Factors affecting college retention of Hispanic males
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This study was designed to explore some major factors that may influence the retention of Hispanic males in college, and to generate a profile of the persisting Hispanic male student at Hunter College.;Eighty-one Hispanic and eighty White male undergraduates voluntarily participated and formed the study and control groups respectively. Two standardized protocols, one measuring self-esteem and the other study habits were administered to subjects in small group settings. In addition, a self-report questionnaire was administered to collect demographic data, educational history and other relevant information.;The research reviews college retention programs and emphasizes considerations for intervention programs targeting Hispanic students. The effects of self-esteem, support systems, high school performance, goal directedness, study habits and attitudes, and degree of cultural commitment on student persistence are examined. In addition, possible differences on some variables between Hispanic subgroups and Hispanics with high and low GPAs are investigated.;Findings suggest that persisting Hispanics differ little from their White counterparts, except with regard to goal directedness, work methods, and teacher approval. Hispanics seem more goal directed than Whites, and their GPAs seem not influenced by work methods or perceptions of teachers as are those of Whites. Among Hispanic subgroups, those describing themselves as American, Puerto Rican or NueYorican and reporting the most number of years living on the mainland indicate lower GPAs than other Hispanics. Those Hispanics with low GPAs show higher degrees of commitment to Hispanic culture and more years living on the mainland than those with high GPAs.;The profile of the persisting Hispanic male student at Hunter College appears to be as follows: He is likely to have done well in high school, his parents are likely to have completed some secondary schooling, he is probably bicultural, he tends to seek out friends rather than college personnel to discuss personal and academic concerns, he is goal directed, and views his college studies as relevant to the attainment of a specific career. In addition, he is likely to enroll in graduate school, and he sees his cultural values as positively influencing his persistence at college.
Source: Dissertation Abstracts International, Volume: 51-03, Section: A, page: 7530.;Advisors: Judith Kaufman.