Stanton-Salazar, R. D., & Dornbusch, S. M. (1995). Social capital and the reproduction of inequality: Information networks among Mexican-origin high school students. Sociology of education, 116-135.

The critical role of significant others in status attainment continues to be interpreted mainly in functionalist terms. This article presents an alternative interpretation based on social reproduction theories and on current research on social ties and adult occupational mobility. Using the concept of social capital, defined as social relationships from which an individual is potentially […]

Stanton-Salazar, R. D., Chávez, L. F., & Tai, R. H. (2001). The help-seeking orientations of Latino and non-Latino urban high school students: A critical-sociological investigation. Social Psychology of Education, 5(1), 49-82.

This study focuses on the help-seeking orientations of low-status Latino adolescents. Help-seeking orientation is defined as a person’s proclivity to resolve personal and academic problems through the seeking of social support (i.e., coping by seeking help). This article presents a selected review of the literature on key social antecedents of people’s help-seeking orientation. It also […]

Gándara, P. (2002). A study of high school puente: What we have learned about preparing latino youth for postsecondary education. Educational Policy, 16(4), 474-495.

This article reports on a 4-year study of High School Puente’s impact on program participants. Data include approximately 1,000 Puente students and 1,000 non-Puente students from18 high schools to test the impact of the programon aspirations, attitudes toward school, and preparation for college. Data were also collected on 75 matched pairs of Puente and non-Puente […]

Ream, R. K. (2003). Counterfeit social capital and Mexican-American underachievement. Educational Evaluation and Policy Analysis, 25(3), 237-262.

A critical issue facing U.S. schools and one with broad social implication is the persistent disparity in educational achievement between racial/ethnic groups. The achievement gap may be particularly pronounced for Mexican-Americans who constitute the vast majority of U.S. Latinos and are among the most educationally at risk of all Latino subgroups. By employing mixed-methods research […]

Contreras, F. E. (2005). Access, achievement, and social capital: Standardized exams and the Latino college-bound population. Journal of Hispanic Higher Education, 4(3), 197-214.

This exploratory study illustrates the differences in achievement between Latino college-bound students compared to their White counterparts with respect to key background and achievement variables. This research presents the gaps in “inputs” that Latino students possess regarding disparate income, parent education levels, access to Advanced Placement courses, and performance on standardized exams. The author presents […]

Valadez, J. R. (2008). Shaping the educational decisions of Mexican immigrant high school students. American Educational Research Journal, 45(4), 834-860.

The purpose of this case study is to investigate the decision-making processes of 12 high-achieving rural Mexican immigrant high school students. Ethnographic data are collected over 18 months, and the investigation is guided by structuration theory. The strength of using structuration theory is that it opens up the possibility for exploring how students form decisions […]

Perez, P. A., & McDonough, P. M. (2008). Understanding Latina and Latino college choice: A social capital and chain migration analysis. Journal of Hispanic higher education, 7(3), 249-265.

Through interviews and focus groups with 106 high school juniors and seniors, this research examined the college choice process for Latina and Latino students in the greater Los Angeles basin. Using chain migration theory within a social capital framework, the results indicated that as primarily first-generation college students, the students in this sample relied heavily […]

Cerna, O. S., Pérez, P. A., & Sáenz, V. (2009). Examining the precollege attributes and values of Latina/o bachelor’s degree attainers. Journal of Hispanic Higher Education, 8(2), 130-157.

This article focuses on understanding successful Latina/o college student retention at 4-year institutions. Deficit models fail to consider how Latina/o students use different forms of capital (i.e., social, cultural, economic, and human) in earning a degree. Using data from the UCLA’s Cooperative Institutional Research Program, factors associated with Latina/o degree attainment within 6 years were […]

Nuñez, A. M. (2009). Latino students’ transitions to college: A social and intercultural capital perspective. Harvard Educational Review, 79(1), 22-48.

