Hispanic male student persistence

Abstract

Hispanic students enroll in higher education as a strategy for upward mobility, but their completion rates demonstrate the significant challenges they face. In the state of California, 65 percent of Hispanic students attend a community college, and the two-year college system is struggling to increase the graduation and retention rates. The purpose of this study was to explore the persistence of Hispanic males at a California community college. A qualitative case study approach was utilized. Data were collected through interviews, an online survey, and publicly accessible college information. Data analysis yielded eight superordinate themes: Cultural expectations, Work related demands dictated college involvement, Desire for a better life through education, Support from family, Struggling with the challenges of attending college, Lack of identification of educational capital, Available college resources and College institutionalization of the use of data. Findings revealed a number of factors that attributed to Hispanic males persisting or not persisting in community college. For those that persisted, several factors were identified as strong family support, cultural expectations to provide for family, and an internal motivation to create a better life. For those that did not persist, several factors were identified as low or no utilization of college resources, work related demands, and low educational capital. Findings are relevant to community college leaders who aim to improve the graduation and retention rates among Hispanic males. Additional research is needed to identify effective educational practices and institutional characteristics that demonstrate the most significant potential for enhancing Hispanic student success. Keywords: Hispanic students, community college, college retention rates, college persistence, case study