A longitudinal analysis of latina/o students' academic persistence

Veronica Bordes-Edgar, Patricia Arredondo, Sharon Robinson Kurpius, James Rund

Research output: Contribution to journalArticlepeer-review

37 Scopus citations


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.

Original languageEnglish (US)
Pages (from-to)358-368
Number of pages11
JournalJournal of Hispanic Higher Education
Issue number4
StatePublished - Oct 2011


  • Latina(o)
  • academic persistence
  • grade point average
  • graduation
  • high school
  • higher education
  • mentoring

ASJC Scopus subject areas

  • Education


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