The experiences of Hispanic American female college students were studied over a 2-year period, based on interviews with 80 students and some staff members. Hispanic American female students fell into two major groups: (1) those few who attended private or specialized public schools; and (2) those who attended public schools or general private schools. Both of these groups of women experienced different socialization processes within the college. The first group entered the university with high qualifications and aspirations, and they enrolled in the physical sciences and mathematics programs. The first disorienting experiences usually came when they attended their first classes: they were singled out and their work was severely marked. The result was that over 50 percent who declared science/mathematics as majors withdrew from these curricula. A small group worked very hard to attain academic success. The other group of students were more oriented to peers than to academic pursuits. They were likely to persist if certain support services were utilized and if they did well in their courses. Students became active in campus political interests largely when academic services were not readily accessible. The situation of graduate students is also briefly addressed. (SW)