The purpose of this study was to develop, pilot, and validate two measures theoretically relevant to the persistence of Chicano/a students in institutions of higher education. Two scales, the Cultural Congruity Scale (CCS) and the University Environment Scale (UES), were developed and tested. The scales were piloted and then administered to 454 Chicano/a undergraduates at two large southwestern universities. Strong internal consistencies were found for both scales. When used in regression equations, both scales were significant predictors of academic persistence decisions. Implications for counseling psychologists, university faculty and staff and others within the university setting are discussed.
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