The study focused on whether Asian students' social and academic integration positively affects their course completion rate at the community college. In this study, academic integration is considered in terms of experience with counseling/transfer centers, and faculty interaction, social integration, and peer group participation outside of class, while course completion is considered indicative of persistence.

The purpose of this study was to address the three hypotheses, each of which concerns course completion. Asian students' experience with academic advisors/counselors, interaction with faculty, and studying with others outside of class were hypothesized to be related to a higher ratio of courses completed.

The researcher analyzed data on Asian students in the Los Angeles Community College District, who consecutively enrolled in the Fall 2000 through Spring 2002 semesters. The study utilized several aspects of academic and social integration, as discussed by Tinto, taking into consideration cultural differences that define the integration of minority students.

The study did not find any correlation between experience with counseling and transfer center advisors/counselors and Asian students' course completion ratios. Nor was there a correlation found between peer group participation and course completion ratios. However, the study did find a weak positive correlation between instructor interaction and course completion ratios.

The study concludes with recommendations for researchers to develop more comprehensive models to understand minority student integration to the campus environment. The study also includes recommendations for future practice for administrators and faculty members to include the implementation of present student engagement models as they apply to minority students.