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minority students are entering college than in previous years, fewer earn degrees compared with non-minorities. Stagnant college completion rates and unacceptable racial-ethnic gaps in college graduation rates coupled with external pressures for institutional accountability for student learning (Bok, 2006) have intensified the need to better understand the factors that influence student success in college. Students leave college for a mix of individual and institutional reasons: change of major, lack of money, family demands, and poor psycho-social fit, among others (Astin, Korn, & Green, 1987; Bean, 1990; Braxton, Hirschy, & McClendon, 2004; Cabrera, Nora, & Casteneda, 1992; Kuh, Kinzie, Buckley, Bridges, & Hayek, 2007; Pascarella, 1980; Peltier, Laden, & Matranga, 1999; Tinto, 1993). More recent theoretical formulations of student persistence (Braxton, 2000; Braxton et al., 2004; Hurtado & Carter, 1997; Titus …