Wolniak, G., & Pascarella E. (2005). The effects of college major and job field congruence on job satisfaction. Journal of Vocational Behavior, 67, 233-251.

This study investigated predictors of job satisfaction and builds on previous research on the effects of bachelor’s degree majors and job field congruence on job satisfaction. Data on workers’ job […]

Melguizo, T., & Wolniak, G. C. (2012). The earnings benefits of majoring in STEM fields among high achieving minority students. Research in Higher Education, 53(4), 383-405.

The purpose of this study was to improve our understanding of the association between major field of study in college and early career earnings among a sample of academically accomplished […]

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 […]

Xu, Y. J. (2013). Career outcomes of STEM and non-STEM college graduates: Persistence in majored-field and influential factors in career choices. Research in Higher Education, 54(3), 349-382.

Using data from a nationally representative, longitudinal survey of college graduates, this study examines student transition from college to their chosen career paths and identifies factors influencing college graduates’ choosing […]

Olitsky, N. H. (2014). How do academic achievement and gender affect the earnings of STEM majors? A propensity score matching approach. Research in Higher Education, 55(3), 245-271.

The United States government recently enacted a number of policies designed to increase the number of American born students graduating with degrees in science, technology, engineering and mathematics (STEM), especially […]

Xu, Y. (2015). Focusing on women in STEM: A longitudinal examination of gender-based earning gap of college graduates. The Journal of Higher Education, 86(4), 489-523.

This study investigates the underrepresentation of women in science, technology, engineering, and mathematics (STEM) occupations from the aspect of earning differentials. Using a national data source that tracked college graduates’ […]

Xu, Y. J. (2017). Attrition of women in STEM: Examining job/major congruence in the career choices of college graduates. Journal of Career Development, 44(1), 3-19.

Data from a national survey are used to examine how individual characteristics and social structural factors may influence college graduates choosing an occupation that is congruent with their undergraduate field […]

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 […]

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 […]

Oliva, M. (2008). Latino access to college: Actualizing the promise and potential of K-16 partnerships. Journal of Hispanic Higher Education, 7(2), 119-130.

The article discusses a policy trend for stronger coordination between K-12 and postsecondary education levels. Using Texas as an illustrative case, remedying Latino underrepresentation in college is described as a […]

McClafferty Jarsky, K., McDonough, P. M., & Núñez, A. M. (2009). Establishing a college culture in secondary schools through P-20 collaboration: A case study. Journal of Hispanic Higher Education, 8(4), 357-373.

This case study examines a P-20 action research partnership involving a university, a nonprofit organization, and several middle and high schools with sizeable enrollments of underserved students. The partnership’s goals […]

Fann, A., McClafferty Jarsky, K., & McDonough, P. M. (2009). Parent involvement in the college planning process: A case study of P-20 collaboration. Journal of Hispanic Higher Education, 8(4), 374-393.

Parents who have not had opportunities to attend college themselves have neither experience with the process of college preparation and college going nor sufficient access to needed information.This article describes […]

Xu, Y. J. (2016). Aspirations and application for graduate education: gender differences in low-participation STEM disciplines. Research in Higher Education, 57(8), 913-942.

Past research has established educational aspiration as an important factor leading to future planning and academic attainment, but there is a lack of scholarly attention to the role of educational […]

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 […]

Stanton-Salazar, R. D., & Dornbusch, S. M. (1995). Social capital and the reproduction of inequality: Information networks among Mexican-origin high school students. Sociology of education, 116-135.

The critical role of significant others in status attainment continues to be interpreted mainly in functionalist terms. This article presents an alternative interpretation based on social reproduction theories and on […]

Stanton-Salazar, R. D., Chávez, L. F., & Tai, R. H. (2001). The help-seeking orientations of Latino and non-Latino urban high school students: A critical-sociological investigation. Social Psychology of Education, 5(1), 49-82.

This study focuses on the help-seeking orientations of low-status Latino adolescents. Help-seeking orientation is defined as a person’s proclivity to resolve personal and academic problems through the seeking of social […]

Gándara, P. (2002). A study of high school puente: What we have learned about preparing latino youth for postsecondary education. Educational Policy, 16(4), 474-495.

This article reports on a 4-year study of High School Puente’s impact on program participants. Data include approximately 1,000 Puente students and 1,000 non-Puente students from18 high schools to test […]

Ream, R. K. (2003). Counterfeit social capital and Mexican-American underachievement. Educational Evaluation and Policy Analysis, 25(3), 237-262.

