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 [...]

Smedley, B. D., Myers, H. F., & Harrell, S. P. (1993). Minority-status stresses and the college adjustment of ethnic minority freshmen. The Journal of Higher Education, 64(4), 434-452.

No abstract

Utsey, S. O., Chae, M. H., Brown, C. F., & Kelly, D. (2002). Effect of ethnic group membership on ethnic identity, race-related stress, and quality of life. Cultural Diversity and Ethnic Minority Psychology, 8(4), 366.

This study examined the effect of ethnic group membership on ethnic identity, race-related stress, and quality of life (QOL). The Multigroup Ethnic Identity Measure, the Index of Race Related [...]

Barajas, H. L., & Ronnkvist, A. (2007). Racialized Space: Framing Latino and Latina Experience in Public Schools. Teachers College Record, 109(6), 1517-1538.

We suggest that school spaces are racialized; that is, taken-for-granted notions of race mediate the relationship between the school and the actors that comprise it. Furthermore, we consider how [...]

Torres, V., Jones, S. R., & Renn, K. A. (2009). Identity development theories in student affairs: Origins, current status, and new approaches. Journal of College Student Development, 50(6), 577-596.

This article focuses on understanding how identity development is conceptualized in student affairs. The need to understand the person, context, and interactions between the two advances identity [...]

Cejda, B. D., & Rhodes, J. H. (2004). Through the pipeline: The role of faculty in promoting associate degree completion among Hispanic students. Community College Journal of Research and Practice, 28(3), 249-262.

The community college has been identified as the primary educational pipeline for Hispanic students’ entry into higher education. The vast majority of research has focused on this pipeline [...]

Cruce, T.M., Wolniak, G.C., Seifert, T.A., Pascarella, E.T. (2006). Impacts of good practices on cognitive development, learning orientations, and graduate degree plans during the first year of college. Journal of College Student Development, 47(4), 365-383.

This study estimated separately the unique effects of three dimensions of good practice and the global effects of a composite measure of good practices on the cognitive development, orientations [...]

Auerbach, S. (2004). Engaging Latino parents in supporting college pathways: Lessons from a college access program. Journal of Hispanic Higher Education, 3(2), 125-145.

How can K-16 partnerships enlist Latino parents as informed allies in support of their children’s college planning? This article draws on data from 3 years of participant observation to show how [...]

Oliva, M. (2008). Latino access to college: Actualizing the promise and potential of K-16 partnerships. Journal of Hispanic Higher Education, 7(2), 119-130.

The article discusses a policy trend for stronger coordination between K-12 and postsecondary education levels. Using Texas as an illustrative case, remedying Latino underrepresentation in [...]

McClafferty Jarsky, K., McDonough, P. M., & Núñez, A. M. (2009). Establishing a college culture in secondary schools through P-20 collaboration: A case study. Journal of Hispanic Higher Education, 8(4), 357-373.

This case study examines a P-20 action research partnership involving a university, a nonprofit organization, and several middle and high schools with sizeable enrollments of underserved [...]

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