Retention and Academic Achievement of Students of Color at a Large Urban Hispanic-Serving Institution

References

• Adelman, C. (2004). The crucial role of Hispanic serving institutions in the education of Latino/a youth. Journal of Latinos in Education, 11(12), 150–156. http://www.ed.gov/rschstat/research/pubs/prinindicat/index.html 
   Google Scholar
• Alcantar, C., & Hernandez, E. (2018). “Here the professors are your guide, Tus Guías”: Latina/o student validating experiences with faculty at a hispanic-serving community college. Journal of Hispanic Higher Education, 19(1), 3–18. https://doi.org/10.1177/1538192718766234
   Google Scholar
• Arbona, C., & Nora, A. (2007). The influence of academic and environmental factors on Hispanic college degree attainment. The Review of Higher Education, 30(3), 247–269. https://doi.org/10.1353/rhe.2007.0001
   Web of Science ®Google Scholar
• Bai, H., & Clark, M. H. (2018). Propensity score methods and applications. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Barnes, J. (2012). The first-year experience impact on student success in developmental education. Journal of Applied Research in the Community College, 20(1), 27–35.
   Google Scholar
• Bordes, V., & Arredondo, P. (2005). Mentoring and 1st-year Latina/o college students. Journal of Hispanic Higher Education, 4(2), 114–133. https://doi.org/10.1177/1538192704273855
   Google Scholar
• Bourdieu, P. (1977). Outline of a theory of practice (R. Nice, Trans.). Cambridge University Press.
   Google Scholar
• Cabrera, A. F., Nora, A., & Castañeda, M. B. (1992). The role of finances in the persistence process: A structural model. Research in Higher Education, 33(5), 571–593. https://doi.org/10.1007/BF00973759
   Web of Science ®Google Scholar
• Cabrera, N. L. (2014). “But I’m oppressed too”: White male college students framing racial emotions as facts and recreating racism. International Journal of Qualitative Studies in Education, 27(6), 768–784. https://doi.org/10.1080/09518398.2014.901574
   Google Scholar
• Calcagno, J. C., Bailey, T., Jenkins, D., Kienzl, G., & Leinbach, T. (2008). Community college student success: What institutional characteristics make a difference? Economics of Education Review, 27(6), 632–645. https://doi.org/10.1016/j.econedurev.2007.07.003
   Web of Science ®Google Scholar
• Camara, W. J., & Echternacht, G. (2000). The SAT I and high school grades: Utility in predicting success in college. The College Board Research Notes, RN-10, 1–12.
   Google Scholar
• Castellanos, J., & Jones, L. (2003). The majority in the minority: Expanding the representation of Latina/o faculty, administrators and students in higher education. Stylus Publishing, LLC.
   Google Scholar
• Chang, M. J., Cerna, O., Han, J., & Saenz, V. (2008). The contradictory roles of institutional status in retaining underrepresented minorities in biomedical and behavioral science majors. The Review of Higher Education, 31(4), 433–464. https://doi.org/10.1353/rhe.0.0011
   Web of Science ®Google Scholar
• Constantine, M. G., & Watt, S. K. (2002). Cultural congruity, womanist identity attitudes, and life satisfaction among African American college women attending historically Black and predominantly White institutions. Journal of College Student Development, 42(2), 184–194.
   Google Scholar
• Contreras, F., & Contreras, G. J. (2015). Raising the bar for Hispanic serving institutions: An analysis of college completion and success rates. Journal of Hispanic Higher Education, 14(2), 151–170. https://doi.org/10.1177/1538192715572892
   Google Scholar
• Contreras, F. E., Malcom, L. E., & Bensimon, E. M. (2008). Hispanic-serving institutions: Closeted identity and the production of equitable outcomes for Latino/a students. In M. Gasman, B. Baez, & C. Turner (Eds.), Understanding minority-serving institutions: Interdisciplinary perspective (pp. 71–90). State University of New York.
