Predicting the Academic Success of Mexican American and White College Students

Abstract

This study examined whether the addition of college variables to a model consisting only ofprecollege variables would improve the prediction of the academic success of Mexican American and White college students. Participants were 225 Mexican American and 83 White first-year college students. A multiple regression analysis, which controlled for differences in high school academic background, indicated that three college variables (academic self-concept, education major, and social science major) were significantly related to grade point average for Mexican Americans. A logistic regression analysis, which also controlled for high school academic record, indicated that three majors (education, social sciences, and natural sciences) were significantly related to academic progressfor Mexican Americans. Overall, the collegefactors significantly enhanced the prediction of academic success for Mexican Americans but not for Whites. Results are discussed in terms of providing appropriate academic programs and support services for Mexican American students.