IMPACT OF SUPPORT SERVICES ON MATH PERSISTENCE FOR LATINO MALE COMMUNITY COLLEGE STUDENTS

Latino men experience cultural, societal, and peer pressures that affect their academic performance, and there continues to be a lack of institutional support for this student group. This study examined the impact of support services on math persistence particularly for the population of Latino male community college students. A sample of 2,275 Latino male students from a Southern California community college was obtained. Results from three separate logistic regression tests indicated that Latino male students who participated in support services increased their odds of persisting in math by 32-49%. Results from multiple regression tests yielded a statistically significant relationship between support service participation and cumulative units completed. However, there was no relationship between support service participation and cumulative GPA. One of the three services included in the support service participation variable was a learning community model, while all three services provided hands-on personal counseling interactions. Recommendations from the findings include (1) implement learning community models, (2) collaborate with counseling department, and (3) send community college counselors and faculty into high schools.