Hispanic students perform better in colleges with larger Hispanic community

GAINESVILLE, Fla. — Hispanic students at community colleges with large Hispanic populations are more likely to earn higher grades and complete their courses, according to a study headed by a professor at the University of Florida’s College of Education.

Educators have long believed that a “critical mass” of like students is vital to making minority students feel at home on college campuses – but this study, appearing in the February issue of the journal Research in Higher Education, may be the first to find statistical evidence to confirm that belief.

“These data suggest that if colleges are really serious about reaching out to minority groups, they need to think in terms of clusters, not individuals,” said professor Linda Serra Hagedorn, chairwoman of UF’s Department of Educational Administration and Policy. “If you’re the only Latino or African-American on your college campus, you can certainly succeed academically – but if you’re surrounded by people who share your cultural background, your chances of success improve.”

Hagedorn is the lead investigator and director of the Transfer and Retention of Urban Community College Students (or TRUCCS) project, a multiyear, comprehensive study of the educational outcomes of 5,000 community college students at the nine community college campuses in the Los Angeles area. Investigators queried the students on their backgrounds, attitudes and experiences, and compared that data to the students’ transcript records.

When they looked at students who self-identified as Hispanic, the researchers found that students at largely Hispanic community colleges had better educational outcomes than students at colleges where Hispanic students were rare. The differences were small but statistically significant. Age, involvement in campus activities and even ability to speak English were less predictive of Hispanic students’ success.

Researchers have long suspected that the size of a school’s minority population plays a key role in the academic experience of minority students. The education field has even borrowed a term from nuclear physics – “critical mass” – to describe the point at which minority students become plentiful enough to change the campus climate and give a school a more welcoming feel.

The study produced some surprising findings. For instance, while students at colleges with large Hispanic colleges were more likely to stay in school and succeed academically, they were also less likely to enroll in remedial English or math classes.

In schools where Spanish speakers are few, teachers may be more likely to refer students to remedial classes, Hagedorn said. And a large community of bilingual students may help struggling English speakers learn the language without formal intervention.

The researchers also found that first-generation immigrants – students born in Mexico and other Spanish-speaking countries – tended to do better in school than students born in the U.S. to immigrant parents.