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 how [...]

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 [...]

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 [...]

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 [...]

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 [...]

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 [...]

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 [...]

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 [...]

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 [...]