   Google Scholar
• Crisp, G., & Nora, A. (2010). Hispanic student success: Factors influencing the persistence and transfer decisions of Latino community college students enrolled in developmental education. Research in Higher Education, 51(2), 175–194. https://doi.org/10.1007/s11162-009-9151-x
   Web of Science ®Google Scholar
• Crisp, G., & Nuñez, A. M. (2014). Understanding the racial transfer gap: Modeling underrepresented minority and nonminority students’ pathways from two-to four-year institutions. The Review of Higher Education, 37(3), 291–320. https://doi.org/10.1353/rhe.2014.0017
   Web of Science ®Google Scholar
• Cunningham, A., & Santiago, D. (2008). Student aversion to borrowing: Who borrows, who doesn’t? Washington, DC: Institute for Higher Education Policy. Retrieved from https://files.eric.ed.gov/fulltext/ED503684.pdf
   Google Scholar
• Espinosa, L., Turk, J., & Taylor, M. (2017). Pulling back the curtain: Enrollment and outcomes at minority serving institutions. American Council of Education Report. https://www.acenet.edu/Documents/Pulling-Back-the-Curtain-Enrollment-and-Outcomes-at-MSIs.pdf
   Google Scholar
• Excelencia in Education. (2021). Hispanic-Serving Institutions (HSIs). https://www.edexcelencia.org/research/hispanic-serving-institutions-hsis
   Google Scholar
• Farmer, E. D., & Hope, W. C. (2015). Factors that influence African American male retention and graduation: The case of Gateway University, a Historically Black College and University. Journal of College Student Retention: Research, Theory & Practice, 17(1), 2–17. https://doi.org/10.1177/1521025115571074
   Google Scholar
• Fidler, P. P., & Godwin, M. A. (1994). Retaining African-American students through the freshman seminar. Journal of Developmental Education, 17(3), 34–40.
   Google Scholar
• Fischer, M. J. (2007). Settling into campus life: Differences by race/ethnicity in college involvement and outcomes. The Journal of Higher Education, 78(2), 125–161. https://doi.org/10.1353/jhe.2007.0009
   Web of Science ®Google Scholar
• Fleming, J. (2002). Who will succeed in college? When the SAT predicts Black students’ performance. The Review of Higher Education, 25(3), 281–296. https://doi.org/10.1353/rhe.2002.0010
   Web of Science ®Google Scholar
• Fleming, J., & Garcia, N. (1998). Are standardized tests fair to African Americans? Predictive validity of the SAT in Black and White institutions. Journal of Higher Education, 69(5), 471–495. https://doi.org/10.1080/00221546.1998.11775147
   Web of Science ®Google Scholar
• Flores, A., & Leal, D. R. (2020). Beyond enrollment and graduation: Examining strategic plans from hispanic-serving institutions in Texas. Journal of Latinos and Education, 1–16. https://doi.org/10.1080/15348431.2020.1791121
   Google Scholar
• Flores, S. M., & Park, T. J. (2013). Race, ethnicity, and college success: Examining the continued significance of the minority-serving institution. Educational Researcher, 42(3), 115–128. https://doi.org/10.3102/0013189X13478978
   Web of Science ®Google Scholar
• Flowers, L. A. (2003). Effects of college racial composition on African American students’ interactions with faculty. College Student Affairs Journal, 23(1), 54–63.
   Google Scholar
• Gandara, P. C., & Contreras, F. (2009). The Latino education crisis: The consequences of failed social policies. Harvard University Press.
