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 […]