The integration, involvement, and persistence of Chicano students.

Abstract

This study identified factors contributing to Mexican-American student persistence in higher education. Tinto's model of student withdrawal was blended with Astin's theory of involvement in a theoretical framework that also gave special focus to hispanic and Mexican-American student concerns. The data consisted of unstructured interviews with a small sample of Mexican-American students at the University of Arizona. Content analysis was used to categorize the data and symbolic interaction theory was used for its interpretation. Findings about personal and institutional factors, were combined to understand persistence in the context of person/environment interaction. The personal factors influencing student persistence were "self," human support, financial adversity, commitment, acculturation, and gender differences; none of these factors stood alone, and each was present to some degree in each of the successful students. Commitment was the most important overriding theme in these personal factors. The institutional factors influencing persistence were academic preparation, use of student services, student/instructor interaction, and academic experiences. Symbolic interaction theory was the analytic framework used to interpret these factors of student persistence in the light of the meanings students attached to events in their college experiences. Empowering students to succeed is proposed as the organizing model for institutions to influence persistence.