How to Increase Graduation Rates for Hispanic Students in College

Chapter 4 Addition (Expansion of the Summary Section)

Summary of the Findings

The research identified three themes that affect the experiences and outcomes of Hispanic minority students at GCC: competence, autonomy, and psychological relatedness.

Competence

Competence emerged as an important theme, characterized by skills such as financial aid awareness, pre-college preparation, or access to academic support programs. Financial aid stood out as a major source of support for Hispanic students’ academic success, with several participants describing the benefits of grants and scholarships. However, there was also a lack of awareness among a significant proportion of students regarding these same financial resources. For example, one participant stated that he only learned about available grants and scholarships through his coaches, which indicates a gap in the spreading of information by the institution. This survey data supports this finding with only 40% of respondents stating that they had the financial support needed to succeed, putting those with financial support in the minority range of students.

Many participants also felt unprepared for the college environment, a sentiment which was reflected, too, in the survey, with only 33% of respondents stating that they felt adequately prepared for college. Academic support programs were available but not readily accessible due to students’ lack of knowledge about them, with only 47% of survey respondents reporting that these programs were readily available and accessible.

Autonomy

The theme of autonomy explained the extent to which students felt they had the ability to live a college life independently. Autonomy was best cultivated by Hispanic students through developing a sense of belonging and having access to cultural resources. The survey data indicated that 87% of respondents felt free to practice cultural traditions on campus, which shows the college is doing a good job of promoting inclusivity. However, disparities in the availability of cultural clubs and resources were noted, with participants pointing out that clubs for Hispanic students were not as prominent as those for other minority groups.

Participants also showed the importance of mentorship from faculty in learning to deal with personal challenges. Yet, only 53% noted that faculty members were approachable and available for support, which indicates there still exists a need for increased faculty engagement.

Psychological Relatedness

Psychological relatedness, i.e., the degree to which students felt connected to their peers, faculty, and the campus community, was the third most significant theme. Participants reported feeling isolated from social circles and activities—but with 63% of respondents agreeing that they felt connected to other students at GCC, it can be said that the majority of students had a healthy sense of relation. Nonetheless, a not insignificant portion (37%) lacked this feeling of relatedness, which shows there is still room for improvement. There also remains a need for more faculty engagement outside the classroom.

Conclusion

Overall, the study's findings reveal the areas of strength and weakness that continue to persist for Hispanic minority students at GCC. It is helpful to point out and consider the themes of competence, autonomy, and psychological relatedness when it comes time to think about how to improve support structures, promotion of and access to extracurricular, mentorship, and financial aid awareness. GCC should consider how it can improve financial aid awareness, pre-college preparation, cultural inclusivity, and social integration—as should all institutions. This study shows that through this approach, colleges can create a more equitable and supportive higher education environment for minority students. Moreover, these findings align with existing scholarly literature, and draw attention to the need for a systemic, holistic approach to supporting minority students in higher education.