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A Research/Policy Hub on Latina/os and Higher Education
 

What We Know: References

Macro Context: The Latino Population

Macro Context references
Family references
Opportunity Structure references
Institutional Climate references
Acknowledgements

Demographics

Chapa, J., & De la Rosa, B.  (2004).  Latino population growth, socioeconomic and demographic characteristics, and implications for educational attainment.  Education and Urban Society, 36(2), 130-149.

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.

Fry, R.   (2004).  Latino youth finishing college:  The role of selective pathways.  Washington, DC:   Pew Hispanic Center.

Miller, S. L.  (2005).  Exploring high academic performance:  The case of Latinos in higher education.  Journal of Hispanic Higher Education, 4(3), 252-271.

Sólorzano, D. G., Villalpando, O., & Oseguera, L.  (2005).  Educational inequities and Latina/o undergraduate students in the United States:  A critical race analysis of their educational progress.  Journal of Hispanic Higher Education  4(3),  272-294.

Swail, W. S., Cabrera, A, F., & Lee, C.  (2004).  Latino youth and the pathway to college.  Washington, D.C.:  Education Policy Institute, Inc.

Teranishi, R., Allen, W. R., & Solorzano, D. G.   (2004).  Opportunity at the crossroads:  Racial inequality, school segregation, and higher education in California.  Teachers College Record, 106(11), 2224-45.

 

Immigration

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.

Chapa, J., & De la Rosa, B.  (2004).  Latino population growth, socioeconomic and demographic characteristics, and implications for educational attainment.  Education and Urban Society, 36(2), 130-149.

Denner, J., Cooper, C. R., Dunbar, N., & Lopez, E. M.  (2005).  Latinos in a college outreach program:  Application, selection, and participation.  Journal of Latinos and Education, 4(1), 21-41.

Franquiz, M. E., & del Carmen Salazar, M.  (2004).  The transformative potential of humanizing pedagogy:  Addressing the diverse needs of Chicano/Mexicano students.  The High School Journal, 87(4), 36-53.

Gonzalez, A., & De la Torre, A.  (2002).  The educational outcomes of Hispanics and non-Hispanics in Arizona:  Implications for national and state policy makers.  Educational Policy, 16(2), 288-310.

Rumberger, R. W., & Larson, K. A.  (1998).  Toward explaining differences in educational achievement among Mexican American language- minority students.  Sociology of Education, 71(1), 68-92.

Stanton-Salazar, R., & Spina, S.U.  (2003).  Informal mentors and role models in the lives of urban Mexican-origin adolescents.  Anthropology and Education Quarterly, 34(3), 231-254.

 

Community

Mina, L., Cabrales, J. A., & Juarez, C. M.  (2004).  Support programs that work.  New Directions for Student Services, (105), 79-88.

Niemann, Y. F., Romero, A., & Arbona, C.  (2000).  Effects of cultural orientation on the perception of conflict between relationship and education goals for Mexican American college students.  Hispanic Journal of Behavioral Sciences, 22, 46-63.

 

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Micro Context: Family

 

Parents and Family

Anthrop-Gonzalez, R., Velez, W., & Garrett, T.  (2005).  Donde estan los estudiantes Puertorriquenos exitosos? [where are the academically successful Puerto Rican students?]:  Success factors of high-achieving Puerto Rican high school students.  Journal of Latinos and Education, 4(2), 77-94.

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.

Behnke, A. O., Piercy, K. W., & Diversi, M.   (2004).  Educational and occupational aspirations of Latino youth and their parents.  Hispanic Journal of Behavioral Sciences, 26(1), 16-35.

Cammarota, J.  (2004).  The gendered and racialized pathways of Latina and Latino youth:  Different struggles, different resistances in the urban context.  Anthropology and Education Quarterly, 35(1), 53-74.

Ceballo, R.  (2004).  From barrios to Yale:  The role of parenting strategies in Latino families.  Hispanic Journal of Behavioral Sciences, 26(2), 171-186.  Hispanic Journal of Behavioral Sciences, 26(2), 171-186.

Ceja, M.  (2004).  Chicana college aspirations and the role of parents:  Developing educational resiliency.  Journal of Hispanic Higher Education, 3(4), 338-362.

Chiang, L., Hunter, C. D., & Yeh, C. J.  (2004).  Coping attitudes, sources, and practices among Black and Latino college students.  Adolescence, 39, 793-815.

Duncan, G. J., & Magnuson, K. A.  (2005).  Can family socioeconomic resources account for racial and ethnic test score gaps?  The Future of Children, 15(1), 35-54.

Gandara, P.  (1999).  Telling stories of success: Cultural capital and the educational mobility of Chicano students.  Latino Studies Journal, 10, 38-55.

Hernandez, J. C.   (2002).  A qualitative exploration of the first-year experience of Latino college students.  http://publications.naspa.org/naspajournal/vol40/iss1/art5.

Jodry, L., Robles-Pía, R. A., & Nichter, M.  (2004).  Hispanic academic achievement theory:  An ethnographic study of urban students participating in a high school advanced diploma program.  The High School Journal, 88(2), 23-31.

Knight, M. G., Norton, N. E. L., Bentley, C. C., & Dixon, I. R.  (2004).  The power of Black and Latina/o counterstories:  Urban families and college-going processes.  Anthropology and Education Quarterly, 35(1), 99-120.

Lopez, J. K.  (2004).  The right stuff:  Attitudes of high achieving Latino youth toward higher education.  Unpublished Master's Thesis, School of Education, University of Colorado at Boulder.

Mina, L., Cabrales, J. A., & Juarez, C. M.  (2004).  Support programs that work.  New Directions for Student Services, (105), 79-88.

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, 233-248.

Perna, L. W.  (2000).  Differences in the decision to attend college among African Americans, Hispanics, and Whites.  The Journal of Higher Education, 71, 117-141.

Perna, L. W., & Titus, M. A.  (2005).  Relationships between parent involvement and social capital and college enrollment:  An examination of racial/ethnic group differences.  Journal of Higher Education, 76, 485-518.

Rendon, L. L.  (2002).  Community college Puente:  A validating model of education.  Educational Policy, 16, 642-668.

Rudolph, B., Cornelius-White, C., Quintana, F., & Cornelius-White, C.  (2005).  Filial responsibility among Mexican American college students:  A pilot investigation and comparison.  Journal of Hispanic Higher Education, 4, 64-79.

Torrez, N.  (2005).  Developing parent information frameworks that support college preparation for Latino students.  The High School Journal, 87(3), 54-62.

 

Parents

Jodry, L., Robles-Pía, R. A., & Nichter, M.  (2004).  Hispanic academic achievement theory:  An ethnographic study of urban students participating in a high school advanced diploma program.  The High School Journal, 88(2), 23-31.

