The purpose of this paper is to examine the association between engagement indicators and intent to persist of first-year full-time Hispanic students attending public versus private universities.,Metadata from the Your First College Year survey from the Higher Education Research Institute (HERI) were selected for this study. The approach included using a descriptive correlational design and regression analysis to examine the relationship between engagement indicators and persistence among first-year, full-time Hispanic students and persistence. Purposeful sampling obtained from the HERI data set resulted in a sample size of 1,206 students who attended public institutions and 1,187 students who attended private institutions.,Analysis of the results disclosed a positive correlation between first-year Hispanic students’ intent to persist, satisfaction with peer interactions, amount of contact with faculty, first-year programs and sense of belonging. The results of the analysis disclosed differences between public and private institutions. Of the collective variables, satisfaction with amount of contact with faculty and sense of belonging are significant predictors of persistence.,The sample of the study was limited to the use of archival data and the responses to specific questions obtained from the 2014 YFCY survey. Factors such as insufficient experience at the college students are attending, unwillingness to provide honest feedback and exaggerating specific areas of their behavior or performance may affect students who respond to surveys (Kuh, 2004), affecting the accuracy of the data. Further, 89.7 per cent of the variance in persistence has not been explained. Adding or using different variables and utilizing a more advanced statistical technique may account for additional variance. Cause and effect cannot be determined from correlational analysis, and the possibility exists that an unknown variable may be the cause of a correlation within the study. Incomplete information from predictors, complete separation and overdispersion can lead to SPSS output errors for logistic regression analysis.,It is important for higher education administrators to understand the cultural differences of not only Hispanic students but other ethnic and racial groups. As a global society, public and private higher education institutions are looking for more inclusion of multi-cultural students. Recruitment is obviously important, but to recruit is not enough. It is the responsibility of higher education administrators to do all that is reasonably possible to retain students through graduation.,Studies have been conducted on academic disparities between Hispanic students and their White counterparts, but few studies exist on the factors associated to persistence among the first-year Hispanic student population. The results of this study may add to the existing body of knowledge and assist with faculty development of programs, decisions on class size, improvements to pedagogy and discussions to improve the campus climate for Hispanic students. Using the resources of HERI, future studies can be conducted involving other races and ethnicities.

中文翻译：

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一年级西班牙裔学生的坚持与参与

本文的目的是研究参与度指标与就读公立或私立大学的一年级全日制西班牙裔学生的坚持意愿之间的关联。来自高等教育研究所（HERI）的“您第一学年”调查的元数据被选中进行这项研究。该方法包括使用描述性相关设计和回归分析，以检查敬业度指标与一年级，全日制西班牙裔学生的持久性和持久性之间的关系。从HERI数据集获得的有目的抽样结果是，共有1206名就读公共机构的学生和1187名就读私立机构的学生。抽样结果分析显示，一年级西班牙裔学生的坚持意愿与正相关，对同伴互动的满意度，与教职员工的接触量，一年级课程和归属感。分析结果揭示了公共机构和私人机构之间的差异。在集体变量中，对教师接触量的满意程度和归属感是持久性的重要预测因素。本研究的样本仅限于档案数据的使用和对2014 YFCY调查得出的特定问题的回答。诸如参加大学生的经验不足，不愿提供诚实的反馈以及夸大其行为或表现的特定领域等因素可能会影响对调查做出反应的学生（Kuh，2004年），从而影响数据的准确性。此外，尚未解释持久性差异的89.7％。添加或使用不同的变量并使用更高级的统计技术可能会导致额外的差异。无法通过相关分析确定因果关系，并且存在未知变量可能是研究内相关原因的可能性。来自预测变量的信息不完整，完全分离和过度分散会导致SPSS输出错误进行Logistic回归分析。对于高等教育管理者来说，重要的是，不仅要了解西班牙裔学生的文化差异，还要了解其他种族和种族的文化差异。作为一个全球社会，公立和私立高等教育机构都在寻求更多融合多元文化的学生。招聘显然很重要，但是仅仅招聘是不够的。高等教育管理人员有责任尽一切可能使学生毕业，以留住他们。对拉美裔学生与白人学生之间的学术差异进行了研究，但很少有研究涉及持久性与持久性有关的因素。年西班牙裔学生人口。这项研究的结果可能会增加现有的知识体系，并协助教师发展课程，确定班级规模，改进教学法以及开展讨论以改善西班牙裔学生的校园环境。利用HERI的资源，可以进行涉及其他种族和种族的未来研究。已经对西班牙裔学生与白人学生之间的学术差异进行了研究，但是很少有关于第一年西班牙裔学生人口持续存在的因素的研究。这项研究的结果可能会增加现有的知识体系，并协助教师发展课程，确定班级规模，改进教学法以及开展讨论以改善西班牙裔学生的校园环境。利用HERI的资源，可以进行涉及其他种族和种族的未来研究。已经对西班牙裔学生与白人学生之间的学术差异进行了研究，但是很少有关于第一年西班牙裔学生人口持续存在的因素的研究。这项研究的结果可能会增加现有的知识体系，并协助教师发展课程，确定班级规模，改进教学法和进行讨论以改善西班牙裔学生的校园环境。利用HERI的资源，可以进行涉及其他种族和种族的未来研究。改善教学法和进行讨论，以改善西班牙裔学生的校园氛围。利用HERI的资源，可以进行涉及其他种族和种族的未来研究。改善教学法和进行讨论，以改善西班牙裔学生的校园氛围。利用HERI的资源，可以进行涉及其他种族和种族的未来研究。