This quantitative study used Astin's I-E-O theory to explore the relationship between a college freshman's high school background and academic self-efficacy. The Beginning College Survey of Student Engagement was used to measure academic self-efficacy across four types of high schools. Student gender and precollege experiences (dual-credit and communication assertiveness) were used as control. A total of 15,400 first-year students were included in this study. An ANOVA was used to examine the differences between groups, and ordinary least-square analysis was used to study the factors that affect academic self-efficacy. Results showed statistically significant difference in academic self-efficacy between public and private religious high school graduates. Specifically, graduates of public high schools had statistically higher academic self-efficacy than graduates of private religious high schools (p < .001). Additionally, females and participants of dual-credit courses also tended to have higher academic self-efficacy. Finally, analysis revealed that a first-year student's communication confidence is highly correlated to their academic self-efficacy. Results confirm in-coming first-year students perceive higher education engagement differently based on traits attributed to their precollege experiences. Results point to criteria colleges may be able to use in identifying freshmen at risk for low academic self-efficacy and, therefore, for problems in retention and degree …

This study uncovers the experiences of Latinos/as in allied health graduate programs and provides vital information which may help increase the number of Latino/a healthcare providers. It focuses on the testimonios (life narratives) of 9 Latinos/as who graduated from allied health graduate programs. Academic resilience and community cultural wealth theories framed the study while testimonio methodology guided data collection. Alumni were interviewed about the personal experiences and educational journeys that led them to successfully complete graduate allied health degrees. Participants’ family background, educational history, personal and environmental factors were considered. Participants described learning about the value of education early in their lives in home and school settings. The interviews also revealed the importance of participants’ personal drive and desire to excel academically and professionally. Participants noted that the academic rigor and adjustment required to succeed in graduate allied health programs, combined with feelings of social isolation, made their transition to the graduate program challenging. Family and social networks were noted as the most supportive in regards to participants’ retention and success. Research implications include the use of methodologies and theoretical frameworks which focus on the voices and experiences of underrepresented students in the allied health professions. Implications for allied health …