An examination of underprepared math students who overcame academic probation at a hispanic-serving institute

This case study examines how developmental math students on academic probation at a
four-year Hispanic Serving Institution (HSI) succeeded in getting off academic probation. This
research used a qualitative approach to gain in-depth knowledge on how developmental math
students overcame academic probation. Furthermore, this study focused on Hispanic students at a
large institution in Texas serving primarily Hispanic students.
The study design was predicated on two central questions: (1) What strategies contribute
to a developmental math student’s ability to exit academic probation at a Hispanic Serving
Institution and (2) does a sense of belonging impact a student’s ability to clear academic
probation? The researcher interviewed four students enrolled in developmental math during the
2016, 2017, and 2018 spring semesters to examine how they cleared academic probation and if a
sense of belonging played a part in their success.
Using an inductive analysis of interview transcripts and researcher notes, the researcher
identified multiple strategies students employed to overcome academic probation. Additionally,
two primary themes were identified as impacting a student’s sense of belonging and ability to
overcome academic probation: motivation and involvement. Participants’ stories revolved
around self-motivation, and the motivation inspired by family and friends, academic advisors,
and professors. Each type of motivation played a significant role in the participants persisting.
Participants also described how being involved on campus played a vital role in the sense
of belonging and successfully getting off academic probation. By becoming involved,
participants found the motivation to take the steps needed to improve their GPA.
This research provides evidence on the importance of a sense of belonging to Hispanic
underprepared math students in overcoming academic probation. The case study showed that the
more participants felt like they belonged, the more they believed in their ability to succeed at
college, and the more their grades improved.