Pathways to Success: Factors Influencing Persistence and Academic Performance of Ethnic Minority Students at a Vietnamese University

Abstract

This study examines academic performance and persistence among ethnic minority university students in Vietnam, where structural inequalities continue to shape access and outcomes in higher education. Guided by Tinto’s integration model, Astin’s Input–Environment–Outcome framework, and Self-Determination Theory, the study uses a mixed-methods design combining academic records (N = 286) with semi-structured interviews. Quantitative results show that grade point average (GPA) is significantly associated with gender, ethnicity, region, financial support, and program, with female and financially supported students achieving higher outcomes. Students from the most disadvantaged regions demonstrated unexpectedly strong performance, suggesting the effectiveness of targeted institutional support. Qualitative findings reveal
that autonomous motivation, family encouragement, and peer and faculty relationships sustain persistence. Together, the results indicate that structural conditions and motivational processes operate interactively rather than independently. The study highlights the importance of culturally responsive institutional support, financial stability, and relational networks in promoting equitable student success in Vietnamese higher education.