This was a 4.5-year follow-up study of university persistence involving 71 Latina/o students, who were initially surveyed as 1st-semester freshmen. Academic (high school grade point average [GPA], entrance exam scores, and college GPA) and nonacademic (self-beliefs, social support, and academic persistence decisions) factors were examined to determine impact on persistence. Self-beliefs and mentoring predicted academic persistence and college GPA. Students who graduated had stronger high school GPAs, more mentoring, and more positive initial academic persistence decisions.
ArredondoP.GlaunerT. (1992). Personal dimensions of identity model. Boston, MA: Empowerment Workshops.
2.
BanduraA. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
3.
BordesV.ArredondoP. (2005). Mentoring and 1st-year Latina/o college students. Journal of Hispanic Higher Education, 4, 114-133.
4.
BordesV.SandJ.ArredondoP.Robinson KurpiusS. E.Dixon RayleA. (2006). Validation of four measures of social support with Latina/o and non-Hispanic White undergraduates. Hispanic Journal of Behavioral Sciences, 28, 65-83.
5.
CernaO.PérezP. A.SáenzV. (2009). Examining the precollege attributes and values of Latina/o bachelor’s degree attainers. Journal of Hispanic Higher Education, 8, 130-157.
6.
DoransN. J.LyuC. F.PommerichM.HoustonW. M. (1997). Concordance between ACT assessment and recentered SAT I sum scores. College and University, 73, 24-34.
7.
EriksonE. H. (1963). Childhood and society (2nd ed.). New York, NY: W. W. Norton.
8.
FryR. (2004). Latino youth finishing college: The role of selective pathways. Washington, DC: Pew Hispanic Center.
9.
GarzaL. (1998). The influence of pre-college factors on the university experiences of Mexican American women. Aztlán, 23, 119-135.
10.
GloriaA. M. (1997). Chicana academic persistence: Creating a university-based community. Education and Urban Society, 30, 107-121.
11.
GloriaA. M.CastellanosJ.LopezA. G.RosalesR. (2005). An examination of academic nonpersistence decisions of Latino undergraduates. Hispanic Journal of Behavioral Sciences, 27, 202-223.
12.
GloriaA. M.Robinson KurpiusS. E. (2001). Influences of self-beliefs, social support, and comfort in the university environment on the academic nonpersistence decisions of American Indian undergraduates. Cultural Diversity and Ethnic Minority Psychology, 7, 88-102.
13.
GloriaA. M.Robinson KurpiusS. E.HamiltonK. D.WillsonM. S. (1999). African American students’ persistence at a predominantly White university: Influences of social support, university comfort, and self-beliefs. Journal of College Student Development, 40, 257-268.
MajerJ. M. (2009). Self-efficacy and academic success among ethnically diverse first-generation community college students. Journal of Diversity in Higher Education, 2, 243-250.
16.
National Center for Educational Statistics. (2010). Status and trends in the education of racial and ethnic groups. Retrieved from http://nces.ed.gov/pubs2010/2010015.pdf
17.
OjedaL.FloresL. Y.NavarroR. L. (2011). Social cognitive predictors of Mexican American college students’ academic and life satisfaction. Journal of Counseling Psychology, 58, 61-71.
18.
OjedaL.NavarroR. L.MoralesA. (2010, November15). The role of la familia on Mexican American men’s college persistence intentions. Psychology of Men & Masculinity. Advance online publication. doi:10.1037/a002009110.1037/a0020091
19.
PascarellaE. T.TerenziniP. T. (1980). Predicting freshman persistence and voluntary dropout decisions from a theoretical model. Journal of Higher Education, 51, 60-75.
20.
ProcidanoM. E.HellerK. (1983). Measures of perceived social support from friends and from family: Three validation studies. American Journal of Community Psychology, 11, 1-24.
21.
Robinson KurpiusS. E.PayakkakomA.CheeC. (2004, February). Self-beliefs measures: Reliability and validity for Latino, Native American, and Euro-American undergraduates. Symposium presented at the Relevance of Assessment and Culture in Evaluation Conference, Tempe, AZ.
22.
RodriguezN.MiraC. B.MyersH. F.MorrisJ. K.CardozaD. (2003). Family or friends: Who plays a greater supportive role for Latino college students?Cultural Diversity and Ethnic Minority Psychology, 8, 236-250.
23.
SolbergV. S.O’BrienK.VillarealP.KennerR.DavisA. (1993). Self-efficacy and Hispanic college students: Validation of the College Self-Efficacy Instrument. Hispanic Journal of Behavioral Science, 15, 80-95.
24.
TintoV. (1993). Leaving college: Rethinking the causes and cures of student attrition (2nd ed.). Chicago, IL: University of Chicago Press.
25.
TorresV.HernandezE. (2009-2010). Influence of an identified advisor/mentor on urban Latino students’ college experience. Journal of College Student Retention, 11, 141-160.
26.
Torres CamposC. M.PhinneyJ. S.Perez-BrenaN.KimC.OrnelasB.NemanimL.. . . RamirezC. (2009). A mentor-based targeted intervention for high-risk Latino college freshmen. Journal of Hispanic Higher Education, 8, 158-178.
