Latino students' transitions to college: A social and intercultural capital perspective

Harvard Educational Review

Volumn 79, Issue 1, 2009, Pages 22-48

  Nuñez, Anne Marie ^a  

^a UNIVERSITY OF TEXAS AT SAN ANTONIO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 64849097604     PISSN: 00178055     EISSN: None     Source Type: Journal    
DOI: 10.17763/haer.79.1.wh7164658k33w477     Document Type: Article

References (73)

1. Allison, L. M. (1999). The impact of integrative experiences on persistence: A study of non-traditional students. Unpublished doctoral dissertation, University of Michigan, Ann Arbor.
2. Arbona, C., & Nora, A. (2007). The influence of academic and environmental factors on Hispanic college degree attainment. Review of Higher Education, 30(3), 247-270.
3. Astin, A. (1993). What matters in college: Four critical years revisited. San Francisco: Jossey-Bass.
4. Astin, A. W., & Oseguera, L. (2003). Degree attainment among Latino undergraduates: Rethinking time-to-degree. Berkeley: California Policy Research Institute, UC Latino Policy Institute.
5. Attinasi, L. (1989). Getting in: Mexican Americans' perceptions of university attendance and the implications for freshman year persistence. Journal of Higher Education, 60(3), 247-277.
6. Baker, B., Keller-Wolff, C., & Wolf-Wendel, L. (2000). Two steps forward, one step back: Race/ethnicity and student achievement in education policy research. Educational Policy, 24(4), 511-529.
7. Bentler, P. (1993). EQS 6: Structural equations program manual. [Computer software.] Los Angeles: BMDP Statistical Software.
8. Bentler, P. (2005). EQS 6 structural equations program manual. Encino, CA: Multivariate Software.
9. Bender, P., & Wu, E. (2002). EQS 6 for Windows users guide. Encino, CA: Multivariate Software.
10. Bollen, K., & Hoyle, R. (1990). Perceived cohesion: A conceptual and empirical explanation. Social Forces, 69(2), 470-504.
11. Bourdieu, P. (1986). The forms of capital. In J. Karabel & J. Richardson (Eds.), Handbook of theory and research for the sociology of education (pp. 241-258). New York: Greenwood.
12. Bourdieu, P., & Passeron, J. (1977). Reproduction in education, society, and culture. Beverly Hills, CA: Sage.
13. Bradburn, E. (2002). Short-term enrollment in postsecondary education: Student background and institutional differences in reasons for early departure, 1996-98. Washington, DC: U.S. Department of Education, National Center for Education Statistics.
14. Braxton, J. M. (2000). Reinvigorating theory and research in the departure puzzle. In J. M. Braxton (Ed.), Reworking the student departure puzzle (pp. 257-274). Nashville, TN: Vanderbilt University Press.
15. Brown, S. K., & Hirschman, C. (2006). The end of affirmative action in Washington State and its impact on the transition from high school to college. Sociology of Education, 79(2), 106-130.
16. Carter, P. (2005). Keepin' it real: School success beyond black and white. New York: Oxford University Press.
17. Chang, M. (2002). The impact of an undergraduate diversity course requirement on students' racial views and attitudes. Journal of General Education, 51(1), 21-42.
18. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Earlbaum.
19. Coleman, J. S. (1998). Social capital in the creation of human capital. American Journal of Sociology, 94(supp.): S95-S120.
20. Dey, E. L. (1997). Working with low survey response rates: The efficacy of weighting adjustments. Research in Higher Education, 38(2), 215-217.
21. D'Souza, D. (1991). Illiberal education. New York: Free Press.
22. Freire, P. (1970). Cultural action for freedom. Cambridge, MA: Harvard Educational Review Monographs.
23. Fry, R. (2002). Latinos in higher education: Many enroll, too few graduate. Los Angeles: Pew Hispanic Center.
24. Fry, R. (2004). Latino youth finishing college: The role of selective pathways. Los Angeles: Pew Hispanic Center.
25. Gandara, P. (2006). Fragile futures: Risk and vulnerability among Latino high achievers. Princeton, NJ: Educational Testing Service.