Knight, M. G., Norton, N. E. L., Bentley, C. C., & Dixon, I. R.  (2004).  The power of Black and Latina/o counterstories:  Urban families and college-going processes.  Anthropology and Education Quarterly, 35(1), 99-120.

Lopez, J. K.  (2004).  The right stuff:  Attitudes of high achieving Latino youth toward higher education.  Unpublished Master's Thesis, School of Education, University of Colorado at Boulder.

 

Culture

Anthrop-Gonzalez, R., Velez, W., & Garrett, T.  (2005).  Donde estan los estudiantes Puertorriquenos exitosos? [where are the academically successful Puerto Rican students?]:  Success factors of high-achieving Puerto Rican high school students.  Journal of Latinos and Education, 4(2), 77-94.

Ascarate, P.   (2003).  Mexican-American college students:  A study of the factors influencing their academic achievement.  Unpublished Doctoral Dissertation. Alliant International University, Los Angeles, CA.

Barajas, H. L., & Pierce, J. L.  (2001).  The significance of race and gender in school success among Latinas and Latinos in college.  Gender and Society, 15(6), 859-878.

Bordes, V., & Arredondo, P.  (2004).  Mentoring and 1st-year Latina/o college students.  Journal of Hispanic Higher Education,  4(2),  114-133.

Cabrera, N. L., & Padilla, A. M.  (2004).  Entering and succeeding in the “culture of college”:  The story of two Mexican heritage students.  Hispanic Journal of Behavioral Sciences, 26, 152-170.

Caldera,Y. M., Robitschek, C., Frame, M., & Pannel, M.  (2003).  Intrapersonal, familial, and cultural factors in the commitment to a career choice of Mexican American and Non-Hispanic White college women.  Journal of Counseling Psychology, 50, 309-324.

Chiang, L., Hunter, C. D., & Yeh, C. J.  (2004).  Coping attitudes, sources, and practices among Black and Latino college students.  Adolescence, 39, 793-815.

Delgado-Romero, E. A., Hernandez, C., & Montero, H.  (2004).  Mapping the development of Hispanic/Latino/a student organizations:  A model at the university of Florida.  Journal of Hispanic Higher Education, 3(3), 237-253.

Franquiz, M. E., & del Carmen Salazar, M.  (2004).  The transformative potential of humanizing pedagogy:  Addressing the diverse needs of Chicano/Mexicano students.  The High School Journal, 87(4), 36-53.

Garcia, E. E., & Figueroa, J.  (2002).  Access and participation of Latinos in the university of California:  A current macro and micro perspective.  Social Justice, 29(4), 47-59.

Gloria, A. M.,  Castellanos, J.,  Lopez, Ambrocia, G., & Rosales,  R.  (2005).  An examination of academic nonpersistence decisions of Latino undergraduates.  Hispanic Journal of Behavioral Sciences,  27(2), 202-223.

Gloria, A. M.,  Castellanos, J.,  Lopez, A. G., & Rosales,  R.  (2005).  Perceived educational barriers, cultural fit, coping responses, and psychological well-being of Latina undergraduates.  Hispanic Journal of Behavioral Sciences, 27(2), 161-183.

González, K. P.  (2002).  Campus culture and the experiences of Chicano students in a predominantly white university.  Urban Education, 37, 191-216.

Gonzalez, K. P.  (2001).  Inquiry as a process of learning about the other and the self.  Qualitative Studies in Education, 14(4), 543-562.

Gonzalez, K. P., & Jovel, J.E.  (2004).  Latinas:  The new Latino majority in college.  In A. Ortiz (Ed.), Latino American students in research universities.  New Directions for Student Services.  San Francisco, CA: Jossey Bass.

González, K. P., & Marin, P., with Figueroa, M. A., Moreno, J. F., & Navia, C.  (2002).  Inside doctoral education in America:  Voices of Latinas/os in pursuit of the Ph.D.  Journal of College Student Development, 43, 540-556.

Gonzalez, K. P., Stoner, C., & Jovel, J.  (2003).  Understanding the role of social capital in access to college for Latinas: Toward a College Opportunity Framework.  Journal of Hispanic Higher Education, 2, 146-147.

Hokanson, T.   (2003).  Latino student leader perceptions of social integration, academic success, and persistence on college campuses.  Unpublished Doctoral Dissertation. University of South Dakota, Vermillion, SD.

Hughes, C. A.   (2003).  What teacher education programs can learn from successful Mexican-descent students.  Bilingual Research Journal, 27, 225-244.

Lopez, J. K.  (2004).  The right stuff:  Attitudes of high achieving Latino youth toward higher education.  Unpublished Master's Thesis, School of Education, University of Colorado at Boulder.

Niemann, Y. F., Romero, A., & Arbona, C.  (2000).  Effects of cultural orientation on the perception of conflict between relationship and education goals for Mexican American college students.  Hispanic Journal of Behavioral Sciences, 22, 46-63.

Rudolph, B., Cornelius-White, C., Quintana, F., & Cornelius-White, C.  (2005).  Filial responsibility among Mexican American college students:  A pilot investigation and comparison.  Journal of Hispanic Higher Education, 4, 64-79.

Schneider, M. E., & Ward, D. J.  (2003).  The role of ethnic identification and perceived social support in Latinos' adjustment to college.  Hispanic Journal of Behavioral Sciences, 25(4), 539-554.

Torrez, N.  (2005).  Developing parent information frameworks that support college preparation for Latino students.  The High School Journal, 87(3), 54-62.

Urrieta, L.  (2004).  Dis-connections in American citizenship and the post/neo-colonial:  People of Mexican descent and whitestream pedagogy and curriculum.  Theory and Research in Social Education, 32(4), 433-458.

Villalpando, O.  (2003).  Self-segregation or self-preservation?  A critical race theory and Latina/o critical theory analysis of a study of Chicano/a college students.  International Journal of Qualitative Studies in Education, 16(5), 619-646.

 

Language

Hurtado, S., & Ponjuan, L.  (2005).  Latino educational outcomes and the campus climate.  Journal of Hispanic Higher Education, 4(3),  235-251.

Rumberger, R. W., & Larson, K. A.  (1998).  Toward explaining differences in educational achievement among Mexican American language- minority students.  Sociology of Education, 71(1), 68-92.

 

Identity

Anthrop-Gonzalez, R., Velez, W., & Garrett, T.  (2005).  Donde estan los estudiantes Puertorriquenos exitosos? [where are the academically successful Puerto Rican students?]:  Success factors of high-achieving Puerto Rican high school students.  Journal of Latinos and Education, 4(2), 77-94.

Ascarate, P.   (2003).  Mexican-American college students:  A study of the factors influencing their academic achievement.  Unpublished Doctoral Dissertation. Alliant International University, Los Angeles, CA.

