Browsing by Author "Palma Cobian, Krystle"

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    College Sexual Violence in Context: Vulnerable Populations and Campus Climate
    Palma Cobian, Krystle; Bara S., Ellen (HERI, 2018)
    Using the 2016 Diverse Learning Environments Survey, this study explores the prevalence of sexual violence among lesbian, gay, bisexual, queer, and other (LGBQO) and transgender students who experienced unwanted sexual contact or sexual assault while in college, as well as perceptions of campus climate indicators among LGBQO and transgender students. LGBQO and transgender students report higher rates of sexual violence compared to their heterosexual counterparts. Additionally, LGBQO and transgender students who experienced sexual violence had higher measures of constructs that we conceptualize as “practices of resilience”. Greater insight into the prevalence of SV for LGBQO and transgender students, exploration of SV within the context of campus climate, and an anti-deficit approach to understanding minoritized students who have experienced SV in college can inform the efforts of campus professionals, faculty, and Title IX administrators, to better support vulnerable populations in postsecondary institutions.
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    Improving STEM Degree Attainment Rates: Lessons from Hispanic Serving Institutions
    Gomez, 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.