| The purpose of this study was to build upon and expand the body of research, and explore the retention issues, associated with first and second year Latino engineering students. More specifically, this study investigated how Latino engineering students' acculturation, college mentoring and support, utilization of structural support and high school math experience predicted retention and GPA during their first and second years of college. A quantitative design was utilized to sample 140 second and third year Latino engineering students from a public four-year university in Southern California. The survey utilized the Bidimensional Acculturation Scale (BAS) for Hispanics, the Multidimensional Scale of Perceived Social Support (MSPSS), the College Student Mentoring Scale (CSMS), the University Environment Scale (UES) and a researcher-generated math scale. Manova and Anova analyses showed significant differences between retained and non-retained Latino engineering students in college mentoring and support, as well as the use of structural support. College mentoring and support, non-Hispanic acculturation and math placement during the first quarter of college were significant predictors of GPA in a regression analysis. College mentoring was found to be an important influence in all aspects of retention and academic achievement. Overall, this study has the potential to help STEM educators, specifically those focused on retention of underrepresented groups, understand the nuances associated with Latino engineering students as they maneuver their way through higher education. The results of these and related findings are discussed. |