   Google Scholar
• Garcia, G. A. (2013). Does percentage of Latinas/os affect graduation rates at 4-year Hispanic serving institutions (HSIs), emerging HSIs, and non-HSIs. Journal of Hispanic Higher Education, 12(3), 256–268. https://doi.org/10.1177/1538192712467203
   Google Scholar
• Garcia, G. A. (2016). Complicating a Latina/o-serving identity at a Hispanic Serving Institution. The Review of Higher Education, 40(1), 117–143. https://doi.org/10.1353/rhe.2016.0040
   Web of Science ®Google Scholar
• Garcia, G. A. (2017). Defined by outcomes or culture? Constructing an organizational identity for Hispanic serving institutions. American Educational Research Journal, 54(1_suppl), 111S–134S. https://doi.org/10.3102/0002831216669779
   Google Scholar
• Garcia, G. A., Núñez, A.-M., & Sansone, V. A. (2019). Toward a multidimensional conceptual framework for understanding “Servingness” in Hispanic-Serving Institutions: A synthesis of the research. Review of Educational Research, 1–40. https://doi.org/10.3102/0034654319864591
   Google Scholar
• García-Louis, C., & Cortes, K. L. (2020). Rejecting black and rejected back: AfroLatinx college students’ experiences with anti-AfroLatinidad. Journal of Latinos and Education, 1–16. https://doi.org/10.1080/15348431.2020.1731692
   Web of Science ®Google Scholar
• Gasman, M., Nguyen, T.-H., & Commodore, F. (2017). Advancing Black male success: Understanding the contributions of urban Black colleges and universities. Urban Education, 52(9), 1129–1139. https://doi.org/10.1177/0042085915618725
   Web of Science ®Google Scholar
• Gloria, A. M., Castellanos, J., Scull, N. C., & Villegas, F. J. (2009). Psychological coping and well-being of male Latino undergraduates: Sobreviviendo la universidad. Hispanic Journal of Behavioral Sciences, 31(3), 317–339. https://doi.org/10.1177/0739986309336845
   Web of Science ®Google Scholar
• Gordon, V. N. (1991). The evolution of a freshman seminar course: A case study. Journal of the Freshman Year Experience, 3(2), 107–116.
   Google Scholar
• Grimes, S. K., & David, K. C. (1999). Underprepared community college students: Implications of attitudinal and experiential differences. Community College Review, 27(2), 73–92. https://doi.org/10.1177/009155219902700204
   Google Scholar
• Grunder, P. G., & Hellmich, D. M. (1996). Academic persistence and achievement of remedial students in a community college’s College Success Program. Community College Review, 24(2), 21–33. https://doi.org/10.1177/009155219602400203
   Google Scholar
• Guo, S. Y., & Fraser, M. W. (2014). Propensity score analysis: Statistical methods and applications (2nd ed.). Sage Publications.
   Google Scholar
• Hagedorn, L. S., Maxwell, W., & Hampton, P. (2001). Correlates of retention for African-American males in community colleges. Journal of College Student Retention: Research, Theory & Practice, 3(3), 243–263. https://doi.org/10.2190/MJ6A-TFAC-MRPG-XDKL
   Google Scholar
• Harper, S. R., Carini, R. M., Bridges, B. K., & Hayek, J. C. (2004). Gender differences in student engagement among African American undergraduates at historically Black colleges and universities. Journal of College Student Development, 45(3), 271–284. https://doi.org/10.1353/csd.2004.0035
   Web of Science ®Google Scholar
• Harvey, W. B., & Anderson, E. L. (2005). Minorities in higher education: 2003–2004; Twenty-first annual status report. American Council on Education.
   Google Scholar
• Higher Education Act of 1965, Pub. L. 102–325. (1992).
   Google Scholar
• Higher Education Act of 1965, Pub. L. 105–244. (1998).
   Google Scholar
• Higher Education Act of 1965, Pub. L. 109–292. (2006).
   Google Scholar
• Higher Education Act of 1965, Pub. L. 110–315. (2008).
   Google Scholar
• Hilton, A. A., & Bonner III, F. A. (2017). Today’s urban Black male: The importance of finding the right college to realize maximum success. Urban Education, 52(9), 1051–1056. https://doi.org/10.1177/0042085915620652
   Web of Science ®Google Scholar
• Hispanic Association of Colleges and Universities. (2021a). 2021 fact sheet: Hispanic higher education and HSIs. https://www.hacu.net/hacu/HSI_Fact_Sheet.asp
   Google Scholar
• Hispanic Association of Colleges and Universities. (2021b). Hispanic-Serving Institutions across the nation total 569. https://www.hacu.net/NewsBot.asp?MODE=VIEW&ID=3322
   Google Scholar
• Hoffman, J. L. (2002). The impact of student cocurricular involvement on student success: Racial and religious differences. Journal of College Student Development, 43(5), 712–739.
