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 [...]

Anaya, G., & Cole, D. G. (2001). Latina/o student achievement: Exploring the influence of student-faculty interactions on college grades. Journal of college student development, 42(1), 3-14.

No abstract

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 [...]

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 [...]

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 [...]

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 [...]

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 [...]

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 [...]

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 [...]

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