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.

多项研究表明，在全国范围内，少数民族男生的高等教育保留率和毕业率仍然较低。虽然大多数研究关注的因素是少数族裔学生的学业成绩和成就偏低，留住率和毕业率低，但本研究调查了导致少数族裔男学生在四年制公立学校取得成功的因素。一百六十名成功的少数民族男学生参加了《大学生体验调查表》（CSEQ）。使用累积GPA（cGPA）作为标准变量，对三组解释变量（主动学习指数，学生之间的合作以及大学环境指数）进行回归，以确定最能预测学生成功的变量集。