   Web of Science ®Google Scholar
• Hoffman, J. L., & Lowitzki, K. E. (2005). Predicting college success with higher school grades and test scores: Limitations for minority students. The Review of Higher Education, 28(4), 455–474. https://doi.org/10.1353/rhe.2005.0042
   Web of Science ®Google Scholar
• Hunter, M. S., & Linder, C. W. (2005). First-year seminars. In M. L. Upcraft, J. N., Gardner, & B. O. Barefoot (Eds), Challenging and Supporting the First-Year Student: A Handbook for Improving the First Year of College (pp. 275–291). San Francisco: Jossey-Bass
   Google Scholar
• Hurtado, S., & Ruiz, A. (2012). Realizing the potential of Hispanic-serving institutions: Multiple dimensions of institutional diversity for advancing Hispanic higher education. Higher Education Research Institute.
   Google Scholar
• Karp, M. M., Raufman, J., Efthimiou, C., & Ritze, N. (2017). Revising a college 101 course for sustained impact: Early outcomes. Community College Journal of Research and Practice, 41(1), 42–55. https://doi.org/10.1080/10668926.2016.1152929
   Web of Science ®Google Scholar
• Kim, D. (2004). The effect of financial aid on students’ college choice: Differences by racial groups. Research in Higher Education, 45(1), 43–70. https://doi.org/10.1023/B:RIHE.0000010046.57597.43
   Web of Science ®Google Scholar
• Kim, J. (2012). Exploring the relationship between state financial aid policy and postsecondary enrollment choices: A focus on income and race differences. Research in Higher Education, 53(2), 123–151. https://doi.org/10.1007/s11162-011-9244-1
   Web of Science ®Google Scholar
• Kim, M. M., & Conrad, C. F. (2006). The impact of historically Black colleges and universities on the academic success of African-American students. Research in Higher Education, 47(4), 399–427. https://doi.org/10.1007/s11162-005-9001-4
   Web of Science ®Google Scholar
• Laden, B. V. (2001). Hispanic-serving institutions: Myths and realities. Peabody Journal of Education, 76(1), 73–92. https://doi.org/10.1207/S15327930PJE7601_05
   Google Scholar
• Legal Information Institute. (n.d.). 20 U.S. Code § 1101a – Definitions; Eligibility. https://www.law.cornell.edu/uscode/text/20/1101a
   Google Scholar
• McDonough, P. M., & Calderone, S. (2006). The meaning of money: Perceptual differences between college counselors and low-income families about college costs and financial aid. American Behavioral Scientist, 49(12), 1703–1718. https://doi.org/10.1177/0002764206289140
   Web of Science ®Google Scholar
• Mendez, J. P., Johnson, J., Azizova, Z. T., Clark, M. H., & Krsmanovic, M. (2020). Widening the Pathway to a Degree: The Impact of First-Year Seminar Courses at an Emerging Hispanic-Serving Institution. Journal of The First-Year Experience & Students in Transition, 32(2), 25–43.
   Google Scholar
• National Center for First Year Experience and Students in Transition. (2020). 2020 national survey of first-year seminars. https://sc.edu/nrc/system/pub_files/1532445167_0.pdf
   Google Scholar
• Nelson Laird, T. F., Bridges, B. K., Morelon-Quainoo, C. L., Williams, J. M., & Holmes, M. S. (2007). African American and Hispanic student engagement at minority serving and predominantly White institutions. Journal of College Student Development, 48(1), 39–56. https://doi.org/10.1353/csd.2007.0005
   Web of Science ®Google Scholar
• Nora, A. (1990). Campus-based aid programs as determinants of retention among Hispanic community college students. The Journal of Higher Education, 61(3), 312–331. https://doi.org/10.2307/1982133
   Web of Science ®Google Scholar
• Nora, A. (2003). Access to higher education for Hispanic students: Real or illusory? In J. Castellanos & L. Jones (Eds.), The majority in the minority: Expanding representation of Latino/a faculty, administration and students in higher education (pp. 47–67). Stylus Publishing.
