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 […]

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 college is described as a […]

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 students. The partnership’s goals […]

Fann, A., McClafferty Jarsky, K., & McDonough, P. M. (2009). Parent involvement in the college planning process: A case study of P-20 collaboration. Journal of Hispanic Higher Education, 8(4), 374-393.

Parents who have not had opportunities to attend college themselves have neither experience with the process of college preparation and college going nor sufficient access to needed information.This article describes […]

Rendón, L. I. (2002). Community college Puente: A validating model of education. Educational Policy, 16(4), 642-667.

Employing Rendón’s theory of validation, the validating elements in Community College Puente are identified. Implications for promoting access, use of involvement and validation theory, and employment of learning theory for […]

Suarez, A. L. (2003). Forward transfer: Strengthening the educational pipeline for Latino community college students. Community College Journal of Research &Practice, 27(2), 95-117.

The purpose of this exploratory study was to identify those factors that contribute to the forward transfer of Latino community college students. This purpose was accomplished by using qualitative methods […]

Nora, A. (2004). The role of habitus and cultural capital in choosing a college, transitioning from high school to higher education, and persisting in college among minority and nonminority students. Journal of Hispanic higher education, 3(2), 180-208.

The concept of fitting in at a particular college has been linked to student persistence. Studies have identified habitus and cultural capital, psychosocial factors associated with a student’s fit at […]

Ornelas, A., & Solorzano, D. G. (2004). Transfer conditions of Latina/o community college students: A single institution case study. Community College Journal of Research and Practice, 28(3), 233-248.

This study reported in this article examined the transfer process for Latina/o students at Esperanza Community College. Esperanza is one of the 108 community colleges in California with one of […]

Hagedorn, L. S., & Cepeda, R. (2004). Serving Los Angeles: Urban community colleges and educational success among Latino students. Community College Journal of Research and Practice, 28(3), 199-211.

This article reports the special efforts of the largest community college district in the country to assist its largest ethnic group to succeed. The Los Angeles Community College District consists […]

Hagedorn, L. S., Chi, W. Y., Cepeda, R. M., & McLain, M. (2007). An investigation of critical mass: The role of Latino representation in the success of urban community college students. Research in Higher Education, 48(1), 73-91.

The community college has historically functioned as a primary access point to postsecondary education for Latino students. This study, an investigation conducted through an analysis of the Transfer and Retention […]

Alexander, B. C., Garcia, V., Gonzalez, L., Grimes, G., & O’Brien, D. (2007). Barriers in the transfer process for Hispanic and Hispanic immigrant students. Journal of Hispanic Higher Education, 6, 174–184.

This article reports barriers to transfer from the community college to bachelor’s degree—granting institutions encountered by Hispanic students in the Dallas County Community College District. These Hispanic students were enrolled […]

Melguizo, T. (2009). Are Community Colleges an Alternative Path for Hispanic Students to Attain a Bachelor’s Degree?. Teachers College Record, 111(1), 90-123.

The objective of this study is to determine whether Hispanic students have a lower chance of earning a bachelor’s degree (B.A.) if they transfer from a community college.

Crisp, G., & Nora, A. (2010). Hispanic student success: Factors influencing the persistence and transfer decisions of Latino community college students enrolled in developmental education. Research in Higher Education, 51(2), 175-194.

This study examined the impact of a set of theoretically-derived predictor variables on the persistence and transfer of Hispanic community college students. Early models of student persistence have been validated […]

Crisp, G. (2010). The impact of mentoring on the success of community college students. The Review of Higher Education, 34(1), 39-60.

This study examines the influence of a conceptually valid mentoring experience on community college students’ persistence decisions. Participants were selected from a random sample of core courses offered in the […]

Razfar, A., & Simon, J. (2011). Course‐taking patterns of Latino ESL students: Mobility and mainstreaming in urban community colleges in the United States. TESOL Quarterly, 45(4), 595-627.

In most Western countries where English is the medium of instruction, there is a substantial gap in student success between immigrant English as a second language (ESL) students and non‐ESL […]

Núñez, A. M., Johnelle Sparks, P., & Hernández, E. A. (2011). Latino access to community colleges and Hispanic-serving institutions: A national study. Journal of Hispanic Higher Education, 10(1), 18-40

This article examines the factors that affect Latinos’ enrollment in community colleges that are Hispanic-serving institutions (HSIs). Compared with community colleges that are not HSIs, HSI community colleges are serving […]

Barnett, E. A. (2011). Validation experiences and persistence among community college students. The Review of Higher Education, 34(2), 193-230.

