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 […]