A critical issue facing U.S. schools and one with broad social implication is the persistent disparity in educational achievement between racial/ethnic groups. The achievement gap may be particularly pronounced for […]

Contreras, F. E. (2005). Access, achievement, and social capital: Standardized exams and the Latino college-bound population. Journal of Hispanic Higher Education, 4(3), 197-214.

This exploratory study illustrates the differences in achievement between Latino college-bound students compared to their White counterparts with respect to key background and achievement variables. This research presents the gaps […]

Valadez, J. R. (2008). Shaping the educational decisions of Mexican immigrant high school students. American Educational Research Journal, 45(4), 834-860.

The purpose of this case study is to investigate the decision-making processes of 12 high-achieving rural Mexican immigrant high school students. Ethnographic data are collected over 18 months, and the […]

Perez, P. A., & McDonough, P. M. (2008). Understanding Latina and Latino college choice: A social capital and chain migration analysis. Journal of Hispanic higher education, 7(3), 249-265.

Through interviews and focus groups with 106 high school juniors and seniors, this research examined the college choice process for Latina and Latino students in the greater Los Angeles basin. […]

Cerna, O. S., Pérez, P. A., & Sáenz, V. (2009). Examining the precollege attributes and values of Latina/o bachelor’s degree attainers. Journal of Hispanic Higher Education, 8(2), 130-157.

This article focuses on understanding successful Latina/o college student retention at 4-year institutions. Deficit models fail to consider how Latina/o students use different forms of capital (i.e., social, cultural, economic, […]

Nuñez, A. M. (2009). Latino students’ transitions to college: A social and intercultural capital perspective. Harvard Educational Review, 79(1), 22-48.

In this article, Anne-Marie Nuñez uses data from a national longitudinal study of students enrolled in four-year public research universities to assess the effects of social capital and intercultural capital—the […]

Núñez, A. M., & Bowers, A. J. (2011). Exploring what leads high school students to enroll in Hispanic-serving institutions: A multilevel analysis. American Educational Research Journal, 48(6), 1286-1313.

This study examined the student and high school contextual factors associated with high school students’ enrollment in Hispanic-Serving Institutions (HSIs). The authors drew on a conceptual framework of college choice […]

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 […]

Rios-Aguilar, C., & Deil-Amen, R. (2012). Beyond getting in and fitting in: An examination of social networks and professionally relevant social capital among Latina/o university students. Journal of Hispanic Higher Education, 11(2), 179-196.

Social network analyses, combined with qualitative analyses, are examined to understand key components of the college trajectories of 261 Latina/o students. Their social network ties reveal variation in extensity and […]

Engberg, M., & Wolniak, G. C. (2013). College student pathways to the STEM disciplines. Teachers College Record, 115(1).

Findings from the study suggest revealed significant effects in relation to race, academic preparation, attitudes and dispositions toward math and science, college choice considerations, and postsecondary experiences. While no institutional […]

Ruecker, T. (2013). High-stakes testing and Latina/o students: Creating a hierarchy of college readiness. Journal of Hispanic Higher Education, 12(4), 303-320.

This article examines how high-stakes testing policies can constrain the way teachers at predominately Latina/o high schools teach literacy and subsequently influence the success of Latina/o students at college. It […]

Gottfried, M. A. (2015). The influence of applied STEM coursetaking on advanced mathematics and science coursetaking. The Journal of Educational Research, 108(5), 382-399.

Advanced mathematics and science coursetaking is critical in building the foundation for students to advance through the STEM pathway—from high school to college to career. To invigorate students’ persistence in […]

Martin, N. D., Spenner, K. I., & Mustillo, S. A. (2017). A test of leading explanations for the college racial-ethnic achievement gap: Evidence from a longitudinal case study. Research in Higher Education, 58(6), 617-645.

In this study, we examined racial/ethnic differences in grade point average (GPA) among students at a highly selective, private university who were surveyed before matriculation and during the first, second […]

Langenkamp, A. G., & Hoyt, A. D. (2017). Leaks in Latina/o Students’ College-Going Pipeline: Consequences of Educational Expectation Attrition. Journal of Hispanic Higher Education, 18(4) 357-371.

This study predicts Latina/o student attrition at two phases in the college-going pipeline. Findings suggest that academic achievement mediates Latina/o students’ attrition from expectations to college application. Preparatory commitment behaviors […]