Academic probation and retention rates: strategies academic advisors can implement to assist undergraduate Hispanic female college students

This study examined the experiences of Hispanic female undergraduate college students on academic probation or disqualification at California State University, Fresno. A semi-structured interview was used to collect data from three undergraduate Hispanic female participants on academic probation or disqualification. The sampling method was purposive and participants were recruited from the Office of Advising Services at California State University, Fresno. Results indicated that risk factors present in the participants included being an ethnic minority, not being academically ready for college, experiencing financial difficulties, working full-time while in school full-time, being a freshman who did not live on campus, and unsure of what major to select. The researcher recommended the use of intrusive academic advising to help probationary students become comfortable approaching their professors, gain confidence, learn to ask for help, learn how to find their own solutions, identify their goals, and increase their motivation.