   Google Scholar
• Nora, A., Barlow, E., & Crisp, G. (2005). Student persistence and degree attainment beyond the first year in college: The need for research. In A. Seidman (Ed.), College student retention: Formula for student success (pp. 129–153). Praeger.
   Google Scholar
• Nora, A., & Cabrera, A. F. (1996). The role of perceptions of prejudice and discrimination on the adjustment of minority students to college. The Journal of Higher Education, 67(2), 119–148. https://doi.org/10.2307/2943977
   Web of Science ®Google Scholar
• Nora, A., Cabrera, A. F., Hagedon, L. S., & Pascarella, E. T. (1996). Differential impacts of academic and social experiences on college-related behavioral outcomes across different ethnic and gender groups at four-year institutions. Research in Higher Education, 37(4), 427–451. https://doi.org/10.1007/BF01730109
   Web of Science ®Google Scholar
• Núñez, A. M. (2017). Flipping the HSI narrative: An HSI positionality. Association of Mexican American Educators Journal, 11(3), 276–295. https://doi.org/10.24974/amae.11.3.370
   Google Scholar
• Nuñez, A. M., Hurtado, S., & Galdeano, E. C. (Eds.). (2015). Hispanic-serving institutions: Advancing research and transformative practice. Routledge.
   Google Scholar
• Nuñez, A. M., Sparks, P. J., & Hernandez, E. A. (2011). Latino access to community colleges and Hispanic serving institutions: A national study. Journal of Hispanic Higher Education, 10(1), 18–40. https://doi.org/10.1177/1538192710391801
   Google Scholar
• Oseguera, L., Locks, A. M., & Vega, I. I. (2009). Increasing Latina/o students’ baccalaureate attainment: A focus on retention. Journal of Hispanic Higher Education, 8(1), 23–53. https://doi.org/10.1177/1538192708326997
   Google Scholar
• Outcalt, C. L., & Skewes-Cox, T. E. (2002). Involvement, interaction, and satisfaction: The human environment at HBCUs. The Review of Higher Education, 25(3), 331–347. https://doi.org/10.1353/rhe.2002.0015
   Web of Science ®Google Scholar
• Paulsen, M., & St. John, E. (2002). Social class and college costs: Examining the financial nexus between college choice and persistence. The Journal of Higher Education, 73(2), 189–236. https://doi.org/10.1080/00221546.2002.11777141
   Google Scholar
• Perez II, D. (2014). Exploring the nexus between community cultural wealth and the academic and social experiences of Latino male achievers at two predominantly White research universities. International Journal of Qualitative Studies in Education, 27(6), 747–767. https://doi.org/10.1080/09518398.2014.901573
   Google Scholar
• Perna, L. (2000). Differences in the decision to attend college among African Americans, Hispanics, and Whites. The Journal of Higher Education, 71(2), 117–141. https://doi.org/10.2307/2649245
   Web of Science ®Google Scholar
• Perna, L. (2006). Understanding the relationship between information about college prices and financial aid and students’ college-related behaviors. American Behavioral Scientist, 49(12), 1620–1635. https://doi.org/10.1177/0002764206289144
   Web of Science ®Google Scholar
• Pittendrigh, A., Borkowski, J., Swinford, S., & Plumb, C. (2016). Knowledge and community: The effect of a first-year seminar on student persistence. The Journal of General Education, 65(1), 48–65. https://doi.org/10.5325/jgeneeduc.65.1.0048
   Google Scholar
• Postsecondary National Policy Institute. (2019). Hispanic-Serving Institutions. https://pnpi.org/wp-content/uploads/2019/09/PNPI_HispanicServingInstitutions.pdf
   Google Scholar
• Rankin, S., Garvey, J. C., & Duran, A. (2019). A retrospective of LGBT issues on US college campuses: 1990–2020. International Sociology, 34(4), 435–454. https://doi.org/10.1177/0268580919851429
   Web of Science ®Google Scholar
• Reason, R. D. (2003). Student variables that predict retention: Recent research and new developments. Naspa Journal, 40(4), 172–191. https://doi.org/10.2202/1949-6605.1286
   Google Scholar
• Reason, R. D. (2009). An examination of persistence research through the lens of a comprehensive conceptual framework. Journal of College Student Development, 50(6), 659–682. https://doi.org/10.1353/csd.0.0098
   Web of Science ®Google Scholar
• Robbins, S. B., Oh, I. S., Le, H., & Button, C. (2009). Intervention effects on college performance and retention as mediated by motivational, emotional, and social control factors: Integrated meta-analytic path analysis. Journal of Applied Psychology, 95(5), 1163–1184. https://doi.org/10.1037/a0015738
   Google Scholar
• Rosenbaum, P. R., & Rubin, D. (1983). The central role of the propensity score in observational studies for causal effects. Biometrika, 70(1), 41–55. https://doi.org/10.1093/biomet/70.1.41
   Web of Science ®Google Scholar
• Rutschow, E. Z., Cullinan, D., & Welbeck, R. (2012). Keeping students on course: An impact study of a student success course at Guilford Technical Community College. MDRC.
