The purpose of this study was to further investigate Dr. Ruth Hamilton Romano's (1999) research that identified factors contributing to Hispanic female student retention and graduation. This dissertation studied predominately Hispanic females from a community college located in south Texas to ascertain factors that positively contributed to retention and college graduation. Current student persistence research has focused on why Hispanic students leave college, but this work focuses on the factors that support Hispanics obtaining degrees. Previous research identified six major factors that contributed significantly to student success and graduation. Those factors include academic integration, student integration, institutional commitment, goal commitment, support by significant others, and campus-based aid. The research questions utilized in this study were based out of these six factors. The study queried 229 Hispanic women who graduated in the 2004-2005 academic year. Utilizing a multi-method research approach, both quantitative and qualitative research was used. Research data were gathered through electronic and paper surveys along with focus group and individual interviews. The results of Romano's (1999) study revealed that the two most important factors identified by the Hispanic women were goal commitment and the support of significant others. The results of this study showed that goal commitment and financial aid were the two most important factors. Support by significant others was the third most important factor reported by the women. A new factor emerged from the research that is worthy of future research. Hispanic mothers reported that a driving force for their own academic success and graduation was the need for them to serve as positive role models for their children's educational futures. The Latinas desired to demonstrate through their achievement that educational success was possible for their children. / text

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The aim of the study was to identify the factors that have an influence on the completion rates of undergraduate students in the fields of science, technology, engineering and mathematics (STEM). Using Tinto's retention rate theory as the theoretical foundation, data were collected from freshman who were enrolled in the years 2005 to 2008. Results showed gender and first-generation status were significant predictors of STEM completion and time taken to complete the degree. Institutional bias played a role in race/ethnicity not being a factor affecting completion rates, as this study was conducted at a Predominantly White Institution. SAT scores and first and second-year college GPA showed to have the most prominent influence on both STEM completion rate and time taken to complete the degree. Females with higher first-year college GPA and higher high school rank finished faster. Similar results were found with first-generation students as well. Students belonging to ethnic minority groups with higher SAT scores and college GPA had greater success in STEM fields as well. The study results can be used to increase completion rates of underrepresented students in the STEM fields, given what we know about the interactions between underrepresented student groups and the most important predictors.