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 environments for Latino/a students. two are Hispanic Serving institutions (HSi) and the third represents a predominantly White environment. the model emerged from a concurrent nested […]

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 extent to which these factors affect the students’ decision to remain or leave the university. The model was able to correctly predict the students’ decision […]

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 degree attainment for students who first enrolled in a two‑year or four‑year college. Hispanic students who attended a four-year college right after high school were […]

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 article presents practical recommendations and directions for university personnel. The authors centralize culture through use of common dichos and everyday examples to illustrate effective and Latina/o student-focused […]

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 racial climate on degree completion using structural equation modeling techniques and a nationally representative sample. The findings of this analysis highlight the importance of examining […]

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 main premise supporting this study suggested that Latino students perform better academically when they have cultural congruity within their chosen academic major. Although this premise […]

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 qualitative case study consisting of twenty semistructured, in-depth interviews with undocumented Latino students in an effort to help readers understand the experiences and challenges facing […]

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 a Hispanic Serving Institution (HSI). Results indicated that Hispanic students were well represented among STEM majors, and students’ decisions to declare a STEM major and […]

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 NCES’s National Education Longitudinal Study (NELS:88/00). Results suggest that African American and Latino males differ significantly on measures of social and cultural capital, thereby challenging […]

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, and college GPA) and nonacademic (self-beliefs, social support, and academic persistence decisions) factors were examined to determine impact on persistence. Self-beliefs and mentoring predicted academic […]

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 that lead to Hispanic undergraduate persistence to graduation. Adapting Bronfenbrenner’s theoretical approach, this study explores three dimensions that are critical to understanding Hispanic undergraduate persistence […]

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 higher education. Implications for the development and implementation of retention programs for Hispanic high school students, such as culturally sensitive professional staff and faculty training, […]

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 a cohesive collegiate retention program according to the Tinto model of retention. This article details the strategies utilized as they relate to known factors affecting […]

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 college. The purpose of the study was to make sense of and provide critique to this rapidly growing body of research, as well as to […]