Barajas, H. L., & Pierce, J. L.  (2001).  The significance of race and gender in school success among Latinas and Latinos in college.  Gender and Society, 15(6), 859-878.

Bordes, V., & Arredondo, P.  (2004).  Mentoring and 1st-year Latina/o college students.  Journal of Hispanic Higher Education,  4(2),  114-133.

Cabrera, N. L., & Padilla, A. M.  (2004).  Entering and succeeding in the “culture of college”:  The story of two Mexican heritage students.  Hispanic Journal of Behavioral Sciences, 26, 152-170.

Caldera,Y. M., Robitschek, C., Frame, M., & Pannel, M.  (2003).  Intrapersonal, familial, and cultural factors in the commitment to a career choice of Mexican American and Non-Hispanic White college women.  Journal of Counseling Psychology, 50, 309-324.

Davalos, D. B., Chavez, E. L., & Guardiola, R. J.  (1999).  The effects of extracurricular activity, ethnic identification, and perception of school on student dropout rates.  Hispanic Journal of Behavioral Sciences, 21, 61-77.

Delgado-Romero, E. A., Hernandez, C., & Montero, H.  (2004).  Mapping the development of Hispanic/Latino/a student organizations:  A model at the university of Florida.  Journal of Hispanic Higher Education, 3(3), 237-253.

Franquiz, M. E., & del Carmen Salazar, M.  (2004).  The transformative potential of humanizing pedagogy:  Addressing the diverse needs of Chicano/Mexicano students.  The High School Journal, 87(4), 36-53.

Garcia, E. E., & Figueroa, J.  (2002).  Access and participation of Latinos in the university of California:  A current macro and micro perspective.  Social Justice, 29(4), 47-59.

González, K. P.  (2002).  Campus culture and the experiences of Chicano students in a predominantly white university.  Urban Education, 37, 191-216.

Gonzalez, K. P.  (2001).  Inquiry as a process of learning about the other and the self.  Qualitative Studies in Education, 14(4), 543-562.

González, K. P., & Marin, P., with Figueroa, M. A., Moreno, J. F., & Navia, C.  (2002).  Inside doctoral education in America:  Voices of Latinas/os in pursuit of the Ph.D. Journal of College Student Development, 43, 540-556.

González, K. P., Marin, P., Perez, L. X., Figueroa, M. A., Moreno, J. F., & Navia, C.  (2001).  Understanding the nature and context of Latina/o doctoral student experiences.  Journal of College Student Development, 41, 563-580.

Gonzalez, K. P., Stoner, C., & Jovel, J.  (2003).  Understanding the role of social capital in access to college for Latinas: Toward a College Opportunity Framework.  Journal of Hispanic Higher Education, 2, 146-147.

Hernandez, J. C.   (2002).  A qualitative exploration of the first-year experience of Latino college students.  http://publications.naspa.org/naspajournal/vol40/iss1/art5.

Hokanson, T.   (2003).  Latino student leader perceptions of social integration, academic success, and persistence on college campuses.  Unpublished Doctoral Dissertation. University of South Dakota, Vermillion, SD.

Lopez, E. M.  (2001).  Guidance of Latino high school students in mathematics and career identity development.  Hispanic Journal of Behavioral Sciences, 23(2), 189-207.

Miville, M. L., Koonce, D., Darlington, P., & Whitlock, B.  (2000).  Exploring the relationships between racial/cultural identity and ego identity among African Americans and Mexican Americans.  Journal of Multicultural Counseling & Development, 28, 208-225.

Niemann, Y. F., Romero, A., & Arbona, C.  (2000).  Effects of cultural orientation on the perception of conflict between relationship and education goals for Mexican American college students.  Hispanic Journal of Behavioral Sciences, 22, 46-63. 28, 208-225.

Schneider, M. E., & Ward, D. J.  (2003).  The role of ethnic identification and perceived social support in Latinos’ adjustment to college.  Hispanic Journal of Behavioral Sciences, 25, 539-554.

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.

Urrieta, L.  (2004).  Dis-connections in American citizenship and the post/neo-colonial:  People of Mexican descent and whitestream pedagogy and curriculum.  Theory and Research in Social Education, 32(4), 433-458.

 

Race

Behnke, A. O., Piercy, K. W., & Diversi, M.   (2004).  Educational and occupational aspirations of Latino youth and their parents.  Hispanic Journal of Behavioral Sciences, 26(1), 16-35.

Cammarota, J.  (2004).  The gendered and racialized pathways of Latina and Latino youth:  Different struggles, different resistances in the urban context.  Anthropology and Education Quarterly, 35(1), 53-74.

Chiang, L., Hunter, C. D., & Yeh, C. J.  (2004).  Coping attitudes, sources, and practices among Black and Latino college students.  Adolescence, 39, 793-815.

Delgado-Romero, E. A., Hernandez, C., & Montero, H.  (2004).  Mapping the development of Hispanic/Latino/a student organizations:  A model at the university of Florida.  Journal of Hispanic Higher Education, 3(3), 237-253.

Franquiz, M. E., & del Carmen Salazar, M.  (2004).  The transformative potential of humanizing pedagogy:  Addressing the diverse needs of Chicano/Mexicano students.  The High School Journal, 87(4), 36-53.

Hamrick, F. A., & Sage, F. K.  (2004).  College predisposition at high-minority enrollment, low-income schools.  The Review of Higher Education, 27(2), 151-168.

Hurtado, S., Carter, D. F., Spuler, A.  (1996).  Latino student transition to college: Assessing difficulties and factors in successful college adjustment.  Research in Higher Education, 37, 135-157.

Knight, M. G., Norton, N. E. L., Bentley, C. C., & Dixon, I. R.  (2004).  The power of Black and Latina/o counterstories:  Urban families and college-going processes.  Anthropology and Education Quarterly, 35(1), 99-120.

Stanton-Salazar, R., & Spina, S.U.  (2003).  Informal mentors and role models in the lives of urban Mexican-origin adolescents.  Anthropology and Education Quarterly, 34(3), 231-254.

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.

Villalpando, O.  (2003).  Self-segregation or self-preservation?  A critical race theory and Latina/o critical theory analysis of a study of Chicano/a college students.  International Journal of Qualitative Studies in Education, 16(5), 619-646.

 

Migrant and Resilience

Aviles, R. M. D., Guerrero, M.P., Howarth, H.B., & Thomas, G.   (1999).  Perceptions of Chicano/Latino students who have dropped out of school.  Journal of Counseling and Development, 77(4), 465-473.

Franquiz, M. E., & del Carmen Salazar, M.  (2004).  The transformative potential of humanizing pedagogy:  Addressing the diverse needs of Chicano/Mexicano students.  The High School Journal, 87(4), 36-53.

Hamrick, F. A., & Sage, F. K.  (2004).  College predisposition at high-minority enrollment, low-income schools.  The Review of Higher Education, 27(2), 151-168.