In this article, Anne-Marie Nuñez uses data from a national longitudinal study of students enrolled in four-year public research universities to assess the effects of social capital and intercultural capital—the capacity to negotiate diverse racial/ ethnic environments—on Latino students’ sense of belonging in college and on their perceptions of a hostile racial/ethnic climate. She finds […]

Núñez, A. M., & Bowers, A. J. (2011). Exploring what leads high school students to enroll in Hispanic-serving institutions: A multilevel analysis. American Educational Research Journal, 48(6), 1286-1313.

This study examined the student and high school contextual factors associated with high school students’ enrollment in Hispanic-Serving Institutions (HSIs). The authors drew on a conceptual framework of college choice involving the concepts of multiple capitals and individual and organizational habitus to examine the postsecondary trajectories of high school graduates using the Educational Longitudinal Study […]

Nuñez, A. M., & Crisp, G. (2012). Ethnic diversity and Latino/a college access: A comparison of Mexican American and Puerto Rican beginning college students. Journal of Diversity in Higher Education, 5(2), 78.

Prior research has indicated that there are differences among the diverse Latino/a ethnic groups in their K-12 educational experiences, but little is known about variations in their postsecondary experiences. Drawing on a conceptual framework informed by the theory of French sociologist Pierre Bourdieu, this research examined Mexican American and Puerto Rican students’ college choice and […]

Rios-Aguilar, C., & Deil-Amen, R. (2012). Beyond getting in and fitting in: An examination of social networks and professionally relevant social capital among Latina/o university students. Journal of Hispanic Higher Education, 11(2), 179-196.

Social network analyses, combined with qualitative analyses, are examined to understand key components of the college trajectories of 261 Latina/o students. Their social network ties reveal variation in extensity and the relevance. Most ties facilitate social capital relevant to getting into college, fewer engage social capital relevant to strategizing success in college, and even fewer […]

Engberg, M., & Wolniak, G. C. (2013). College student pathways to the STEM disciplines. Teachers College Record, 115(1).

Findings from the study suggest revealed significant effects in relation to race, academic preparation, attitudes and dispositions toward math and science, college choice considerations, and postsecondary experiences. While no institutional effects were uncovered at the high school level, both postsecondary sector and selectivity significantly influenced propensities toward majoring in a STEM discipline. The study concludes […]

Ruecker, T. (2013). High-stakes testing and Latina/o students: Creating a hierarchy of college readiness. Journal of Hispanic Higher Education, 12(4), 303-320.

This article examines how high-stakes testing policies can constrain the way teachers at predominately Latina/o high schools teach literacy and subsequently influence the success of Latina/o students at college. It is based on a year and a half study of seven Latina/o students making transition from a high school to a community college or university […]

Gottfried, M. A. (2015). The influence of applied STEM coursetaking on advanced mathematics and science coursetaking. The Journal of Educational Research, 108(5), 382-399.

Advanced mathematics and science coursetaking is critical in building the foundation for students to advance through the STEM pathway—from high school to college to career. To invigorate students’ persistence in STEM fields, high schools have been introducing applied STEM courses into the curriculum as a way to reinforce concepts learned in traditional mathematics and science […]

Martin, N. D., Spenner, K. I., & Mustillo, S. A. (2017). A test of leading explanations for the college racial-ethnic achievement gap: Evidence from a longitudinal case study. Research in Higher Education, 58(6), 617-645.

In this study, we examined racial/ethnic differences in grade point average (GPA) among students at a highly selective, private university who were surveyed before matriculation and during the first, second and fourth college years, and assessed prominent explanations for the Black-White and Latino-White college achievement gap. We found that roughly half of the observed gap […]

Langenkamp, A. G., & Hoyt, A. D. (2017). Leaks in Latina/o Students’ College-Going Pipeline: Consequences of Educational Expectation Attrition. Journal of Hispanic Higher Education, 18(4) 357-371.

This study predicts Latina/o student attrition at two phases in the college-going pipeline. Findings suggest that academic achievement mediates Latina/o students’ attrition from expectations to college application. Preparatory commitment behaviors mediate attrition from application to attendance. Results also indicate that Latina/o students experience greater risk of attrition compared with other ethnoracial groups at both application […]