| This study investigates inclusiveness, defined as the creation of intellectual learning environments that respect cultural perspectives and diversity, and its relationship to degree completion at the six public doctoral-granting Hispanic-Serving Institutions in Texas. The Texas Higher Education Coordinating Board identifies a lack of significant program involvement as a key reason for attrition at the doctoral level. The THECB study also indicates a need to increase doctoral degree attainment in the state, especially among Hispanics.;An Inclusiveness Index and a questionnaire instrument were developed to measure the inclusiveness construct as perceived by a convenience sampling of 210 Hispanic and non-Hispanic students from the six institutions. Responses were submitted to principal component analysis, which produced five factors contributing to inclusiveness and five factors on degree completion. The five factors that contribute to inclusiveness are: Institutional Recognition of Culture, Academic Environment Systems, Peer Support and Social Integration, Faculty-Student Professional Interaction, and Administrative Creativity for Support Systems. The five factors that contribute to degree completion are: Institutional Expectations and Professionalism, Institutional Strength and Resourcefulness, Academic Support and Empowerment, Affordability, and Educational Resources. Regarding inclusiveness, concern for professional advancement and preparation are more important than issues of cultural identity, for Hispanics and non-Hispanics. Regarding degree completion, educational concerns including program expectations and professionalism are more important than issues related to institutional strength and resourcefulness, for both subgroups.;In addition, MANOVA determined statistically significant differences between Hispanic and non-Hispanic groups in perceived importance for three of the inclusiveness factors, namely, Institutional Recognition of Culture, Peer Support and Social Integration, and Administrative Creativity for Support Systems. A statistically significant relationship was also found between inclusiveness and the probability of degree completion for the total study group, for the Hispanic subgroup, and for the non-Hispanic subgroup.;Using a model developed for this study, the quantitative findings are descriptively compared to the provisions allowed in a proposed new part B to Title V of the Higher Education Act. The proposed legislation, referred to as the "Next Generation HSIs" bill, is designed to enhance institutional capacity at doctoral-granting HSIs. The study examines the degree to which the proposed legislation is aligned with the perceived needs for inclusiveness and degree completion of doctoral students at the six HSIs in order to provide insight into proposed policy and institutional practice. The proposed legislation addresses approximately 36% of the issues and services contributing to inclusiveness---items also considered important by doctoral students---as presented in this study. As for degree completion, the proposed legislation addresses approximately 73% of the resources or characteristics considered important by current literature for doctoral success, as presented in this study. Of these, however, 78% were perceived to be of low to moderate availability to the student at the six HSIs. The comparison of the findings to the legislation has specific implications for institutional policy and practice and for legislative policy development and implementation, based on what is important to students, what is perceived as available to them, and what is allowed in the proposed Title V legislation. The findings also have implications for ongoing and future HSI policy development and amendments.;Based on indices of inclusiveness and probability of degree completion measures, doctoral students indicated an overall high level of integration into the learning environment. Given the statistically significant correlation between inclusiveness and perceived probability of success, institutional efforts to address inclusiveness have the potential to contribute to the efforts to close the gaps in doctoral degree completion. A focus on inclusiveness at institutions creates not only diverse cultures of learning but also enhances student outlook about the probability of success. |