26. Gonzales, N., Moll, L. C, & Amanti, C. (2005). Funds of knowledge: Theorizing practices in households and classrooms. Philadelphia, PA: Erlbaum.
27. Gonzalez, K. P. (2002). Campus culture and the experiences of Chicano students in a predominantly white university. Urban Education, 37(2), 193-218.
28. Gurin, P. (1999). Expert report of Patricia Gurin on the compelling need for diversity in higher education: Gratz et al. vs. Bollinger, et al., no. 97-75321 (E.D. Mich.) Grutter et al. v. Bollinger, et al., no. 9997-75928 (ED. Mich.). Ann Arbor: University of Michigan.
29. Gurin, P., Dey, E., Hurtado, S., & Gurin, G. (2002). Diversity and higher education: Theory and impact on educational outcomes. Harvard Educational Review, 72(3), 330-366.
30. Hausman, L. R. M., Schofield, J. W., & Woods, R. L. (2007). Sense of belonging as a predictor of intentions to persist among African American and white first-year college students. Research in Higher Education, 48(7), 803-839.
31. Henderson-King, D., & Kaleta, A. (2000). Learning about social diversity: The undergraduate experience and intergroup tolerance. Journal of Higher Education, 71(2), 142-164.
32. Hu, S., & Kuh, G. (2003). Diversity experiences and college student learning and development. Journal of College Student Development, 44(3), 320-334.
33. Hurtado, S. (1994). The graduate school racial climate and academic self-concept among minority graduate students in the 1970s. American Journal of Education, 102(3), 330-351.
34. Hurtado, S. (2003a). Preparing college students for a diverse democracy: Final report to the U.S. Department of Education, OERJ, Field Initiated Studies Program. Ann Arbor, MI: Center for the Study of Higher and Postsecondary Education.
35. Hurtado, S. (2003b). Creating diverse learning environments. Ann Arbor, MI: Center for the Study of Higher and Postsecondary Education.
36. 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(1), 342-345.
37. 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(2), 135-157.
38. Hurtado, S., Laird, T. N., & Perorazio, T. E. (2003). The transition to college for low-income students: The impact of the Gates Millennium Scholars Program. Seattle, WA: Bill and Melinda Gates Foundation.
39. Hurtado, S., & Ponjuan, L. (2005). Latino educational outcomes and the campus climate. Journal of Hispanic Higher Education, 4(3), 1-18.
40. Hurtado, S., & Wathington Cade, H. (2001). "Time for retreat" or renewal? Perspectives on the effects of Hopwood on campus. In D. E. Heller (Ed.), The states and public higher education: Access, affordability, and accountability (pp. 100-120). Baltimore, MD: Johns Hopkins University Press.
41. Kline, R. (1998). Principles and practice of Structural Equation Modeling. New York: Guilford Press.
42. Llagas, C, & Snyder, T. D. (2003). Status and trends in the education of Hispanics. Washington, DC: National Center for Education Statistics.
43. Longerbeam, S. D., Sedlacek, W. E., & Alatorre, H. M. (2004). In their own voices: Latino student retention. NASPA Journal, 41(3), 538-550.
44. Lopez, D. E., & Stanton-Salazar, R. D. (2001). Mexican Americans: A second generation at risk. In R. G. Rumbaut& A. Portes (Eds.), Ethnicities (pp. 57-90). Berkeley: University of California Press.
45. Milem, J. F., Chang, M. J., & Antonio, A. L. (2005). Making diversity work on campus: A research-based perspective. Washington, DC: Association of American Colleges and Universities.
46. Navid, S. (2005, January 6). Faculty vote rejects proposed requirement: Student leaders upset with decision against diversity GE. UCLA Daily Bruin, pp. 1-8.
47. Nora, A. (2001/2). The depiction of significant others in Tinto's "Rites of Passage": A reconceptualization of the influence of family and community in the persistence process. Journal of College Student Retention, 3(1), 41-56.
48. Nora, A., Barlow, L., & Crisp, G. (2006). An assessment of Hispanic students in four-year institutions of higher education. In J. Castellanos, A. Gloria, & M. Kamimura, (Eds.), The Latina/o pathway to the Ph.D. (pp. 55-77). Sterling, VA: Stylus Publishing.
