Gurin, P., Dey, E., Hurtado, S., & Gurin, G. (2002). Diversity and higher education: Theory and impact on educational outcomes. Harvard educational review, 72(3), 330-367.

In the current context of legal challenges to affirmative action and race-based considerations in college admissions, educators have been challenged to articulate clearly the educational purposes and benefits of diversity. […]

De Los Santos Jr, A. G., & De Los Santos, G. E. (2003). Hispanic-serving institutions in the 21st century: Overview, challenges, and opportunities. Journal of Hispanic Higher Education, 2(4), 377-391.

This research study reports the responses of presidents, chancellors, and CEOs of Hispanic-serving institutions who responded to a survey on is-sues/challenges/problems facing their institutions. The responses are categorized into five […]

Miller, L. S., & García, E. E. (2004). Better informing efforts to increase Latino student success in higher education. Education and Urban Society, 36(2), 189-204.

Student-oriented institutional research capacities of colleges and universities provide the means to gather, combine, and analyze a great deal of information about students’ academic preparation for undergraduate and for graduate […]

Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race ethnicity and education, 8(1), 69-91.

This article conceptualizes community cultural wealth as a critical race theory (CRT) challenge to traditional interpretations of cultural capital. CRT shifts the research lens away from a deficit view of […]

Nelson Laird, T. F., Bridges, B. K., Morelon-Quainoo, C. L., Williams, J. M., & Holmes, M. S. (2007). African American and Hispanic student engagement at minority serving and predominantly White institutions. Journal of College Student Development, 48(1), 39-56.

Although scholars have examined historically Black colleges and universities (HBCUs) in terms of their educational effectiveness for African American students compared to predominantly white institutions (PWIs), there is a lack […]

Brown, A. V. (2008). Effectively educating Latino/a students: A comparative study of participation patterns of Hispanic American and Anglo-American university students. Journal of Hispanic Higher Education, 7(2), 97-118.

This article provides, first, a brief review of literature concerning the education of Hispanic American (Latino/a) students at the secondary and postsecondary levels and, second, the results of questionnaire research […]

Bowman, N. A. (2009). College diversity courses and cognitive development among students from privileged and marginalized groups. Journal of Diversity in Higher Education, 2(3), 182.

Previous research has suggested that diversity courses generally have positive effects on college students’ cognitive development. However, it is unclear how many courses students need to take to maximize their […]

Denson, N., & Chang, M. J. (2009). Racial diversity matters: The impact of diversity-related student engagement and institutional context. American educational research journal, 46(2), 322-353.

This study addressed two questions: (a) Do different forms of campus racial diversity contribute uniquely to students’ learning and educational experiences when they are simultaneously tested utilizing multilevel modeling? (b) […]

Rivas-Drake, D., & Mooney, M. (2009). Neither colorblind nor oppositional: Perceived minority status and trajectories of academic adjustment among Latinos in elite higher education. Developmental psychology, 45(3), 642.

As more Latinos experience upward social mobility, it is increasingly necessary to challenge oppositional cultural assumptions to explain how perceived minority status barriers may influence their academic achievement. The present […]

Cole, W. M. (2011). Minority politics and group-differentiated curricula at minority-serving colleges. The Review of Higher Education, 34(3), 381-422.

This paper analyzes whether ethnocentric curricula, defined as courses that focus exclusively on particular racial/ethnic groups, are more prevalent at minority-serving colleges than at mainstream institutions. Using original curricular data […]

Torres, V., & Zerquera, D. (2012). Hispanic-serving institutions: Patterns, predictions, and implications for informing policy discussions. Journal of Hispanic Higher Education, 11(3), 259-278.

This article seeks to identify and assess the readiness of Potential Hispanic-Serving Institutions (HSIs)—institutions located within Latino communities projected to increase the number of Latino/a high school graduates. Institutions are described based […]

Rodríguez, L. F., & Oseguera, L. (2015). Our deliberate success: Recognizing what works for Latina/o students across the educational pipeline. Journal of Hispanic Higher Education, 14(2), 128-150.

The purpose of this article is to identify the best practices across the K-20 pipeline that work for Latina/o students for the purposes of developing a framework for Latina/o student […]

Flores, S. M., & Park, T. J. (2015). The effect of enrolling in a minority-serving institution for Black and Hispanic students in Texas. Research in Higher Education, 56(3), 247-276.

