguez also leads a Youth Development Research Group and is a founding Co-Director of the Educational Equity Resource Center. He is published in a variety of journals and continues to conduct research in assessing evaluation tools.