Hispanic college enrollment in 2011 surpassed all other minority groups. However, Hispanic graduation rates continue to lag. This study examines background, academic integration, social integration, perception of prejudice and discrimination factors, and social capital factors, and how these affect Hispanic undergraduate 6-year completion rates at selective colleges. The results demonstrate that social capital during the high school senior year and attending a private or liberal arts college positively affect Hispanic students' graduation rates. Resumen El registro de estudiantes hispanos en 2011 sobrepasó otros grupos minoritarios (Fry & Lopez, 2012). Sin embargo, el porcentaje de graduación de estudiantes hispanos continúa rezagado. Este estudio examina factores contextuales, integración académica, integración social, percepción de prejuicio y discriminación, y capital social. Además, examina como estos factores impactan la graduación universitaria de estudiantes hispanos a los seis años en universidades selectas. Los resultados demuestran que el capital social durante el último año de preparatoria, y estudiar en una universidad privada o colegio de artes liberales impactan positivamente el porcentaje de graduación de estudiantes hispanos.

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Every year, the Student Debates Subcommittee (SDS) of the Student Affairs Committee (SAC) for the annual Entomological Society of America (ESA) meeting organizes the Student Debates. This year, the SAC selected topics based on their synergistic effect or ability to ignite exponential positive change when addressed as a whole. For the 2019 Student Debates, the SAC SDS identified these topic areas for teams to debate and unbiased introduction speakers to address: 1) how to better communicate science to engage the public, particularly in the area of integrated pest management (IPM), 2) the influential impacts of climate change on agriculturally and medically relevant insect pests, and 3) sustainable agriculture techniques that promote the use of IPM to promote food security. Three unbiased introduction speakers gave a foundation for our audience to understand each debate topic, while each of six debate teams provided a strong case to support their stance or perspective on a topic. Debate teams submitted for a competitive spot for the annual ESA Student Debates and trained for the better part of a year to showcase their talents in presenting logical arguments for a particular topic. Both the debate teams and unbiased introduction speakers provided their insight toward a better understanding of the complexities of each topic and established a foundation to delve further into the topics of science advocacy and communication, climate change, and the many facets of integrated pest management.

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