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Contextual analysis of engineering student academic success at a Hispanic Serving Institution (HSI)

In this Research to Practice Full Paper, we analyzed 60,427 student-semester entries from 12,053 engineering students, enrolled at a Hispanic Serving Institution (HSI) over 8 years, to investigate contextually relevant factors of student academic success. We examined the relation of student semester Grade Point Average (GPA) with the following factors: living on campus or off campus, being enrolled part-time or fulltime, Hispanic citizen vs. undocumented, being first-generation college student, financial need, and transfer status. When appropriate, we also considered the role of race and ethnicity within each of the factors. In addition to the t-test to compare the average semester GPAs, we also calculated the effect size in the cases were the difference in GPA was significant. The results indicated the difference between the average semester GPA was significant, with the exception living on or off campus for Asian students. However, in all cases but being enrolled part-time or fulltime, the effect size was small. Interestingly, undocumented Hispanic students had a higher GPA than Hispanic citizens.