Research has yielded much evidence that investing in postsecondary interventions increases retention and success for Hispanic/Latinx undergraduates. This study examines one such intervention, funded by Title V and implemented at a large public Hispanic-Serving Institution, developed to improve semester-to-semester retention. Faculty and peer mentors facilitated a set of workshops for probationary students and students in a core university course that connected self-regulatory skills for college success to those for career success. Students participating in the workshop intervention were compared to a control group of students who did not participate. Findings showed that in comparison to the control group, students in the intervention had higher retention rates, regardless of probationary status or student classification, along with higher rates among students with lower GPAs. Implications of the study are discussed in relation to “servingness” at HSIs.

研究已经获得了很多证据，证明对中学后干预进行投资可以提高西班牙裔/拉丁裔大学生的保留率和成功率。这项研究考察了此类干预措施，由标题V资助，并在大型公共西班牙裔服务机构中实施，旨在改善学期之间的保留率。教职员工和同伴导师为试用学生和大学核心课程的学生举办了一系列的讲习班，这些讲习班将大学成功的自我调节技能与职业成功的自我调节技能联系在一起。将参加讲习班干预的学生与未参加对照组的学生进行比较。研究结果表明，与对照组相比，干预组的学生保留率更高，无论其处于试用状态还是学生分类，以及GPA较低的学生中的比率较高。讨论了该研究的含义与HSI的“服务性”有关。