The integration and persistence of Chicano students in higher education: Student and institutional characteristics

This study examines the postsecondary experiences of Chicano students, particularly variables that impact their successful adjustment and persistence. Postsecondary persistence in general remains a stubborn problem, with barely half of students who enter colleges and universities persisting through degree completion. In addition, there remains stratification of postsecondary persistence rates among ethnic groups, with Chicanos experiencing lower rates of completion than white students.

A review of literature indicates that the concept of postsecondary integration, in both academic and social domains, is a key determinant of persistence. This conclusion drives the subsequent examination of three major constructs, as well as their interrelationship: (1) the cultural and sociopolitical characteristics of Chicanos, of which the former manifest considerable variation; (2) the characteristics of postsecondary institutions, particularly the degree to which they manifest cultural democracy (i.e., equitable representation of Chicanos and other subordinate groups in all aspects of the institution); and (3) the degree of academic and social integration enjoyed by Chicanos in institutions of higher education.

The study gathered data through a ninety-nine item questionnaire. The questionnaire was administered by mail to a random sample (stratified by class standing) of Chicano students at three postsecondary institutions located in San Diego, California, a major metropolitan area located near the U. S. - Mexico border.

Four major findings emerged. First, the defining sociocultural characteristic of the students was biculturalism, featuring a strong, traditional Mexican cultural foundation, a comfortable orientation to White, U. S. culture, and a well developed Chicano ethnic identity. Those same students generally assessed relatively low levels of cultural democracy at their institution of higher education. The interaction (i.e., fit) of those students' cultural characteristics and the degree of cultural democracy at their institution resulted in a level of integration for those students that was weak to moderate at best. Their academic integration appeared to be higher than their social integration. In addition, differences emerged between the institutions in the areas of cultural democracy and external stress, respectively. The Chicano students at San Diego City Community College perceived the highest degree of cultural democracy and the lowest degree of external stress among the three institutions. The Chicano students at the University of California at San Diego perceived the lowest level of cultural democracy and the highest level of external stress.

The study's conclusions highlight the high degree of bicultural proficiencies among the Chicano students, who as a group are succeeding in generally selective, competitive institutions of higher education. Implications include the need for IHE's to prioritize biculturalism as a positive outcome for Chicano students, and the need to construct cultural democracy throughout the institutional environment in order to facilitate the integration and persistence of Chicanos in postsecondary education, thereby maximizing access and benefits for such subordinate groups.