Search

The purpose of this study is to develop a better understanding of Puerto Rican first- and second-generation youth's migration, identity and adaptation to new lives in the Orlando, Florida, metropolitan area. This qualitative study draws on participant observations, informal conversations, newspaper articles and reports, focus groups and individual interviews with thirty adults and twenty first- and second-generation youth to describe the experiences of these Puerto Rican youth. In the paper I argue that these youth's challenges of identity and incorporation are no different from many of the first- and second-generation youth migrating from other countries. The data show that language barriers, accommodations to home, community, and school, and cultural challenges do exist among first- and second- generation Puerto Rican youth. Yet these youth indicated high levels of academic achievement and social adaptation, and overall felt supported by their families, community and school. [ABSTRACT FROM AUTHOR]

This paper presents findings from a study of the experiences and outcomes of older and younger community college students. We developed a discrete-time hazard model using longitudinal transcript data on a cohort of first-time community college students in Florida to compare the impact of enrollment pathways (such as remediation) and enrollment milestones (such as attaining a certain number of credits) on educational outcomes of older students—those who enter college for the first time at age 25 or later—with those of traditional-age students. Results suggest that reaching milestones such as obtaining 20 credits or completing 50 percent of a program is a more important positive factor affecting graduation probabilities for younger students than it is for older students. We also found that although enrollment in remedial courses decreases the odds of graduating for all students, older students who enroll in remediation are less negatively affected than are younger ones who take remedial classes. [ABSTRACT FROM AUTHOR]