   Google Scholar
• Schnell, C. A., & Doetkott, C. D. (2003). First year seminars produce long-term impact. Journal of College Student Retention: Research, Theory & Practice, 4(4), 377–391. https://doi.org/10.2190/NKPN-8B33-V7CY-L7W1
   Google Scholar
• Seifert, T. A., Bowman, N. A., Wolniak, G. C., Rockenbach, A. N., & Mayhew, M. J. (2017). Ten challenges and recommendations for advancing research on the effects of college on students. AERA Open, 3(2), 1–12. https://doi.org/10.1177/2332858417701683
   Web of Science ®Google Scholar
• Serrano, U. (2020). ‘Finding home’: Campus racial microclimates and academic homeplaces at a Hispanic-Serving Institution. Race Ethnicity and Education, 1–20. https://doi.org/10.1080/13613324.2020.1718086
   Google Scholar
• Sibulkin, A. E., & Butler, J. S. (2005). Differences in graduation rates between young black and white college students: Effect of entry into parenthood and Historically Black Universities. Research in Higher Education, 46(3), 327–348. https://doi.org/10.1007/s11162-004-1643-0
   Web of Science ®Google Scholar
• Singell, L. D., & Waddell, G. R. (2010). Modeling retention at a large public university: Can at-risk students be identified early enough to treat? Research in Higher Education, 51(6), 546–572. https://doi.org/10.1007/s11162-010-9170-7
   Web of Science ®Google Scholar
• 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. https://doi.org/10.1177/1538192705276550
   Google Scholar
• Sparks, P. J., & Nuňez, A. M. (2014). The role of postsecondary institutional urbanicity in college persistence. Journal of Research in Rural Education, 29(6), 1–19.
   Google Scholar
• St. John, E., & Musoba, G. (2011). Pathways to academic success: Expanding opportunity for underrepresented students. Routledge.
   Google Scholar
• St. John, E. P., Cabrera, A., Nora, A., & Asker, E. (2000). Economic influences on persistence reconsidered: How can finance research inform the conceptualization of persistence models? In J. Braxton (Ed.), Reworking the student departure puzzle (pp. 29–47). Vanderbilt University Press.
   Google Scholar
• St. John, E. P., Paulsen, M. B., & Starkey, J. B. (1996). The nexus between college choice and persistence. Research in Higher Education, 37(2), 175–220. https://doi.org/10.1007/BF01730115
   Web of Science ®Google Scholar
• Stage, F. K. (2007). Answering critical questions using quantitative data. New Directions for Institutional Research, 2007(133), 5–16. https://doi.org/10.1002/ir.200
   Google Scholar
• Stanton-Salazar, R. D. (2011). A social capital framework for the study of institutional agents and their role in the empowerment of low-status students and youth. Youth & Society, 43(3), 1066–1109. https://doi.org/10.1177/0044118X10382877
   Web of Science ®Google Scholar
• Starke, M. C., Harth, M., & Sirianni, F. (2001). Retention, bonding, and academic achievement: Success of a first-year seminar. Journal of the First Year Experience, 13(2), 7–35.