 

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Meso Context: Opportunity Structure

 

Institutions – Elementary School

Behnke, A. O., Piercy, K. W., & Diversi, M.   (2004).  Educational and occupational aspirations of Latino youth and their parents.  Hispanic Journal of Behavioral Sciences, 26(1), 16-35.

Chin, D., & Kameoka, V. A.  (2002).  Psychosocial and contextual predictors of educational and occupational self-efficacy among Hispanic inner-city adolescents.  Hispanic Journal of Behavioral Sciences, 24, 448-464.

Denner, J., Cooper, C. R., Dunbar, N., & Lopez, E. M.  (2005).  Latinos in a college outreach program:  Application, selection, and participation.  Journal of Latinos and Education, 4(1), 21-41.

Cooper, C. R., Cooper, R. G. Jr., Azmitia, M., Chavira, G., & Gullatt, Y.  (2002).  Bridging multiple worlds:  How African American and Latino youth in academic outreach programs navigate math pathways to college.  Applied Developmental Science, 6, 73-87.

Duncan, G. J., & Magnuson, K. A.  (2005).  Can family socioeconomic resources account for racial and ethnic test score gaps?  The Future of Children, 15(1), 35-54.

Gonzalez, K. P., Stoner, C., & Jovel, J.  (2003).  Understanding the role of social capital in access to college for Latinas: Toward a College Opportunity Framework.  Journal of Hispanic Higher Education, 2, 146-147.

Gregory, S. T.  (2003).  Planning for the increasing number of Latino students, planning for higher education.  Planning for Higher Education,  31(4), 13-19.

 

Institutions – Middle School

Cooper, C. R., Cooper, R. G. Jr., Azmitia, M., Chavira, G., & Gullatt, Y.  (2002).  Bridging multiple worlds:  How African American and Latino youth in academic outreach programs navigate math pathways to college.  Applied Developmental Science, 6, 73-87.

Denner, J., Cooper, C. R., Dunbar, N., & Lopez, E. M.  (2005).  Latinos in a college outreach program:  Application, selection, and participation.  Journal of Latinos and Education, 4(1), 21-41.

Duncan, G. J., & Magnuson, K. A.  (2005).  Can family socioeconomic resources account for racial and ethnic test score gaps?  The Future of Children, 15(1), 35-54.

Gonzalez, K. P., Stoner, C., & Jovel, J.  (2003).  Understanding the role of social capital in access to college for Latinas: Toward a College Opportunity Framework.  Journal of Hispanic Higher Education, 2, 146-147.

Gregory, S. T.  (2003).  Planning for the increasing number of Latino students, planning for higher education.  Planning for Higher Education,  31(4), 13-19.

Rumberger, R. W., & Larson, K. A.  (1998).  Toward explaining differences in educational achievement among Mexican American language- minority students.  Sociology of Education, 71(1), 68-92.

 

Institutions – High School

Anthrop-Gonzalez, R., Velez, W., & Garrett, T.  (2005).  Donde estan los estudiantes Puertorriquenos exitosos? [where are the academically successful Puerto Rican students?]:  Success factors of high-achieving Puerto Rican high school students.  Journal of Latinos and Education, 4(2), 77-94.

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.

Aviles, R. M. D., Guerrero, M.P., Howarth, H.B., & Thomas, G.   (1999).  Perceptions of Chicano/Latino students who have dropped out of school.  Journal of Counseling and Development, 77(4), 465-473.

Barajas, H. L., & Pierce, J. L.  (2001).  The significance of race and gender in school success among Latinas and Latinos in college.  Gender and Society, 15(6), 859-878.

Ceja, M.  (2004).  Chicana college aspirations and the role of parents:  Developing educational resiliency.  Journal of Hispanic Higher Education, 3(4), 338-362.

Collatos, A., Morrell, E., Nuno, A., & Lara, R.   (2004).  Critical sociology in K-16 early intervention:  Remaking Latino pathways to higher education.  Journal of Hispanic Higher Education, 3(2), 164-179.

Cooper, C. R., Cooper, R. G. Jr., Azmitia, M., Chavira, G., & Gullatt, Y.  (2002).  Bridging multiple worlds:  How African American and Latino youth in academic outreach programs navigate math pathways to college.  Applied Developmental Science, 6, 73-87.

Davalos, D. B., Chavez, E. L., & Guardiola, R. J.  (1999).  The effects of extracurricular activity, ethnic identification, and perception of school on student dropout rates.  Hispanic Journal of Behavioral Sciences, 21, 61-77.

Duncan, G. J., & Magnuson, K. A.  (2005).  Can family socioeconomic resources account for racial and ethnic test score gaps?  The Future of Children, 15(1), 35-54.

Franquiz, M. E., & del Carmen Salazar, M.  (2004).  The transformative potential of humanizing pedagogy:  Addressing the diverse needs of Chicano/Mexicano students.  The High School Journal, 87(4), 36-53.

Fry, R.   (2004).  Latino youth finishing college:  The role of selective pathways.  Washington, DC:   Pew Hispanic Center.

Galindo, R., & Escamilla, K.  (1995).  A biographical perspective on Chicano educational success.  Urban Review, 27, 1-29.

Gandara, P.  (2005).  Addressing educational inequities for Latino students:  The politics of "forgetting".  Journal of Hispanic Higher Education 4(3), 295-313.

Gandara, 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.

Gonzalez, K. P., & Jovel, J.E.  (2004).  Latinas:  The new Latino majority in college.  In A. Ortiz (Ed.),  Latino American students in research universities.  New Directions for Student Services.  San Francisco, CA: Jossey Bass.

Gonzalez, K. P., Stoner, C., & Jovel, J.  (2003).  Understanding the role of social capital in access to college for Latinas: Toward a College Opportunity Framework.  Journal of Hispanic Higher Education, 2, 146-147.

Gregory, S. T.  (2003).  Planning for the increasing number of Latino students, planning for higher education.  Planning for Higher Education,  31(4), 13-19.

Hamrick, F. A., & Sage, F. K.  (2004).  College predisposition at high-minority enrollment, low-income schools.  The Review of Higher Education, 27(2), 151-168.

Hughes, C. A.   (2003).  What teacher education programs can learn from successful Mexican-descent students.  Bilingual Research Journal, 27, 225-244.

Isaac, M.,  Karabel, J., & Jaquez, S. M.  (2005).  High school segregation and access to the University of California.  Educational Policy, 19(2), 308-330.

Jodry, L., Robles-Pía, R. A., & Nichter, M.  (2004).  Hispanic academic achievement theory:  An ethnographic study of urban students participating in a high school advanced diploma program.  The High School Journal, 88(2), 23-31.

Knight, M. G., Norton, N. E. L., Bentley, C. C., & Dixon, I. R.  (2004).  The power of Black and Latina/o counterstories:  Urban families and college-going processes.  Anthropology and Education Quarterly, 35(1), 99-120.

