Factors that increase the academic success of low-track Hispanic students in a community college.

Abstract

The purpose of this study was to describe the factors that helped to increase the academic success of 13 low-track Hispanic students who attended a local community college. The participants graduated from a nearby high school within the service district of the community college in 1991 or 1992. They were chosen from among other low-track students at the community college using the following criterion: At the conclusion of their freshman year in college, they had completed at least 24 units with a minimum grade point average of 2.0 on a 4.0 scale. These students, who were designated as "outlying students," provided the data for the study. Data were collected using (1) the students' high school and college permanent records, (2) a personal survey form, and (3) a personal interview with each student. The data provided the researcher with evidence that the students perceived the following factors as key to increasing their academic success at the community college: (1) The students' high personal perceptions of themselves and their high regard for receiving a postsecondary education and a degree. (2) The college instructors' concern for them, which provided a support system that enabled them to complete their courses successfully. (3) The college's remedial program, which provided the outlying students with a means for bringing their academic skills up to a level that would allow them to cope successfully with college academic demands. (4) The support system provided by their parents, which furnished not only "human support" (money, clothing, etc.), but also "emotional support" (encouragement and purpose). Although this research was limited in sample size, it provided the researcher, a community college instructor, with several suggestions for helping the community college to provide services to help low-track students to achieve academic success.