SOCIAL INTEGRATION AND ACADEMIC-PERFORMANCE AMONG MINORITY UNIVERSITY-STUDENTS

In this study, we analyze the effect of social integration on academic performance among Mexican American, Black, and Native American students at a large, Southwestern public university. Formal social integration, defined as participation in student organizations and contact with faculty outside the classroom, has a much greater impact on academic performance (cumulative grade point average) than does informal social integration, the enjoyment of social life, the degree of social comfort on campus, and relationships with fellow students. Policy implications of the study are presented, namely, that universities should provide support for ethnic-based organizations and that contacts between faculty and students outside of the classroom should be encouraged.