Lopez, E. M.  (2001).  Guidance of Latino high school students in mathematics and career identity development.  Hispanic Journal of Behavioral Sciences, 23(2), 189-207.

Lopez, J. K.  (2004).  The right stuff:  Attitudes of high achieving Latino youth toward higher education.  Unpublished Master's Thesis, School of Education, University of Colorado at Boulder.

Miller, S. L.  (2005).  Exploring high academic performance:  The case of Latinos in higher education.  Journal of Hispanic Higher Education, 4(3), 252-271.

Miller, L. S., & Garcia, E. E.  (2004).  Better informing efforts to increase Latino student success in higher education.  Education and Urban Society, 36(2), 189-204.

Ortiz, F. I., & Gonzalez, R.  (2000).  Latino high school students’ pursuit of higher education.  Aztlan, 25(1), 67-107.

Perna, L. W., & Titus, M. A.  (2005).  Relationships between parent involvement and social capital and college enrollment:  An examination of racial/ethnic group differences.  Journal of Higher Education, 76, 485-518.

Rendon, L. L.  (2002).  Community college Puente:  A validating model of education.  Educational Policy, 16, 642-668.

Solorzano, D. G., & Ornelas, A.  (2002).  A critical race analysis of advanced placement classes:  A case of educational inequality.  Journal of Latinos and Education, 1, 215-230.

Sólorzano, D. G., Villalpando, O., & Oseguera, L.  (2005).  Educational inequities and Latina/o undergraduate students in the United States:  A critical race analysis of their educational progress.  Journal of Hispanic Higher Education  4(3),  272-294.

Stanton-Salazar, R., & Spina, S.U.  (2003).  Informal mentors and role models in the lives of urban Mexican-origin adolescents.  Anthropology and Education Quarterly, 34(3), 231-254.

Swail, W. S., Cabrera, A, F., & Lee, C.  (2004).  Latino youth and the pathway to college.  Washington, D.C.:  Education Policy Institute, Inc.

Teranishi, R., Allen, W. R., & Solorzano, D. G.   (2004).  Opportunity at the crossroads: Racial inequality, school segregation, and higher education in California.  Teachers College Record, 106, 2224-2246.

Thompson, G. L., & Joshua-Shearer, M.  (2002).  In retrospect:  What college undergraduates say about their high school education.  The High School Journal, 85(4), 1-15.

Torrez, N.  (2005).  Developing parent information frameworks that support college preparation for Latino students.  The High School Journal, 87(3), 54-62.

Urrieta, L.  (2004).  Dis-connections in American citizenship and the post/neo-colonial:  People of Mexican descent and whitestream pedagogy and curriculum.  Theory and Research in Social Education, 32(4), 433-458.

 

Postsecondary

Cammarota, J.  (2004).  The gendered and racialized pathways of Latina and Latino youth:  Different struggles, different resistances in the urban context.  Anthropology and Education Quarterly, 35(1), 53-74.

Chiang, L., Hunter, C. D., & Yeh, C. J.  (2004).  Coping attitudes, sources, and practices among Black and Latino college students.  Adolescence, 39, 793-815.

Gandara, P.  (1994).  Choosing higher education: Educationally ambitious Chicanos and the path to social mobility.  Educational Policy Analysis Archives, 2(8).

Gandara, P., & Lopez, E.   (1998).  Latino students and college entrance exams:  How much do they really matter?  Hispanic Journal of Behavioral Sciences, 20(1), 17-22.

Gonzalez, A., & De la Torre, A.  (2002).  The educational outcomes of Hispanics and non-Hispanics in Arizona:  Implications for national and state policy makers.  Educational Policy, 16(2), 288-310.

González, K. P., Marin, P., Perez, L. X., Figueroa, M. A., Moreno, J. F., & Navia, C.  (2001).  Understanding the nature and context of Latina/o doctoral student experiences.  Journal of College Student Development, 41, 563-580.

Hu, S., & St. John, E. P.  (2001).  Student persistence in a public higher education system:  Understanding racial and ethnic differences.  The Journal of Higher Education, 72, 265-286.

Hurtado, S., Laird, T. F. N., & Perorazio, T. E.  (2003).  The transition to college for low-income students:  The impact of the Gates Millennium Scholars program.  Center for the Study of Higher and Postsecondary Education, University of Michigan.

Mina, L., Cabrales, J. A., & Juarez, C. M.  (2004).  Support programs that work.  New Directions for Student Services, (105), 79-88.

Olivas, M.  (1985).  Financial Aid Packaging Policies: Access and Ideology.  The Journal of Higher Education, 56, 462-475.

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, 233-248.

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.

 

Access – Awareness

Anthrop-Gonzalez, R., Velez, W., & Garrett, T.  (2005).  Donde estan los estudiantes Puertorriquenos exitosos? [where are the academically successful Puerto Rican students?]:  Success factors of high-achieving Puerto Rican high school students.  Journal of Latinos and Education, 4(2), 77-94.

Chin, D., & Kameoka, V. A.  (2002).  Psychosocial and contextual predictors of educational and occupational self-efficacy among Hispanic inner-city adolescents.  Hispanic Journal of Behavioral Sciences, 24, 448-464.

Cooper, C. R., Cooper, R. G. Jr., Azmitia, M., Chavira, G., & Gullatt, Y.  (2002).  Bridging multiple worlds:  How African American and Latino youth in academic outreach programs navigate math pathways to college.  Applied Developmental Science, 6, 73-87.

Gandara, 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.

Lopez, E. M.  (2001).  Guidance of Latino high school students in mathematics and career identity development.  Hispanic Journal of Behavioral Sciences, 23(2), 189-207.

Perna, L. W.  (2004).  Understanding the decision to enroll in graduate school:  Sex and racial/ethnic group differences.  Journal of Higher Education, 75, 487-527.

Torrez, N.  (2005).  Developing parent information frameworks that support college preparation for Latino students.  The High School Journal, 87(3), 54-62.

 

Access – Aspirations

Denner, J., Cooper, C. R., Dunbar, N., & Lopez, E. M.  (2005).  Latinos in a college outreach program:  Application, selection, and participation.  Journal of Latinos and Education, 4(1), 21-41.

Gandara, P.  (2005).  Addressing educational inequities for Latino students:  The politics of "forgetting".  Journal of Hispanic Higher Education 4(3), 295-313.

Pascarella, E. T., Wolniak, G. C., Pierson, C. T., & Flowers, L. F.  (2004).  The role of race in the development of plans for a graduate degree.  The Review of Higher Education, 27(3), 299-320.

Valadez, J. R.  (2000).  Searching for a path out of poverty:  Exploring the achievement ideology of a rural community college.  Adult Education Quarterly, 50.