Using state administrative data for three cohorts of college enrollees from 1997 to 2008 and incorporating propensity score matching techniques, we examine the effects of attending a Minority-Serving Institution (MSI)—that […]

Rodríguez, C., Martinez, M. A., & Valle, F. (2016). Latino educational leadership across the pipeline: For Latino communities and Latina/o leaders. Journal of Hispanic Higher Education, 15(2), 136-153.

Educational leaders have challenges providing rich and equitable education for the Latino community, the fastest growing underserved demographic in the United States. Although the field of educational leadership draws connections […]

Núñez, A. M., Crisp, G., & Elizondo, D. (2016). Mapping Hispanic-Serving Institutions: A typology of institutional diversity. The Journal of Higher Education, 87(1), 55-83.

Hispanic-Serving Institutions (HSIs), institutions that enroll at least 25% Hispanic students, are institutionally diverse, including a much wider array of institutional types than other Minority-Serving Institutions (MSIs). Furthermore, they have […]

Garcia, G. A. (2017). Defined by outcomes or culture? Constructing an organizational identity for Hispanic-serving institutions. American Educational Research Journal, 54(1_suppl), 111S-134S.

While Hispanic-Serving Institutions (HSIs) enroll at least 25% Latinx students, the perennial question facing HSIs is, “What does it mean for postsecondary institutions to be Latinx-serving”—essentially an organizational identity question. […]

Bensimon, E. M., Dowd, A. C., Stanton-Salazar, R., & Dávila, B. A. (2019). The role of institutional agents in providing institutional support to Latinx students in STEM. The Review of Higher Education, 42(4), 1689-1721.

Case study results featuring four Latinx STEM faculty members illustrate the forms of institutional support professors can provide to increase the number of Latinx students in science, technology, engineering, and […]

Torres, V. (2006). A mixed method study testing data-model fit of a retention model for Latino/a students at urban universities. Journal of College Student Development, 47(3), 299-318.

This study presents the conceptualization and subsequent model fit analysis of a retention model for Latino/a students at urban commuter universities. the three institutions involved in the study represent different […]

Otero, R., Rivas, O., & Rivera, R. (2007). Predicting persistence of Hispanic students in their 1st year of college. Journal of Hispanic Higher Education, 6(2), 163-173.

The authors used a logit model with partial derivatives to identify which demographic and academic variables are associated with 1st-year attrition and persistence of Hispanic students and to determine the […]

Arbona, C., & Nora, A. (2007). The influence of academic and environmental factors on Hispanic college degree attainment. The Review of Higher Education, 30(3), 247-269.

This study used the NELS 88‑2000 data base to examine among Hispanic students precollege, college, and environmental predictors of (a) college first enrolled in (two‑year versus four‑year) and (b) undergraduate […]

Castellanos, J., & Gloria, A. M. (2007). Research considerations and theoretical application for best practices in higher education: Latina/os achieving success. Journal of Hispanic Higher Education, 6(4), 378-396.

This scholarly article addresses the Latina/o undergraduate experiences proposing a (re)definition of educational success. Discussing strength-based practices of familia, mentorship, cultural congruity, and professional development from a psychosociocultural (PSC) approach, the […]

Museus, S. D., Nichols, A. H., & Lambert, A. D. (2008). Racial differences in the effects of campus racial climate on degree completion: A structural equation model. The Review of Higher Education, 32(1), 107-134.

Racial minority student persistence is of paramount importance to higher education policymakers and practitioners. This study was aimed at understanding racial differences in the direct and indirect effects of campus […]

Cole, D., & Espinoza, A. (2008). Examining the academic success of Latino students in science technology engineering and mathematics (STEM) majors. Journal of College Student Development, 49(4), 285-300.

Using a longitudinal sample of 146 Latino students’ in science, technology, engineering, and mathematics majors, the purpose of the study was to examine factors that affect their academic performance. The […]

Contreras, F. (2009). Sin papeles y rompiendo barreras: Latino students and the challenges of persisting in college. Harvard Educational Review, 79(4), 610-632.

Undocumented Latino students in higher education represent a resilient, determined, and inspirational group of high achievers who persevere and serve as a model for success. Here, Frances Contreras presents a […]

Crisp, G., Nora, A., & Taggart, A. (2009). Student characteristics, pre-college, college, and environmental factors as predictors of majoring in and earning a STEM degree: An analysis of students attending a Hispanic serving institution. 46(4), 924-942. American Educational Research Journal.

