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Hispanic Student Success: Factors Influencing the Persistence and Transfer Decisions of Latino Community College Students Enrolled in Developmental Education

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Abstract

This study examined the impact of a set of theoretically-derived predictor variables on the persistence and transfer of Hispanic community college students. Early models of student persistence have been validated primarily among 4-year college students. While the constructs have been well-established, the relationships of those relevant factors remain unexamined among community college transfer students, and specifically, among Hispanic students enrolled in developmental coursework and planning to transfer from a community college to a 4-year institution. Logistic regression analysis was used to test the hypothesized conceptual framework on an existing set of quantitative persistence data drawn from a national sample of Hispanic students.

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Notes

  1. Unweighted sample sizes are rounded to the nearest ten, per IES Data Security guidelines.

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Authors and Affiliations

  1. Department of Educational Leadership and Policy Studies, College of Education and Human Development, The University of Texas at San Antonio, One UTSA Circle, San Antonio, TX, 78249, USA

    Gloria Crisp & Amaury Nora

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  1. Gloria Crisp
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  2. Amaury Nora
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Correspondence to Gloria Crisp.

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This study is based upon work supported by the Association for Institutional Research, the National Center for Education Statistics, National Science Foundation and National Postsecondary Education Cooperative under an Association for Institutional Research Grant for 2007–2008.

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Crisp, G., Nora, A. Hispanic Student Success: Factors Influencing the Persistence and Transfer Decisions of Latino Community College Students Enrolled in Developmental Education. Res High Educ 51, 175–194 (2010). https://doi.org/10.1007/s11162-009-9151-x

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