49. Nunez, A-M., McDonough, P., Ceja, M., & Solorzano, D. (2008). Diversity within: Latino college choice and ethnic comparisons. In C. Gallagher (Ed.) Racism in post-race America: New theories, new directions (pp. 267-284). Chapel Hill: Social Forces Publishing.
50. Oboler, S. (1995). Ethnic labels, Latino lives: Identity and the politics of re(presentation) in the United States. Minneapolis: University of Minnesota Press.
51. Pascarella, E., & Terenzini, P. (2005). How college affects students. San Francisco: Jossey-Bass.
52. Portes, A. (1998). Social capital: Its origins and applications in modern sociology. Annual Review of Sodology 24, 1-24.
53. Portes, A., & Rumbaut, R. G. (2001). Legacies. Berkeley: University of California Press.
54. Putnam, R. (2000). Bowling alone: The collopse and revival of American community. New York: Simon and Schuster.
55. Rendon, L. I., Jalomo, R. E., & Nora, A. (2000). Theoretical considerations in the study of minority student retention in higher education. In J. M. Braxton (Ed.), Reworking the student departure puzzle (pp. 127-156). Nashville, TN: Vanderbilt University Press.
56. Richardson, R. C., & Skinner, E. F. (1992). Helping first-generation minority students receive degrees. New Directions for Community Colleges, 80(4), 29-43.
57. Schoem, D. (2005). Modeling a diverse and democratic American: The Michigan Community Scholars Program . About Campus, 10(5), 18-23.
58. Smedley, B. D., Myers, H. F., & Harrell, S. P. (1993). Minority-status stresses and the college adjustment of ethnic minority freshmen. Journal of Higher Education, 64(4), 434-452.
59. Smith, D. G., & Wolf-Wendel, L. (2005). The challenge of diversity: Involvement or alienation in the academy? Hoboken, NJ: Wiley.
60. Solorzano, D., Ceja, M., & Yosso, T. (2000). Critical race theory, racial microaggressions, and campus racial climate: The experiences of African American college students. Journal of Negro Education, 69(1/2), 60-73.
61. Solorzano, D., & Villalpando, O. (1998). Critical race theory, marginality, and the experience of students of color in higher education. In C. A. Torres & T. R. Mitchell (Eds.), Sociology of education: Emerging perspectives (pp. 211-224). Albany, NY: SUNY Press.
62. Stake, F., & Hoffman, J. (2001). Women's studies courses and college outcomes. American Educational Research Journal, 38(2), 411-436.
63. Stanton-Salazar, R. (1997). A social capital framework for understanding the socialization of racial minority children and youth. Harvard Educational Review, 67(1), 1-39.
64. Stanton-Salazar, R. (2001). Manufacturing hope and despair. New York: Teachers College Press.
65. Stanton-Salazar, R. (2004). Social capital among working-class minority students. In M. Gibson, P. Gandara, &J. Peterson Koyama (Eds.), School connections: U.S. Mexican youth, peers, and school achievement (pp. 18-38). New York: Teachers College Press.
66. Stearns, C., & Watanabe, S. (2002). Hispanic-serving institutions: Statistical trends from 1990 to 1999. Washington, DC: National Center for Education Statistics.
67. Tanaka, G. (2003). The intercultural campus: Transcending culture and power in American higher education. Washington, DC: Peter Lang.
68. Thomas, S. L., &. Heck, R. H. (2001). Analysis of large-scale secondary data in higher education research: Potential perils associated with complex sampling designs. Research in Higher Education, 42(5), 517-540.
69. Tierney, W. G. (1992). An anthropological analysis of student participation in college. Journal of Higher Education, 63(6), 603-617.
70. Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. Chicago: University of Chicago Press.
71. Ullman, J. B. (2001). Structural equation modeling. In B. G. Tabachnick & L. S. Fidell. (Eds.), Using multivariate statistics fourth edition (pp. 653-771). Boston: Allyn and Bacon.
72. Valenzuela, A. (1999). Subtractive schooling. Albany, NY: SUNY Press.
73. Villalpando, O. (2003). Self-segregation or self-preservation? A critical race theory and Latina/o critical theory analysis of a study of Chicana/o college students. Qualitative Studies in Education, 16(5), 619-646.