Browsing by Author "Hurtado, Sylvia"
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- The Climate for Underrepresented Groups and Diversity on CampusHurtado, Sylvia; Ruiz Alvarado, Adriana (HERI, 2012-06-01)Since the 2008 election of President Barack Obama, there has been some debate about whether the nation face a postracial era in which race no longer influence Americans’ thinking and experiences. However, surveys of college students indicate that race is still a significant issue and that the underrepresentation of Black, Latina/o, and Native American students only serves to reinforce stereotyping and discrimination in college environments. This report illustrates the conditions apparent for underrepresented groups on campuses with variation in Black, Latina/o, and Native American undergraduate enrollment.
- Discrimination and Bias, Underrepresentation, and Sense of Belonging on CampusHurtado, Sylvia; Ruiz Alvarado, Adriana (HERI, 2015-10-01)The central question that this report addresses is whether distinctions in the college composition of Blacks, Latina/os, and Native Americans are associated with rates of discrimination and bias on campus. In a previous HERI report, it concluded low representation of these groups is detrimental to campus climate and subsequent participation in a diverse workforce. The report extends this research to show the relationship between students’ discrimination and bias experiences among African American and Latina/o college students averaged across six years of national data collection and students’sense of belonging on campus, a key antecedent to retention in college. The data for this brief come from the experiences of 8,887 underrepresented minority (URM) students who attended 58 four-year campuses that took part in the Diverse Learning Environments (DLE) survey between 2010 and 2015.
- Improving STEM Degree Attainment Rates: Lessons from Hispanic Serving InstitutionsGomez, Ana; Palma Cobian, Krystle; Hurtado, Sylvia (HERI, 2018-04-01)Despite having fewer resources compared to Predominantly White Institutions (PWIs), specific Hispanic Serving institutions (HSIs) are exemplary producers of STEM degrees among underrepresented racial minority (URM) students, meaning that they produce more STEM degrees than expected when taking into account institutional resources and capacity. Using cross-case analysis, this study examines the strategies of 11 exemplary institutions, four of which are HSIs. While some strategies are shared with other institutions that have large minority enrollments, and across all 11 institutions, this paper focuses on the unique strategies that HSIs use to foster achievement and persistence among their undergraduate STEM aspirants.
- Mexican Americans’ Educational Barriers and Progress: Is the Magic Key Within Reach?Zambrana, Ruth Enid; Hurtado, Sylvia (American Association of Hispanics in Higher Education (AAHHE), 2016)This report is based on the edited book The Magic Key: The Educational Journey of Mexican Americans from K–12 to College and Beyond (Zambrana & Hurtado, 2015), which focuses on the experiences of Mexican Americans in education. As the largest of the Latino subgroups with the longest history and the lowest levels of educational attainment in America, this community warrants particular attention. Drawing from an interdisciplinary corpus of work, the authors move beyond the rhetoric of progress and engage intersectional analytic frameworks. This policy brief points out cultural problem-oriented and ethnic focused deficit arguments and provides substantial evidence of structural, institutional and normative racial processes of inequality. New findings are introduced that create more dynamic views of — and new thinking about — Mexican American educational trajectories.
- Quantitative Measures of Students’ Sense of Validation: Advancing the Study of Diverse Learning EnvironmentsHurtado, Sylvia; Cuellar, Marcela; Wann, Chelsea Guillermo (HERI, 2011-06-01)The study of students’ sense of validation holds promise for understanding college student retention and success, but more research is needed regarding the generalizability and use of the concept. The development of quantitative measures can help facilitate use across student populations in multiple types of institutions of higher education. The present study empirically examines two validation constructs, student perceptions of academic validation in the classroom and general interpersonal validation, in a new nationally available instrument, the Diverse Learning Environments (DLE) survey. Construct validity and cross-validation tests indicate that survey items tap into these latent factors for students of color and White students, and that students of color perceive lower levels of both forms of validation compared to White students. These factors and survey items may be used in future research to examine the relationship between validation, student experiences, and educational outcomes.
- Realizing the Potential of Hispanic-Serving Institutions: Multiple Dimensions of Institutional Diversity for Advancing Hispanic Higher EducationHurtado, Sylvia; Ruiz Alvarado, Adriana (Hispanic Association of Colleges and Universities, 2012-07-01)Hispanic Serving Institutions (HSIs) have the potential to span many borders based on drawing a local and international Latina/o student population, faculty research across U.S. and international borders, and community partnerships to advance the economic, health, social and political lives of Latinos in the U.S. and the Americas. In this paper, the authors argue that more information is needed to understand how HSIs bring meaning to the “Hispanic-serving” designation in order to advance research and practice on these institutions and the students they serve.
- Undergraduate Teaching Faculty: The 2013-2014 HERI Faculty SurveyBara Stolzenberg, Ellen; Eagan, M. Kevin; Berdan Lozano, Jennifer; Aragon, Melissa C.; Ramirez Suchard, Maria; Hurtado, Sylvia (Cooperative Institutional Research Program, 2014)This report summarizes the highlights of a national survey of college and university faculty conducted by the Cooperative Institutional Research Program (CIRP) at the Higher Education Research Institute (HERI) during the 2013–2014 academic year. Although HERI has been surveying higher education faculty since 1978, this report is the ninth in a series of faculty surveys administered on a triennial basis. HERI encourages institutions to collect data on their entire faculty, but historically these reports have focused on full-time undergraduate (FTUG) teaching faculty. Institutions receive reports for faculty respondents with teaching, research, and administrative obligations.