 

Access – Preparation

Contreras, F. E.  (2005).  The reconstruction of merit post-proposition 209.  Educational Policy, 19(2), 371-395.

Fry, R.   (2004).  Latino youth finishing college:  The role of selective pathways.  Washington, DC:   Pew Hispanic Center.

Jodry, L., Robles-Pía, R. A., & Nichter, M.  (2004).  Hispanic academic achievement theory:  An ethnographic study of urban students participating in a high school advanced diploma program.  The High School Journal, 88(2), 23-31.

Knight, M. G., Norton, N. E. L., Bentley, C. C., & Dixon, I. R.  (2004).  The power of Black and Latina/o counterstories:  Urban families and college-going processes.  Anthropology and Education Quarterly, 35(1), 99-120.

Lopez, J. K.  (2004).  The right stuff:  Attitudes of high achieving Latino youth toward higher education.  Unpublished Master's Thesis, School of Education, University of Colorado at Boulder.

Teranishi, R., Allen, W. R., & Solorzano, D. G.   (2004).  Opportunity at the crossroads:  Racial inequality, school segregation, and higher education in California.  Teachers College Record, 106(11), 2224-45.

 

Access – Advanced Placement

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.

Jodry, L., Robles-Pía, R. A., & Nichter, M.  (2004).  Hispanic academic achievement theory:  An ethnographic study of urban students participating in a high school advanced diploma program.  The High School Journal, 88(2), 23-31.

Miller, S. L.  (2005).  Exploring high academic performance:  The case of Latinos in higher education.  Journal of Hispanic Higher Education, 4(3), 252-271.

Solorzano, D. G., & Ornelas, A.  (2004).  A critical race analysis of Latina/o and African-American advanced placement enrollment in public high schools.  The High School Journal, 87(3), 15-26.

Teranishi, R., Allen, W. R., & Solorzano, D. G.   (2004).  Opportunity at the crossroads:  Racial inequality, school segregation, and higher education in California.  Teachers College Record, 106(11), 2224-45.

 

Access – Choice 

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, 180-209.

 

Regulators – Tests

Chapa, J.  (2005).  Affirmative Action and percent plans as alternatives for increasing successful participation of minorities in higher education.  Journal of Hispanic Higher Education  4(3),  181-196.

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.

Contreras, F. E.  (2005).  The reconstruction of merit post-proposition 209.  Educational Policy, 19(2), 371-395.

Hurtado, S., & Ponjuan, L.  (2005).  Latino educational outcomes and the campus climate.  Journal of Hispanic Higher Education, 4(3),  235-251.

Gandara, P., & Lopez, E.   (1998).  Latino students and college entrance exams:  How much do they really matter?  Hispanic Journal of Behavioral Sciences, 20(1), 17-22.

Perna, L. W.  (2000).  Differences in the decision to attend college among African Americans, Hispanics, and Whites.  The Journal of Higher Education, 71, 117-141.

 

Regulators – Transfer

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, 233-248.

 

Regulators – Finances

Anthrop-Gonzalez, R., Velez, W., & Garrett, T.  (2005).  Donde estan los estudiantes Puertorriquenos exitosos? [where are the academically successful Puerto Rican students?]:  Success factors of high-achieving Puerto Rican high school students.  Journal of Latinos and Education, 4(2), 77-94.

Denner, J., Cooper, C. R., Dunbar, N., & Lopez, E. M.  (2005).  Latinos in a college outreach program:  Application, selection, and participation.  Journal of Latinos and Education, 4(1), 21-41.

Fry, R.   (2004).  Latino youth finishing college:  The role of selective pathways.  Washington, DC:   Pew Hispanic Center.

Gloria, A. M., Castellanos, J., Lopez, A., & Rosales, R.  (2005).  An examination of academic nonpersistence decisions of Latino undergraduates.  Hispanic Journal of Behavioral Sciences, 27, 202-223.

Gonzalez, A., & De la Torre, A.  (2002).  The educational outcomes of Hispanics and non-Hispanics in Arizona:  Implications for national and state policy makers.  Educational Policy, 16(2), 288-310.

Hu, S., & St. John, E. P.  (2001).  Student persistence in a public higher education system:  Understanding racial and ethnic differences.  The Journal of Higher Education, 72, 265-286.

Hurtado, S., Laird, T. F. N., & Perorazio, T. E.  (2003).  The transition to college for low-income students:  The impact of the Gates Millennium Scholars program.  Center for the Study of Higher and Postsecondary Education, University of Michigan.

Hurtado, S., Milem, J. F., Clayton-Pederson, A. R., & Allen, W. R.  (1998).  Enhancing campus climates for racial/ethnic diversity: Educational policy and practice.  The Review of Higher Education, 21(3), 279-302.

Isaac, M.,  Karabel, J., & Jaquez, S. M.  (2005).  High school segregation and access to the University of California.  Educational Policy, 19(2), 308-330.

Miller, L. S., & Garcia, E. E.  (2004).  Better informing efforts to increase Latino student success in higher education.  Education and Urban Society, 36(2), 189-204.

Olivas, M.  (1985).  Financial Aid Packaging Policies: Access and Ideology.  The Journal of Higher Education, 56, 462-475.

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, 233-248.

Torrez, N.  (2005).  Developing parent information frameworks that support college preparation for Latino students.  The High School Journal, 87(3), 54-62.

 

Regulators – Resources

Chapa, J.  (2005).  Affirmative Action and percent plans as alternatives for increasing successful participation of minorities in higher education.  Journal of Hispanic Higher Education,  4(3),  181-196.

Contreras, F. E.  (2005).  The reconstruction of merit post-proposition 209.  Educational Policy, 19(2), 371-395.

Duncan, G. J., & Magnuson, K. A.  (2005).  Can family socioeconomic resources account for racial and ethnic test score gaps?  The Future of Children, 15(1), 35-54.

Isaac, M.,  Karabel, J., & Jaquez, S. M.  (2005).  High school segregation and access to the University of California.  Educational Policy, 19(2), 308-330.

Jodry, L., Robles-Pía, R. A., & Nichter, M.  (2004).  Hispanic academic achievement theory:  An ethnographic study of urban students participating in a high school advanced diploma program.  The High School Journal, 88(2), 23-31.

Perna, L. W., & Titus, M. A.  (2005).  Relationships between parent involvement and social capital and college enrollment:  An examination of racial/ethnic group differences.  Journal of Higher Education, 76, 485-518.

 

Regulators – Interventions

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.

Collatos, A., Morrell, E., Nuno, A., & Lara, R.   (2004).  Critical sociology in K-16 early intervention:  Remaking Latino pathways to higher education.  Journal of Hispanic Higher Education, 3(2), 164-179.

