Case study at Miami University of Hispanic students success drivsdfers in a predominately white institution.

1. A Case Study of
Miami University’s
Efforts to Recruit,
Develop, and Retain
Latin American
Students
By Mariah Torres and
Daniela Santisteban

2.  Fastest growing demographic in
the US
 While enrollment rates are
improving there is still issues to
address.
 Completion rate (13%)

3.  At Miami, 2.8% of study body is
Latino
 But enrollment has only increased
from .58% in the past 6 years
 Highest graduation rate of Latinos
among all public universities in the
state of Ohio.

4.  Primarily focused on community college
and Hispanic Serving Institutions
 Factors that were most pertinent to Latino
college students in each segment
included:
 Recruitment: pre-collegiate preparation,
family relationships, and financial support
 Development: the ability to contribute to the
educational institution, social integration, and
faculty interaction
 Retention: social integration and competent
or improving academic performance

5. 1) Miami University’s methods to attract students
are not culturally attentive to Latinos, creating a
smaller Latino enrollment pool than expected.
2) The support system provided by Miami University
for Latinos does not fulfill their desired
emotional, social, and academic satisfaction and
development.
3) The lack of attention geared toward Latino
students by Miami University has led to low
retention rates for this minority group.

6. Interviews Survey
• Associate Vice President • 19 responses
of Institutional Diversity
• Assistant Director of • Predominantly
Diversity Affairs and from LAS and
Coordinator of Diverse Spanish
Student Development
departments

7. Interviews Survey
• A junior student • 62 responses
• A senior student • All students surveyed
• Two transfer students were of Latin American
• 2006 alum descent
• 15% representation of
Latin American
community
• 72.6% female
Percentage of students that identified as Latin American

8. Student Motivating Factors
1 (Not 2 3 (Somewhat 4 5 (Highly
Motivating) Motivating) Motivating)
Scholarships
39.3% 11.5% 9.8% 9.8% 29.5%
offered to
Latinos
Senses of
45.9% 29.5% 18.0% 3.3% 3.3%
Latin
American
Community
Recruiters
52.5% 19.7% 19.7% 1.6% 6.6%
targeted
towards
Latinos
Miami Latino
44.3% 23.0% 16.4% 9.8% 6.6%
Organizations

9.  66.7% of students that identify as LA thought
that scholarships were highly motivating
 Only 16.2% of students that do not identify as
LA, thought that scholarships were motivating
 Faculty also indicated this was the only
somewhat motivating factor towards recruiting
LA students.

10. Surprisingly,
only about
30% of LA
students
considered
their parents
“Involved” in
their college
decision

11. Student rated development factors
Student 1 (Low 2 3 (Average 4 5 (High
Degree) Degree) Degree)
An adviser and/or mentor 48.3% 19.0% 19.0% 8.6% 5.2%
that is accessible and that
can discuss Latino related
issues or concerns
Organization(s) targeted 19.0% 20.7% 31.0% 22.4% 6.9%
towards meeting Latinos
social needs
Events focused on Latin 15.5% 10.3% 36.2% 31.0% 6.9%
American celebrations or
culture
A Latin American community 37.9% 34.5% 20.7% 5.2% 1.7%
or presence
Academic resources 41.4% 32.8% 15.5% 6.9% 3.4%
specifically for Latinos

12.  58.8% of surveyed faculty said that they had
been approached by a Latino
 76.5% of faculty surveyed had not been
trained to address Latino student needs
 VP of Institutional Diversity: There is no
advisor designed for Latino students

13.  Students more disappointed in lack of
diversity rather than lack of Latin
American community.
 Latino targeted opportunities still
lacking: there is not hierarchal form of
communication to contact Latino
students
 Lack of contact between existing Latino
organizations

14. Satisfaction Rates
Students Faculty
Satisfied Satisfied
31% 27%
Not
Satisfied Not
69% Satisfied
73%

15. Students that thought about transferring
80% 73.30%
70%
60%
50%
40% 27.60%
30%
20%
10%
0%
Actual student
consideration
consideration
thoughts on
Faculty

16. Hypothesis 1: Supported
 Miami University’s methods to attract
students are not culturally attentive to Latinos.
Hypothesis 2: Supported
 The support system provided by Miami
University for Latinos does not fulfill their
desired emotional, social, and academic
satisfaction
Hypothesis 3: Not Supported
The lack of attention geared toward
Latino students by Miami University
has led to low retention rates

17.  Judgment sampling method versus
randomized sample
 Survey question limitations
 Interview question limitations
 Miami Latino profile

18.  Additional interviews
o Student that has dropped out
o Student that commutes
 Expanding future research beyond the
isolated campus of Miami University for
comparative studies
 Conduct longitudinal studies with a
sample Latino population

19. Questions?