   Google Scholar
• Stewart, D. L. (2013). Racially minoritized students at US four-year institutions. The Journal of Negro Education, 82(2), 184–197. https://doi.org/10.7709/jnegroeducation.82.2.0184
   Google Scholar
• Strayhorn, T. (2008). The invisible man: Factors affecting the retention of low-income African American Males. NASAP Journal, 11(1), 66–87.
   Google Scholar
• Strayhorn, T. (2010). When race and gender collide: Social and cultural capital’s influence on the academic achievement of African American and Latino males. The Review of Higher Education, 33(3), 307–332. https://doi.org/10.1353/rhe.0.0147
   Web of Science ®Google Scholar
• Strayhorn, T. L. (2017). Factors that influence the persistence and success of Black men in urban public universities. Urban Education, 52(9), 1106–1128. https://doi.org/10.1177/0042085915623347
   Web of Science ®Google Scholar
• Swanson, J. (2008). An analysis of the impact of high school dual enrollment course participation on post-secondary academic success, persistence and degree completion. Institute for Research and Policy Acceleration at the Belin-Blank Center for Gifted Education, University of Iowa.
   Google Scholar
• Swanson, N. M., Vaughan, A. L., & Wilkinson, B. D. (2017). First-year seminars: Supporting male college students’ long-term academic success. Journal of College Student Retention: Research, Theory & Practice, 18(4), 386–400. https://doi.org/10.1177/1521025115604811
   Google Scholar
• Tampke, D. R., & Durodoye, R. (2013). Improving academic success for undecided students: A first-year seminar/learning community approach. Learning Communities Research and Practice, 1(2), Article 3.
   Google Scholar
• Terenzini, P. T., & Reason, R. D. (2005, November). Parsing the first year of college: Rethinking the effects of college on students [Paper presentation]. Annual Conference of the Association for the Study of Higher Education, Philadelphia, PA.
   Google Scholar
• Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. The University of Chicago Press.
   Google Scholar
• Tross, S. A., Harper, J. P., Osher, L. W., & Kneidinger, L. M. (2000). Not just the usual cast of characteristics: Using personality to predict college performance and retention. Journal of College Student Development, 41(3), 323–334
   Web of Science ®Google Scholar
• Tuckman, B. W., & Kennedy, G. J. (2011). Teaching learning strategies to increase success of first-term college students. The Journal of Experimental Education, 79(4), 478–504. https://doi.org/10.1080/00220973.2010.512318
   Web of Science ®Google Scholar
• U.S. Department of Education. (2013). Developing Hispanic serving institutions program –Title V. http://www2.ed.gov/programs/idueshsi/index.html
   Google Scholar
• Valdez, P. L. (2015). An overview of Hispanic-serving institutions’ legislation. In J. P. Mendez, F. A. Bonner II, J. Mendez-Negrete, & R. T. Palmer (Eds.), Hispanic-serving institutions in American higher education: Their origin, and present and future challenges (pp. 5–29). Stylus.
   Google Scholar
• Vargas, N., Villa-Palomino, J., & Davis, E. (2020). Latinx faculty representation and resource allocation at Hispanic Serving Institutions. Race Ethnicity and Education, 23(1), 39–54. https://doi.org/10.1080/13613324.2019.1679749
   Web of Science ®Google Scholar
• Vaughn, A., Parra, J., & Lalonde, T. (2014). First generation college student achievement and the first-year seminar: A quasi-experimental design. Journal of the First Year Experience & Students in Transition, 26(2), 51–67.
   Google Scholar
• Wilds, D. J. (2000). Minorities in higher education 1999–2000 (Seventeenth annual status report). American Council in Education.
   Google Scholar
• Wilson, V. R. (2007). The effect of attending an HBCU on persistence and graduation outcomes of African American college students. The Review of Black Political Economy, 34(1–2), 11–52. https://doi.org/10.1007/s12114-007-9006-7
   Google Scholar
• Zerquera, D. (2016). Urban-serving research universities: Institutions for the public good. Higher LearningResearchCommunications,6(2)136–154. https://doi.org/10.18870/hlrc.v6i2.320
   Google Scholar