Problem areas for the Mexican American female (Chicana) in higher education were investigated and compared to those of the Mexican American male (Chicano). A specific objective was to document the heterogeneity and complexity of the Chicana population and the corresponding variation in educational experiences. An executive summary and full report are presented on the findings of a 2-year study of undergraduates at five higher education institutions. Using multivariate analysis and path modeling, a great diversity in age, outside commitments, socioeconomic status, and English and Spanish language proficiency was found. The greatest contrasts were found between the private university and community college populations. Differences between males and females were identified in three areas: domestic responsibilities, parental support, and stress experienced. Academic ability, use of academic support services, friendships at school, involvement in campus activities, and immigrant status were also evaluated. The effects of instructor evaluation of written work on student effort were assessed, and the Chicano Reference Group Index, an attitudinal scale based on preferred ethnic self-identification terms, was administered. Students were found to vary widely in age, responsibilities for jobs and domestic roles, academic skills, and the amount of progress they were making toward timely completion of their programs. Special consideration is directed to students who work over 30 hours a week, women who devote many hours to domestic labor, and students who are experiencing academic difficulties. A bibliography, questionnaires, and an executive summary are appended. (SW)