The purpose of this correlational research was to examine the extent to which community college students’ experiences with validation by faculty (Rendon, 1994, 2002) predicted: (a) their sense of integration, […]

Fujimoto, E. O. (2012). Hiring diverse faculty members in community colleges: A case study in ethical decision making. Community College Review, 40(3), 255-274.

This case study examines why 2-year colleges struggle to increase the racial diversity of their faculty. Through interrogating hiring procedures and identifying reasonable expectations for diversity within a college faculty, […]

Tovar, E. (2015). The role of faculty, counselors, and support programs on Latino/a community college students’ success and intent to persist. Community College Review, 43(1), 46-71.

This study examines how interactions with institutional agents (faculty and academic counselors) and select student support programs influence success (i.e., grade point average) and intentions to persist to degree completion […]

Hatch, D. K., & Garcia, C. E. (2017). Academic advising and the persistence intentions of community college students in their first weeks in college. The Review of Higher Education, 40(3), 353-390.

The purpose of this study is to understand how different kinds of advising activities during the first three weeks for community college students who enroll for the first time relate […]

Lundberg, C. A., Kim, Y. K., Andrade, L. M., & Bahner, D. T. (2018). High expectations, strong support: Faculty behaviors predicting Latina/o community college student learning. Journal of College Student Development, 59(1), 55-70.

In this study we investigated the extent to which faculty interaction contributed to Latina/o student perceptions of their learning, using a sample of 10,071 Latina/o students who took the Community […]

Chan, H. Y., & Wang, X. (2018). Momentum through course-completion patterns among 2-year college students beginning in STEM: Variations and contributing factors. Research in Higher Education, 59(6), 704-743.

Grounded in the academic momentum framework, this study explores course-completion patterns across the first two semesters of college among 1668 first-time students beginning in science, technology, engineering, and mathematics (STEM) […]

Arellano, A. R., & Padilla, A. M. (1996). Academic invulnerability among a select group of Latino university students. Hispanic Journal of Behavioral Sciences, 18(4), 485-507.

The conceptual frameworks of “at-risk” and academic invulnerability were examined with 30 undergraduate Latino students enrolled in a highly selective university. Students were interviewed about their educational experiences to examine […]

Baker, B. D., Keller-Wolff, C., & Wolf-Wendel, L. (2000). Two steps forward, one step back: Race/ethnicity and student achievement in education policy research. Educational Policy, 14(4), 511-529.

The goal of this study is to bring the discussion of ethnic heterogeneity and the racial/ethnic classification of students for research purposes into the education policy arena. The relationship between […]

Saunders, M., & Serna, I. (2004). Making college happen: The college experiences of first-generation Latino students. Journal of Hispanic Higher Education, 3(2), 146-163.

This article documents the experiences of a group of first-generation Latino college students who enrolled in 4-year institutions immediately after high school graduation. Students form part of a research intervention […]

Garcia, L. M., & Bayer, A. E. (2005). Variations between Latino groups in US post-secondary educational attainment. Research in Higher Education, 46(5), 511-533.

Hispanics/Latinos are the fastest growing minority group in the US, and represent a diverse variety of ethnic groups with unique heritages. Yet educational and social research often analyzes this group […]

McCarron, G. P., & Inkelas, K. K. (2006). The gap between educational aspirations and attainment for first-generation college students and the role of parental involvement. Journal of College Student Development, 47(5), 534-549.

The primary purpose of this study was to examine if parental involvement had a significant influence on the educational aspirations of first-generation students as compared to the educational aspirations of […]

Garcia-Reid, P. (2007). Examining social capital as a mechanism for improving school engagement among low income Hispanic girls. Youth & Society, 39(2), 164-181.

Hispanic females are a rapidly growing population and are now considered the largest group of ethnic minority girls in the United States. Yet research to guide their educational needs remains […]

Saenz, V. B., & Ponjuan, L. (2009). The vanishing Latino male in higher education. Journal of Hispanic Higher Education, 8(1), 54-89.

Latino male students are “vanishing” from the American education pipeline, a trend that is especially evident at the secondary and postsecondary levels. The question of why Latino males are vanishing […]

Rodriguez, G. M., & Cruz, L. (2009). The Transition to College of English Learner and Undocumented Immigrant Students: Resource and Policy Implications. Teachers College Record, 111(10), 2385-2418.

The research questions guiding this analysis are: (1) What do we know and what do we need to know about the transition to college of EL and undocumented immigrant students? […]

Nuñez, A. M. (2011). Counterspaces and connections in college transitions: First-generation Latino students’ perspectives on Chicano studies. Journal of College Student Development, 52(6), 639-655.