This study examined the demographic, pre-college, environmental, and college factors that impact students’ interests in and decisions to earn a science, technology, engineering, or mathematics (STEM) degree among students attending […]

Strayhorn, T. L. (2010). When race and gender collide: Social and cultural capital’s influence on the academic achievement of African American and Latino males. The Review of Higher Education, 33(3), 307-332.

This study regressed undergraduate grades on background traits, pre-college variables, and measures of sociocultural capital for nationally representative samples of African American and Latino male undergraduates using data from the […]

Bordes-Edgar, V., Arredondo, P., Kurpius, S. R., & Rund, J. (2011). A longitudinal analysis of Latina/o students’ academic persistence. Journal of Hispanic Higher Education, 10(4), 358-368.

This was a 4.5-year follow-up study of university persistence involving 71 Latina/o students, who were initially surveyed as 1st-semester freshmen. Academic (high school grade point average [GPA], entrance exam scores, […]

Arana, R., Castañeda-Sound, C., Blanchard, S., & Aguilar, T. E. (2011). Indicators of persistence for Hispanic undergraduate achievement: Toward an ecological model. Journal of Hispanic Higher Education, 10(3), 237-251.

By examining Hispanic students both currently and formerly enrolled at a private, Hispanic-serving Institution located in the Southwestern region of the United States, this study attempts to understand the factors […]

Ortiz, C. J., Valerio, M. A., & Lopez, K. (2012). Trends in Hispanic academic achievement: Where do we go from here?. Journal of Hispanic Higher Education, 11(2), 136-148.

This article sought to identify factors related to high school completion rates and college enrollment among Hispanic students. Hispanic students were found to have high attrition rates in institutions of […]

Carpi, A., Ronan, D. M., Falconer, H. M., Boyd, H. H., & Lents, N. H. (2013). Development and implementation of targeted STEM retention strategies at a Hispanic-serving institution. Journal of Hispanic Higher Education, 12(3), 280-299.

Retention rates of undergraduates at large urban universities serving minority populations have been problematic, especially among students in science and technology fields. John Jay College of Criminal Justice has designed […]

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 academic success outcomes during […]

Torres, J. B., & Solberg, V. S. (2001). Role of self-efficacy, stress, social integration, and family support in Latino college student persistence and health. Journal of vocational behavior, 59(1), 53-63.

This study tested a path model of Latino college student outcomes (n=179). Four constructs were integrated into the model which predicted persistence intentions and health: self-efficacy (Bandura, 1986), stress, family […]

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 Stress-Brief […]

Torres, V. (2003). Influences on ethnic identity development of Latino college students in the first two years of college. Journal of college student development, 44(4), 532-547.

In this qualitative study, I use grounded theory methodology to investigate the influences on the ethnic identity development of 10 Latino/a students during their first two years at a highly […]

Torres, V., & Baxter Magolda, M. B. (2004). Reconstructing Latino identity: The influence of cognitive development on the ethnic identity process of Latino students. Journal of College Student Development, 45(3), 333-347.

The influence of cognitive development on ethnic identity development is investigated in the context of a qualitative longitudinal study of Latina/o college students. Findings indicate that when students reconstruct social […]

Hurtado, S., & Ponjuan, L. (2005). Latino educational outcomes and the campus climate. Journal of Hispanic Higher Education, 4(3), 235-251.

The authors present a longitudinal study aimed at understanding the factors that affect educational outcomes for Latinos. They explore Latino students’ perceptions of the campus climate, their sense of belonging […]

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 racialization […]

Torres, V., & Hernandez, E. (2007). The influence of ethnic identity on self-authorship: A longitudinal study of Latino/a college students. Journal of College Student Development, 48(5), 558-573.

This longitudinal study of Latino/a college students considers the influence of Latino/a college student experiences and ethnic identity on holistic development. Findings indicate that although similar characteristics are seen among […]

Lamont Strayhorn, T. (2008). Sentido de pertenencia: A hierarchical analysis predicting sense of belonging among Latino college students. Journal of Hispanic Higher Education, 7(4), 301-320.

The present study estimated the influence of academic and social collegiate experiences on Latino students’ sense of belonging, controlling for background differences, using hierarchical analysis techniques with a nested design. […]

Nuñez, A. M. (2009). A critical paradox? Predictors of latino students’ sense of belonging in college. Journal of Diversity in Higher Education, 2(1), 46.

Data from the Diverse Democracy Project Study, a national longitudinal study of 1st-year students enrolled in 4-year public research universities who were followed into their 2nd year of college, were […]

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 theories as relevant […]

Núñez, A. M. (2009). Modeling the effects of diversity experiences and multiple capitals on Latina/o college students’ academic self-confidence. Journal of Hispanic Higher Education, 8(2), 179-196.

