Since 2015 – CAHSI

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Xu, Y. (2015). Focusing on women in STEM: A longitudinal examination of gender-based earning gap of college graduates. The Journal of Higher Education, 86(4), 489-523.

This study investigates the underrepresentation of women in science, technology, engineering, and mathematics (STEM) occupations from the aspect of earning differentials. Using a national data [...]

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Xu, Y. J. (2017). Attrition of women in STEM: Examining job/major congruence in the career choices of college graduates. Journal of Career Development, 44(1), 3-19.

Data from a national survey are used to examine how individual characteristics and social structural factors may influence college graduates choosing an occupation that is congruent with their [...]

By UTEP

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Crisp, G., Taggart, A., & Nora, A. (2015). Undergraduate Latina/o students: A systematic review of research identifying factors contributing to academic success outcomes. Review of Educational Research, 85(2), 249-274.

A systematic review was conducted to produce an up-to-date and comprehensive summary of qualitative and quantitative evidence specific to the factors related to undergraduate Latina/o student [...]

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Bowman, N. A., Hill, P. L., Denson, N., & Bronkema, R. (2015). Keep on truckin’ or stay the course? Exploring grit dimensions as differential predictors of educational achievement, satisfaction, and intentions. Social Psychological and Personality Science, 6, 639-645.

In an ongoing effort to identify predictors of educational success and achievement, grit has emerged as a seemingly useful disposition. Grit is conceived as the combination of perseverance of [...]

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Garcia, G. A., Patrón, O. E., Ramirez, J. J., & Hudson, L. T. (2018). Identity salience for Latino male collegians at Hispanic Serving Institutions (HSIs), emerging HSIs, and non-HSIs. Journal of Hispanic Higher Education, 17(3), 171-186.

This article challenges the notion of underachievement of Latino male collegians by examining those who successfully enter higher education. Using in-depth interviews, we analyze the way three [...]

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Stebleton, M. J., & Aleixo, M. B. (2015). Examining undocumented Latino/a student interactions with faculty and institutional agents. Journal of Hispanic Higher Education, 14(3), 256-273.

This study explored the experiences of nine undocumented Latino/a students and their perception of interactions with faculty and institutional agents at a predominantly White institution (PWI). [...]

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Trolian, T. L., & Parker III, E. T. (2017). Moderating Influences of Student–Faculty Interactions on Students’ Graduate and Professional School Aspirations. Journal of College Student Development, 58(8), 1261-1267.

There is an inverse relationship between lifetime unemployment rates and attainment of advanced college degrees, as well as a positive relationship between levels of human capital and graduate [...]

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Parker III, E. T., Kilgo, C. A., Sheets, J. K. E., & Pascarella, E. T. (2016). The differential effects of internship participation on end-of-fourth-year GPA by demographic and institutional characteristics. Journal of College Student Development, 57(1), 104-109.

Recent college graduates face more uncertainty in finding employment today than they have in the past (Spreen, 2013). Colleges and universities encourage students to participate in internships to [...]

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Collins, T. W., Grineski, S. E., Shenberger, J., Morales, X., Morera, O. F., & Echegoyen, L. E. (2017). Undergraduate research participation is associated with improved student outcomes at a Hispanic-serving institution. Journal of college student development, 58(4), 583.

Few scholars have comprehensively examined benefits of undergraduate research (UGR) participation for students at an institution campus-wide. In this study we examined benefits of UGR [...]

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Roksa, J., Trolian, T. L., Pascarella, E. T., Kilgo, C. A., Blaich, C., & Wise, K. S. (2017). Racial inequality in critical thinking skills: The role of academic and diversity experiences. Research in Higher Education, 58(2), 119-140.

While racial inequalities in college entry and completion are well documented, much less is known about racial disparities in the development of general collegiate skills, such as critical [...]