Bordes-Edgar, V., Arredondo, P., Kurpius, S. R., & Rund, J. (2011). A longitudinal analysis of Latina/o students’ academic persistence. Journal of Hispanic Higher Education, 10(4), 358-368.

This was a 4.5-year follow-up study of university persistence involving 71 Latina/o students, who were initially surveyed as 1st-semester freshmen. Academic (high school grade point average [GPA], entrance exam scores, and college GPA) and nonacademic (self-beliefs, social support, and academic persistence decisions) factors were examined to determine impact on persistence. Self-beliefs and mentoring predicted academic persistence and college GPA. Students who graduated had stronger high school GPAs, more mentoring, and more positive initial academic persistence decisions.

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