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. In this article, Patricia Gurin, Eric Dey, Sylvia Hurtado, and Gerald Gurin explore the relationship between students’ experiences with diverse peers in the college or […]

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 general topics: funding, technology, faculty, growth and diversity, and student academic preparation, retention, and graduation. The respondents were equally divided on whether the issues/challenges/problems they […]

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 education, their academic and other experiences while pursuing their degrees, and their academic progress and development. Thus, these capacities represent an extremely valuable resource for […]

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 Communities of Color as places full of cultural poverty disadvantages, and instead focuses on and learns from the array of cultural knowledge, skills, abilities and […]

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 of similar research on Hispanic students at Hispanic-serving institutions (HSIs) and PWIs. This study uses data from the 2003 administration of the National Survey of […]

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 conducted with Latino/a and Anglo-American (White) students at a large university in the Southwest regarding classroom participation patterns. Latino/a students’ responses reflected traditional Hispanic values […]

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 cognitive gains, or whether some groups of students benefit more from taking these courses. Within a longitudinal sample of over 3,000 first-year students at 19 […]

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) Does a campus where students take greater advantage of those diversity opportunities have independent positive effects on students’ learning? Consideration of racial diversity extended beyond […]

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 study builds on previous work that identified 3 distinct minority status orientations among Latino college students entering elite colleges—which the authors call assimilation, accommodation, and […]

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 for a sample of tribal, Black, Hispanic, and mainstream colleges, the author found that ethnocentric content tends to be more extensive at tribal and Puerto […]

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 on evaluation of institutional missions, planning documents, programs, and marketing strategies—resulting in three institutional categories: unaware, aware, and committed institutions.

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 success. The authors suggest that the field needs to be explicit when it comes to recognizing “what works” and encourage researchers, practitioners, and policymakers to […]

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 is, a Historically Black College or University (HBCU) or a Hispanic-Serving Institution (HSI)—on college-completion outcomes in Texas. Descriptively, we find the gender gap among Black […]

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 to serve diverse populations, this work uses existing research and theory to establish the concept of Latino Educational Leadership. As a concept focused on serving […]

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 distinctive institutional characteristics from those typically emphasized in institutional typologies such as the Carnegie classification system. To understand better the heterogeneity among HSIs based on […]

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. Guided by the extant literature on organizational identity, culture, and institutionalism and using an in-depth case study of a federally designated, four-year HSI, this study […]

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 mathematics (STEM) fields. The findings highlight three areas of university faculty agency to integrate Latinx students into the cultural and discursive world of STEM: recruitment, […]