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.
Back to top
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.
Back to top
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.
Back to top
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.
Back to top