Cooper, C. R., Cooper, R. G. Jr., Azmitia, M., Chavira, G., & Gullatt, Y.  (2002).  Bridging multiple worlds:  How African American and Latino youth in academic outreach programs navigate math pathways to college.  Applied Developmental Science, 6, 73-87.

Denner, J., Cooper, C. R., Dunbar, N., & Lopez, E. M.  (2005).  Latinos in a college outreach program:  Application, selection, and participation.  Journal of Latinos and Education, 4(1), 21-41.

Gandara, 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.

Gregory, S. T.  (2003).  Planning for the increasing number of Latino students, planning for higher education.  Planning for Higher Education,  31(4), 13-19.

Hurtado, S., Laird, T. F. N., & Perorazio, T. E.  (2003).  The transition to college for low-income students:  The impact of the Gates Millennium Scholars program.  Center for the Study of Higher and Postsecondary Education, University of Michigan.

Lopez, J. K.  (2004).  The right stuff:  Attitudes of high achieving Latino youth toward higher education.  Unpublished Master's Thesis, School of Education, University of Colorado at Boulder.

Miller, L. S., & Garcia, E. E.  (2004).  Better informing efforts to increase Latino student success in higher education.  Education and Urban Society, 36(2), 189-204.

Ortiz, F. I., & Gonzalez, R.  (2000).  Latino high school students’ pursuit of higher education.  Aztlan, 25(1), 67-107.

Rendon, L. L.  (2002).  Community college Puente:  A validating model of education.  Educational Policy, 16, 642-668.

 

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Micro Context: Institutional Climate


Gender

Barajas, H. L., & Pierce, J. L.  (2001).  The significance of race and gender in school success among Latinas and Latinos in college.  Gender and Society, 15(6), 859-878.

Bordes, V., & Arredondo, P.  (2004).  Mentoring and 1st-year Latina/o college students.  Journal of Hispanic Higher Education,  4(2),  114-133.

Cabrera, N. L., & Padilla, A. M.  (2004).  Entering and succeeding in the “culture of college”:  The story of two Mexican heritage students.  Hispanic Journal of Behavioral Sciences, 26, 152-170.

Caldera,Y. M., Robitschek, C., Frame, M., & Pannel, M.  (2003).  Intrapersonal, familial, and cultural factors in the commitment to a career choice of Mexican American and Non-Hispanic White college women.  Journal of Counseling Psychology, 50, 309-324.

Cammarota, J.  (2004).  The gendered and racialized pathways of Latina and Latino youth:  Different struggles, different resistances in the urban context.  Anthropology and Education Quarterly, 35(1), 53-74.

Denner, J., Cooper, C. R., Dunbar, N., & Lopez, E. M.  (2005).  Latinos in a college outreach program:  Application, selection, and participation.  Journal of Latinos and Education, 4(1), 21-41.

Gloria, A. M., Castellanos, J., & Orozco, V.  (2005).  Perceived educational barriers, cultural fit, coping responses, and psychological well-being of Latina undergraduates.  Hispanic Journal of Behavioral Sciences, 27, 161-183.

Gonzalez, K. P., & Jovel, J.E.  (2004).  Latinas:  The new Latino majority in college.  In A. Ortiz (Ed.).  Latino American students in research universities.  New Directions for Student Services.  San Francisco, CA: Jossey Bass.

Hamrick, F. A., & Sage, F. K.  (2004).  College predisposition at high-minority enrollment, low-income schools.  The Review of Higher Education, 27(2), 151-168.

Holguín Cuádraz, G.  (2005).  Chicanas and higher education: Three decades of literature and thought.  Journal of Hispanic Higher Education,  4(3), 215-234.

Hurtado, S., & Ponjuan, L.  (2005).  Latino educational outcomes and the campus climate.  Journal of Hispanic Higher Education, 4(3),  235-251.

Knight, M. G., Norton, N. E. L., Bentley, C. C., & Dixon, I. R.  (2004).  The power of Black and Latina/o counterstories:  Urban families and college-going processes.  Anthropology and Education Quarterly, 35(1), 99-120.

Wolf-Wendel, L.E.  (2000).  Women-friendly campuses: What five institutions are doing right.  The Review of Higher Education, 23(3), 319-345.

 

Equity

Chapa, J.  (2005).  Affirmative Action and percent plans as alternatives for increasing successful participation of minorities in higher education.  Journal of Hispanic Higher Education  4(3),  181-196.

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.

Contreras, F. E.  (2005).  The reconstruction of merit post-proposition 209.  Educational Policy, 19(2), 371-395.

Gandara, P.  (2005).  Addressing educational inequities for Latino students:  The politics of "forgetting".  Journal of Hispanic Higher Education 4(3), 295-313.

Gandara, P., & Lopez, E.   (1998).  Latino students and college entrance exams:  How much do they really matter?  Hispanic Journal of Behavioral Sciences, 20(1), 17-22.

Gonzalez, K. P., Stoner, C., & Jovel, J.  (2003).  Understanding the role of social capital in access to college for Latinas: Toward a College Opportunity Framework.  Journal of Hispanic Higher Education, 2, 146-147.

Hu, S., & St. John, E. P.  (2001).  Student persistence in a public higher education system:  Understanding racial and ethnic differences.  The Journal of Higher Education, 72, 265-286.

Hughes, C. A.   (2003).  What teacher education programs can learn from successful Mexican-descent students.  Bilingual Research Journal, 27, 225-244.

Hurtado, S., Laird, T. F. N., & Perorazio, T. E.  (2003).  The transition to college for low-income students:  The impact of the Gates Millennium Scholars program.  Center for the Study of Higher and Postsecondary Education, University of Michigan.

Isaac, M.,  Karabel, J., & Jaquez, S. M.  (2005).  High school segregation and access to the University of California.  Educational Policy, 19(2), 308-330.

Solorzano, D. G., & Ornelas, A.  (2002).  A critical race analysis of advanced placement classes:  A case of educational inequality.  Journal of Latinos and Education, 1, 215-230.

Sólorzano, D. G., Villalpando, O., & Oseguera, L.  (2005).  Educational inequities and Latina/o undergraduate students in the United States:  A critical race analysis of their educational progress.  Journal of Hispanic Higher Education  4(3),  272-294.

Swail, W. S., Cabrera, A, F., & Lee, C.  (2004).  Latino youth and the pathway to college.  Washington, D.C.:  Education Policy Institute, Inc.

Teranishi, R., Allen, W. R., & Solorzano, D. G.   (2004).  Opportunity at the crossroads:  Racial inequality, school segregation, and higher education in California.  Teachers College Record, 106(11), 2224-45.

Urrieta, L.  (2004).  Dis-connections in American citizenship and the post/neo-colonial:  People of Mexican descent and whitestream pedagogy and curriculum.  Theory and Research in Social Education, 32(4), 433-458.

