Predicting the Academic Success of Minority Male Students in a Public 4-Year Institution in the USA

Abstract

Several studies have shown that nationally, retention and graduation rates of minority male students in higher education remains comparatively low. While most studies focus on factors accounting for low academic performance and achievement, and low retention and graduation rates of minority students, this study investigated the factors that contribute to minority male students’ success in a 4-year public institution. One hundred sixty successful minority male students took the College Student Experience Questionnaire (CSEQ). Using cumulative GPA (cGPA) as the criterion variable, three sets of explanatory variables (active learning index, cooperation among students, and college environment index) were regressed to determine the set of variables that best predict student success. The multiple linear regression result shows that the amount of time per week of studies toward academic work best predicts student success.