- Latino students perform better academically when they have cultural congruity within their chosen academic major.
- College experience variables like studying with other students and attending diversity functions were negatively correlated with performance.
- Institution type was not significantly related to Latino students’ academic performance.
- The only significant student background variable was gender, which was positively related to students’ GPA.
- Parents’ level of education had no significant impact on Latino students’.
- High school GPA had a significant and positive influence on students’ GPA and had the largest beta weight of all the variables significant in the regression model.
- Studying with another student and attending diversity functions negatively affected Latino students’ GPA. Attending diversity functions could be a response to their academic under-performance and/or a “chilly climate” within their academic majors.
- Time spent on studying and faculty support and encouragement were positively related to GPA.
- “Negative feedback about academic work” did not significantly impact students’ performance.