 

Transition and Adjustment

Gloria, A. M.,  Castellanos, J.,  Lopez, A. G., & Rosales,  R.  (2005).  Perceived educational barriers, cultural fit, coping responses, and psychological well-being of Latina undergraduates.  Hispanic Journal of Behavioral Sciences, 27(2), 161-183.

Gurin, P., Dey, E. L., Hurtado, S., & Gurin, G.  (2002).  Diversity and higher education:  Theory and impact on educational outcomes.  Harvard Educational Review, 72(3).

Hurtado, S.  (1994).  The institutional climate for talented Latino students.  Research in Higher Education, 35, 21-39.

Hurtado, S., & Carter, D. F.  (1997).  Effects of college transition and perceptions of the campus racial climate on Latino college students’ sense of belonging.  Sociology of Education, 70(4), 324-345.

Hurtado, S., Laird, T. F. N., & Perorazio, T. E.  (2003).  The transition to college for low-income students:  The impact of the Gates Millennium Scholars program.  Center for the Study of Higher and Postsecondary Education, University of Michigan.

Rankin, S. R., & Reason, R. D.  (2005).  Differing perceptions:  How students of color and white students perceive campus climate for underrepresented groups.  Journal of College Student Development, 46(1), 43-61.

Schneider, M. E., & Ward, D. J.  (2003).  The role of ethnic identification and perceived social support in Latinos' adjustment to college.  Hispanic Journal of Behavioral Sciences, 25(4), 539-554.

 

Stress and Coping

Chiang, L., Hunter, C. D., & Yeh, C. J.  (2004).  Coping attitudes, sources, and practices among Black and Latino college students.  Adolescence, 39, 793-815.

Gloria, A. M.,  Castellanos, J.,  Lopez, Ambrocia, G., & Rosales,  R.  (2005).  An examination of academic nonpersistence decisions of Latino undergraduates.  Hispanic Journal of Behavioral Sciences,  27(2), 202-223.
 

Fit and Dropping Out

Aviles, R.M.D., Guerrero, M.P., Howarth, H.B., & Thomas, G.   (1999).  Perceptions of Chicano/Latino students who have dropped out of school.  Journal of Counseling and Development, 77(4), 465-473.

Cammarota, J.  (2004).  The gendered and racialized pathways of Latina and Latino youth:  Different struggles, different resistances in the urban context.  Anthropology and Education Quarterly, 35(1), 53-74.

Davalos, D. B., Chavez, E. L., & Guardiola, R. J.  (1999).  The effects of extracurricular activity, ethnic identification, and perception of school on student dropout rates.  Hispanic Journal of Behavioral Sciences, 21, 61-77.

Fry, R.   (2004).  Latino youth finishing college:  The role of selective pathways.  Washington, DC:   Pew Hispanic Center.

Gloria, A. M.,  Castellanos, J.,  Lopez, Ambrocia, G., & Rosales,  R.  (2005).  An examination of academic nonpersistence decisions of Latino undergraduates.  Hispanic Journal of Behavioral Sciences,  27(2), 202-223.

Gloria, A. M.,  Castellanos, J.,  Lopez, A. G., & Rosales,  R.  (2005).  Perceived educational barriers, cultural fit, coping responses, and psychological well-being of Latina undergraduates.  Hispanic Journal of Behavioral Sciences, 27(2), 161-183.

Hobson-Horton L. D., & Owens, L.  (2004).  From freshman to graduate:  Recruiting and retaining minority students.  Journal of Hispanic Higher Education, 3(1), 86-107.

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, 180-209.

 

Mentoring

Bordes, V., & Arredondo, P.  (2004).  Mentoring and 1st-year Latina/o college students.  Journal of Hispanic Higher Education,  4(2),  114-133.

Cabrera, N. L., & Padilla, A. M.  (2004).  Entering and succeeding in the “culture of college”:  The story of two Mexican heritage students.  Hispanic Journal of Behavioral Sciences, 26, 152-170.

Cammarota, J.  (2004).  The gendered and racialized pathways of Latina and Latino youth:  Different struggles, different resistances in the urban context.  Anthropology and Education Quarterly, 35(1), 53-74.

 
Success

Behnke, A. O., Piercy, K. W., & Diversi, M.   (2004).  Educational and occupational aspirations of Latino youth and their parents.  Hispanic Journal of Behavioral Sciences, 26(1), 16-35.

Ceballo, R.  (2004).  From barrios to Yale:  The role of parenting strategies in Latino families.  Hispanic Journal of Behavioral Sciences, 26(2), 171-186.  Hispanic Journal of Behavioral Sciences, 26(2), 171-186.

Cuadraz, G. H.  (2002).  Stories of access and ‘luck’: Chicana/os, higher education, and the politics of incorporation.  Latino Studies Journal, 10, 100-124.

Galindo, R., & Escamilla, K.  (1995).  A biographical perspective on Chicano educational success.  Urban Review, 27, 1-29.

Gandara, P.  (1994).  Choosing higher education: Educationally ambitious Chicanos and the path to social mobility.  Educational Policy Analysis Archives, 20(1), 17-22.

Gonzalez, K. P.  (2001).  Inquiry as a process of learning about the other and the self.  Qualitative Studies in Education, 14(4), 543-562.

Hernandez, J. C.   (2002).  A qualitative exploration of the first-year experience of Latino college students.  http://publications.naspa.org/naspajournal/vol40/iss1/art5.

Hokanson, T.   (2003).  Latino student leader perceptions of social integration, academic success, and persistence on college campuses.  Unpublished Doctoral Dissertation. University of South Dakota, Vermillion, SD.

Lopez, J. K.  (2004).  The right stuff:  Attitudes of high achieving Latino youth toward higher education.  Unpublished Master's Thesis, School of Education, University of Colorado at Boulder.

Rumberger, R. W., & Larson, K. A.  (1998).  Toward explaining differences in educational achievement among Mexican American language- minority students.  Sociology of Education, 71(1), 68-92.

 

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Acknowledgements

Support for development of the What We Know About Latina/os in Higher Education model was provided by the Lumina Foundation for Education. PoliMemos will "promote Latino students' access and success in higher education by using research findings to inform policy and practice."

Contributing literature reviewers: Mark Figueroa, Katherine Friedrich, Kenneth Gonzalez, Luis Urrieta

Advisory Committee: Patricia Marin, Alfredo de los Santos, Luis Urrieta

Academic Panel: Jeanett Castellanos, Rubén Martinez, Amaury Nora

Polimemos Authors: As shown in each policy memo

Collaborating Organizations:Hispanic Cacus of the American Association for Higher Education,Culture and Policy Institute,University of Texas at San Antonio

This analysis and model are the creation of Raymond Padilla (adapted for HTML by Kip Austin Hinton). The referenced studies are independently produced by their respective authors and publishers.

Lumina Foundation for Education

 

 

 

 

 

 

 

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