An overview of the theories of Tinto and Astin on student integration and involvement with references to the Chicano student dropout rate and persistence is provided. Topics include the following: the effects of integration and involvement; Tinto's theory of student departure; Astin's theory of involvement; linking integration and involvement; Tinto's model; studies applying Tinto's model to Hispanics; studies on Hispanic and Chicano students; women; academic preparation of Chicano students; academic integration of Chicanos; availability of support services; faculty/student interaction; social integration; commitments/expectations; family support; family attitude toward education; parents' education and income; and finance. The studies reviewed identified Chicano student characteristics corresponding closely to those variables influencing attrition hypothesized by Tinto. Chicano students reported being poorly prepared by their high schools for college. Services provided by the institution and interactions with faculty were two areas which helped contribute to their persistence. Their social integration into the institutional environment also contributed to their persistence as did family support. Finances emerged as critical in the persistence decision, primarily due to the low socioeconomic status of the Chicano population. Indications are that the educational experience is different for males and females. Tables are included. Contains 103 references. (SM)