This paper describes the design and implementation of a three-day intensive research experience (IRE) workshop for undergraduate women in Computer Science. Expanding on a model pioneered at Carnegie Mellon University, […]
This paper examines how undergraduate women are supported in computing across their multiple and interlocking social identities of gender, race/ethnicity, and socioeconomic status. Through a mixed-methods study of women’s participation […]
In this experience report, we describe the rationale and need for immersive research experiences (IREs) in computer science (CS) that are designed to foster an inclusive community that encourages pursuit […]
The explore CS Research (eCSR) program is a university awards program created to support the design, development, and execution of research-focused workshops that provide opportunities for undergraduate women in Computer […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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, […]
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 […]
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 […]
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 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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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. […]
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 […]
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 […]
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 […]
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” […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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.
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 […]
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 […]
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 […]
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 […]
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, […]
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, […]
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 […]
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 […]
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 […]
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) […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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? […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
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 […]
This material is based upon work supported by the National Science Foundation under Grant HRD-1834620 and No. 1551221. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.