This study explored how first-generation Latino sophomores in a public research university describe the influence of Chicano Studies classes on their college transition experiences. Students reported that taking Chicano Studies […]

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 […]

Delgado-Guerrero, M., & Gloria, A. M. (2013). La importancia de la hermandad Latina: Examining the psychosociocultural influences of Latina-based sororities on academic persistence decisions. Journal of College Student Development, 54(4), 361-378.

Using a psychosociocultural (PSC) approach, we examined how self-beliefs, social support, and cultural fit influenced the academic persistence decisions of 115 Latina sorority members. Upper-division Latinas reported higher self-efficacy than […]

Martin, J. P., Simmons, D. R., & Yu, S. L. (2013). The role of social capital in the experiences of Hispanic women engineering majors. Journal of Engineering Education, 102(2), 227-243.

Our research examines the following question: For Hispanic women whose parents have limited educational attainment, what available sources of potential social capital do they identify, and by what means do […]

Pyne, K. B., & Means, D. R. (2013). Underrepresented and in/visible: A Hispanic first-generation student’s narratives of college. Journal of Diversity in Higher Education, 6(3), 186.

Despite improvements in the rates of college admission over the past few decades, college persistence, retention, and graduation rates continue to be problematic for underrepresented students—students of color and students […]

Núñez, A. M. (2014). Employing multilevel intersectionality in educational research: Latino identities, contexts, and college access. Educational Researcher, 43(2), 85-92.

The theoretical framework of intersectionality shows much promise in exploring how multiple social identities and their relationships with interlocking systems of power influence educational equity, particularly for historically underserved groups […]

Arbelo-Marrero, F., & Milacci, F. (2016). A phenomenological investigation of the academic persistence of undergraduate Hispanic nontraditional students at Hispanic serving institutions. Journal of Hispanic Higher Education, 15(1), 22-40.

This study focused on understanding the factors of academic persistence for 10 undergraduate Hispanic nontraditional students enrolled at two Hispanic Serving Institutions (HSIs) in the southeast, each in their last […]

Pérez, I. I., & Taylor, K. B. (2016). Cultivando logradores: Nurturing and sustaining Latino male success in higher education. Journal of Diversity in Higher Education, 9(1), 1.

Little is known about the factors that contribute to Latino male success in higher education. In this qualitative study, Yosso’s (2005) community cultural wealth framework provides an asset-based perspective to […]

Ryan, S., & Ream, R. K. (2016). Variation across Hispanic immigrant generations in parent social capital, college-aligned actions, and four-year college enrollment. American Educational Research Journal, 53(4), 953-986.

Not beginning college at a four-year institution has been demonstrated as one key obstacle to equitable rates of bachelor’s degree attainment among Hispanic individuals in the United States. Drawing on […]

Nuñez, A. M., & Sansone, V. A. (2016). Earning and learning: Exploring the meaning of work in the experiences of first-generation Latino college students. The Review of Higher Education, 40(1), 91-116.

This qualitative study examines how working influences students’ college experiences, extending the predominantly quantitative research in this area. Findings based on interviews with Latino first-generation students who work reveal three […]

Pérez II, D. (2017). In pursuit of success: Latino male college students exercising academic determination and community cultural wealth. Journal of College Student Development, 58(2), 123-140.

Discourse about Latino male college students centers on their low enrollment, persistence, and graduation rates. Two asset-based theoretical frameworks were used to understand how 21 Latino males’ academic determination was […]

Gonzalez, K. P., Stoner, C., & Jovel, J. E. (2003). Examining the role of social capital in access to college for Latinas: Toward a college opportunity framework. Journal of Hispanic Higher Education, 2(2), 146-170.

Using life history research methods, this study sought to understand how relationships with family and school personnel affect postsecondary opportunities for Latina students. The focus is on primary and secondary […]

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 […]

Ong, A. D., Phinney, J. S., & Dennis, J. (2006). Competence under challenge: Exploring the protective influence of parental support and ethnic identity in Latino college students. Journal of adolescence, 29(6), 961-979.

This longitudinal study examined the protective influence of psychological and family factors on academic achievement in 123 Latino college (101 Mexican American, 14 Central American, 8 mixed Mexican/Central American) students. Three cultural […]

Langenkamp, A. G. (2019). Latino/a immigrant parents’ educational aspirations for their children. Race Ethnicity and Education, 22(2), 231-249.

This study explores Latino/a parents’ educational aspirations and parents’ perspectives on supporting educational attainment as a way to better understand the connection between high educational aspirations among Latino/a parents and […]