This study develops a model predicting academic self-confidence for 2nd-year Latina/o college students. Findings indicate that forms of academic, cultural, social, and intercultural capital (the capacity to negotiate diverse racial […]

White, J. W., & Lowenthal, P. R. (2011). Minority college students and tacit” codes of power”: Developing academic discourses and identities. The Review of Higher Education, 34(2), 283-318.

This paper examines an often-overlooked contributing factor to minority student collegiate attrition: students’ limited knowledge of—and sometimes resistance to—the kinds of academic discursive practices they need to become “full participants” […]

Cuellar, M. (2014). The impact of Hispanic-Serving Institutions (HSIs), emerging HSIs, and non-HSIs on Latina/o academic self-concept. The Review of Higher Education, 37(4), 499-530.

Knowledge is presently limited on experiences and outcomes at four-year Hispanic-Serving Institutions (HSIs) and emerging HSIs. Multiple regression analyses, performed on data from the Cooperative Institutional Research Program, illuminate how […]

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 effort […]

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 different institutional types […]

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American educational research journal, 32(3), 465-491.

In the midst of discussions about improving education, teacher education, equity, and diversity, little has been done to make pedagogy a central area of investigation. This article attempts to challenge […]

Lundberg, C. A., & Schreiner, L. A. (2004). Quality and frequency of faculty-student interaction as predictors of learning: An analysis by student race/ethnicity. Journal of College Student Development, 45(5), 549-565.

Student engagement with faculty members and its relationship to learning was investigated for students of seven different racial/ethnic groups (N = 4,501), yielding small differences by student race/ethnicity. Relationships with […]

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 in terms […]

Reyes, X. A., & Ríos, D. I. (2005). Dialoguing the Latina experience in higher education. Journal of Hispanic Higher Education, 4(4), 377-391.

In this article, the authors discuss experiences and processes in their professional development as Latina academics. They frame their dialogue chronologically around the following themes: family background, graduate school, experiences […]

Bordes, V., & Arredondo, P. (2005). Mentoring and 1st-year Latina/o college students. Journal of Hispanic higher education, 4(2), 114-133.

This study focuses on college students of Latina/o heritage—one of the fastest growing college student groups, but with a slowly increasing graduation rate. The purpose of this study was to […]

Cole, D. (2008). Constructive criticism: The role of student-faculty interactions on African American and Hispanic students’ educational gains. Journal of College Student Development, 49(6), 587-605.

Using a longitudinal sample of 1,422 African American and Hispanic students, the purpose of the study was to examine the effects of faculty constructive criticism on students’ GPA and educational […]

Komarraju, M., Musulkin, S., & Bhattacharya, G. (2010). Role of student–faculty interactions in developing college students’ academic self-concept, motivation, and achievement. Journal of college student development, 51(3), 332-342.

Student–faculty interactions can be crucial in developing students’ academic self-concept and enhancing their motivation and achievement. Colleges and universities that actively foster close and frequent contact between their students and […]

Ek, L. D., Cerecer, P. D. Q., Alanís, I., & Rodríguez, M. A. (2010). “I don’t belong here”: Chicanas/Latinas at a Hispanic serving institution creating community through muxerista mentoring. Equity & Excellence in Education, 43(4), 539-553.

In order to create more diverse communities and greater social justice in academia, a group of Chicana/Latina junior faculty at a Hispanic Serving Institution (HSI) established a research collaborative, Research […]

Dika, S. L. (2012). Relations with faculty as social capital for college students: Evidence from Puerto Rico. Journal of College Student Development, 53(4), 596-610.

In this study, a social capital framework was adopted to investigate the extent to which academically focused interactions with faculty and other institutional agents serve as social capital for college […]

Kim, Y. K., & Sax, L. J. (2014). The effects of student–faculty interaction on academic self-concept: Does academic major matter?. Research in Higher Education, 55(8), 780-809.

Using cross-classified multilevel modeling, this study attempted to improve our understanding of the group-level conditional effects of student–faculty interaction by examining the function of academic majors in explaining the effects […]

Fuentes, M. V., Alvarado, A. R., Berdan, J., & DeAngelo, L. (2014). Mentorship matters: Does early faculty contact lead to quality faculty interaction?. Research in Higher Education, 55(3), 288-307.

