This literature review examines the factors influencing student completion and graduation rates at a minority-serving institution where African-Americans and Latinos comprise over 65 percent of the student population. Despite institutional efforts to foster an inclusive campus climate, completion rates among these groups remain disproportionately low. The review synthesizes research on academic factors (GPA, past performance, program satisfaction), institutional factors (campus climate, sense of belonging, supplemental instruction), individual factors (age, gender, race/ethnicity, parental education), and financial/socioeconomic factors. It also surveys evidence-based strategies for improving retention, including collaborative learning, service-learning, academic support programs, and financial aid expansion. Two theoretical frameworks — Self-Determination Theory and Danielson's Framework for Teaching — provide the study's conceptual foundation.
This literature review seeks to determine the factors that influence student completion rates at a minority-serving institution and to make evidence-based recommendations. The institution's student population presents a rich racial composition, with African-Americans and Latinos making up over 65 percent of the student body. Unfortunately, completion and graduation rates among Latino and African-American students have been consistently low relative to their white counterparts, despite efforts made by the institution to foster an inclusive college climate.
This chapter reviews relevant literature on college student retention. The first part is a narrative review of literature on the factors influencing student completion and strategies for improving graduation rates. The second part reviews literature on the theoretical frameworks that provide a foundation for the proposed study.
Research has identified a range of academic factors that influence college completion. Grade point average (GPA) is consistently cited as a significant predictor of whether students complete their degree programs (Almenaie, 2018; Guzman et al., 2021). Past academic performance similarly shapes students' trajectories in higher education (Guzman et al., 2021). Satisfaction with one's academic program has also been linked to persistence, as students who feel their program meets their expectations are more likely to continue (Guzman et al., 2021). Participation in extracurricular activities represents an additional academic-adjacent factor associated with improved retention (Scott & Castles, 2017).
Institutional factors play an equally important role. Student-to-staff ratios and overall staff quality affect the quality of instruction and academic support available to students (Srairi, 2021). School and campus climate — encompassing how welcoming and supportive students perceive their environment to be — is one of the most frequently cited institutional influences on completion (Buckman et al., 2021; Fleming et al., 2017; Guzman et al., 2021). Closely related is students' sense of belonging: students who feel they are a valued part of their institution are more likely to persist (Buckman et al., 2021). Living arrangements and the availability of on-campus accommodation also affect completion, particularly for students who must travel long distances or manage unstable housing (Scott & Castles, 2017; Guzman et al., 2021).
Opportunities for self-advocacy — students' ability to communicate their needs and access appropriate resources — have been linked to higher satisfaction and retention among students with disabilities in particular (Fleming et al., 2017). Supplemental instruction programs, which provide additional academic support outside of regular class time, have been shown to improve student outcomes in both four-year institutions and community colleges (Buckman et al., 2021; Bengesai & Paideya, 2018). Finally, admission criteria influence completion insofar as students admitted without adequate preparation may struggle to meet degree requirements (Almenaie, 2018).
Individual characteristics also shape students' likelihood of completing their degrees. Age and gender are both associated with differential completion patterns, with older and female students often demonstrating stronger persistence in community college settings (Margarit & Kennedy, 2019; Guzman et al., 2021). Race and ethnicity remain significant predictors of timely graduation, reflecting broader structural inequities in educational access and support (Margarit & Kennedy, 2019). Parental education levels are an important predictor as well: students who are first-generation college attendees — whose parents did not complete higher education — face distinct challenges compared to their continuing-generation peers (Margarit & Kennedy, 2019; Guzman et al., 2021). Family type also plays a role, as students from single-parent households or those who carry significant family responsibilities may have fewer resources to devote to their studies (Guzman et al., 2021).
Socioeconomic and financial factors are among the most powerful determinants of college completion. The availability of financial aid has been shown to significantly increase persistence, particularly among low-income students (Margarit & Kennedy, 2019; Guzman et al., 2021). Employment during college presents a double-edged dynamic: while working can provide necessary income, students who work excessive hours are at elevated risk of dropping out (Margarit & Kennedy, 2019). Family income more broadly determines the financial burden students must navigate, influencing both enrollment decisions and continued persistence (Guzman et al., 2021).
"Collaborative learning, service-learning, and financial aid"
"Self-Determination Theory and Danielson's teaching framework"
"Synthesis of findings and gap in community college research"
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