A Phenomenological Exploration of Hispanic Student Persistence in the Online College Environment

The purpose of this qualitative phenomenological study is to find the essence of the experiences of Hispanic students who persist to complete online degrees at accredited universities. This information is essential to grasp the factors that motivated these students to complete their degrees. The central question is, “What are the experiences of Hispanic students who persisted to complete online undergraduate degree programs?” Purposeful sampling was used, and journal entries, interviews, and letters of advice were utilized through email and telephone communications. The Student Integration Model (Tinto, 1993) is a guide this study. This data is useful in studying how Hispanic students overcome obstacles and finish online degree programs. Participants are 11 Hispanic students who have completed undergraduate and graduate online degree programs during the last five years. Thematic data, gathered by grouping, clustering, and thematizing (Moustakas, 1994), was gathered through journal entry prompts, semi-structured interviews, and letters of advice. Major themes were analyzed by using codes, significant statements, and the essence of the experience