In interviews with a probability sample of 218 Mexican-American women university students, the authors found that the number of hours Chicanas work weekly is vastly more important than either their connection to the ethnic community or their challenge to gender relations in terms of the time it takes them to earn a baccalaureate degree. The findings-both descriptive and multivariate-suggest that institutional responsiveness to their combined student/worker status is critical to their educational "success. "
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