This study seeks to understand the factors that contribute to a type of student–faculty interaction known to have particular benefits for students, faculty mentorship. Using three-time-point data from the Cooperative […]

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). Using Charmaz as a […]

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 degree attainment […]

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 to […]

Baker, C. N. (2008). Under-represented college students and extracurricular involvement: The effects of various student organizations on academic performance. Social Psychology of Education, 11(3), 273-298.

Several studies indicate that students who are involved in extracurricular activities during college are more academically successful than are those who are not; however, most studies do not distinguish between […]

Lundberg, C. A. (2012). Predictors of learning for students from five different racial/ethnic groups. Journal of College Student Development, 53(5), 636-655.

Using a sample of 2,836 students from 5 different racial/ethnic groups, this study identified the ways student engagement and institutional features predict student learning. A supportive campus environment and high […]

Hu, S., & Wolniak, G. C. (2013). College student engagement and early career earnings: Differences by gender, race/ethnicity, and academic preparation. The Review of Higher Education, 36(2), 211-233.

Using longitudinal data from the 2001 cohort of applicants to the Gates Millennium Scholars (GMS) program, the authors examined scaled measures of academic and social engagement in relation to labor […]

Kilgo, C. A., Sheets, J. K. E., & Pascarella, E. T. (2014). The link between high-impact practices and student learning: Some longitudinal evidence. Higher Education, 69(4), 509-525.

The current paper used data from the Wabash National Study of Liberal Arts Education—a longitudinal, pretest/posttest design—to estimate the effects of participation in the ten “high-impact” educational practices put forth […]

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 increase their […]

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 participation at a Hispanic-majority institution […]

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 thinking. Using […]

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) […]

Cabrera, A. F., Nora, A., & Castaneda, M. B. (1992). The role of finances in the persistence process: A structural model. Research in higher education, 33(5), 571-593.

The study empirically examined the role of finances on college persistence by presenting a causal model that relied on several theoretical frameworks. A quantitative model was tested via linear structural […]

Chaney, B., Muraskin, L. D., Cahalan, M. W., & Goodwin, D. (1998). Helping the progress of disadvantaged students in higher education: The federal student support services program. Educational Evaluation and Policy Analysis, 20(3), 197-215.

Student Support Services (SSS) is one of the largest federal TRIO programs designed to help disadvantaged students stay in and complete college. Through a longitudinal study of participants and comparable […]

Kim, D. (2004). The effect of financial aid on students’ college choice: Differences by racial groups. Research in Higher Education, 45(1), 43-70.

This study analyzed the impact of specific types of financial aid on students’ college choice, with particular focus on racial differences. For overall student populations, the receipt of grants or […]

McDonough, P. M., & Calderone, S. (2006). The meaning of money: Perceptual differences between college counselors and low-income families about college costs and financial aid. American Behavioral Scientist, 49(12), 1703-1718.

A sociocultural understanding of affordability is essential to understanding the college cost deliberations of low-income African American and Latino students and their families. Habitus shapes and informs college affordability decisions […]

Dowd, A. C. (2008). Dynamic interactions and intersubjectivity: Challenges to causal modeling in studies of college student debt. Review of Educational Research, 78(2), 232-259.

Loans are a central component of college finance, yet research has generated a dearth of strong evidence of their effect on student choices. This article examines challenges to causal modeling […]

Olivas, M. A. (2009). Undocumented college students, taxation, and financial aid: A technical note. The Review of Higher Education, 32(3), 407-416.

A surprising amount of litigation and legislation has erupted over undocumented college students. Victims at the federal level are the DREAM Act and immigration reform. Financial aid raises technical issues […]

Gross, J. P. (2011). Promoting or perturbing success: The effects of aid on timing to Latino students’ first departure from college. Journal of Hispanic Higher Education, 10(4), 317-330.

Using event history modeling, this study explored to what extent loans, grants, institutional aid, and work-study affect timing to first departure for Latino college students. The goal is to understand […]

Melguizo, T., & Chung, A. (2012). College aid policy and competition for diversity. The Review of Higher Education, 35(3), 403-430.

The main objective of this study is to identify differences in the freshman financial aid packages of low-income, high-achieving minority students in public and private institutions. Our results suggest that […]

Boatman, A., & Long, B. T. (2016). Does Financial Aid Impact College Student Engagement?. Research in Higher Education, 57(6), 653-681.

While increasing numbers of students have gained access to higher education during the last several decades, postsecondary persistence and academic success remain serious concerns with only about half of college […]

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 […]