Understanding Latino/a/x Students’ Academic Success at a Hispanic-Serving Institution: The Significance of Personal Dispositions

ABSTRACT

This study examines whether racial/ethnic differences in personal dispositions, such as self-efficacy, cultural orientation, habitual explanations for good or poor academic outcomes, and age (as an index of life experience) exist among students enrolled in a general education course at a Hispanic-serving institution (HSI). Furthermore, the study examines the extent to which such dispositions may contribute differently to the academic success of students at such an institution depending on their race/ethnicity. Although the study uncovered only minor racial/ethnic differences in student dispositions, dissimilar patterns of contributions to course-specific performance and cumulative performance (as measured by grade point average) were observed for Latino/a/x/Hispanic and White students. Taken together, these findings suggest the importance of assessing the contribution of variables to academic success above and beyond the mere measurement of group differences. Applications of our findings to students at minority-serving institutions are discussed.

KEYWORDS:

• Race and ethnicity
• Hispanic-serving institution
• self-efficacy
• causal attribution habits
• cultural orientation
• student success

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

¹ While race and ethnicity are separate concepts, the university provided a unique set of categories for all students, which comprised Asian, White, Hispanic/Latino/a/x, Black/African American, American Indian/Alaska Native, multi-racial, and international.