Latino Educational Outcomes and the Campus Climate

By Sylvia Hurtado, Luis Ponjuán. 2005

441 citations recorded by the source corpus.

Subfields: Education, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/5c644b7f02c38fbfdb41e48e4cfd39481a32ec56

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Citations in the corpus

What Matters to Student Success: A Review of the Literature (2006, background): “For example, participating in academic support courses and programs was found to contribute to a stronger sense of belonging among Latinos in college (Hurtado and Ponjuan 2005).”
Increasing Latina/o Students' Baccalaureate Attainment (2009, background): “…prejudice or bias on the basis of their race, class, gender, or sexual identity have difficulty adjusting cognitively, emotionally, and socially and may experience a conscious and unconscious resistance to campus which may lead to departure decisions (Hurtado & Ponjuan, 2005; Nora & Cabrera, 1996).”
Undergraduate Latina/o Students (2015, background): “…understanding of relationships is also recommended, including the development and testing of theoretically grounded models that are able to identify mediating and indirect relationships between participation in specific social programs/activities and Latina/o outcomes (Hurtado & Ponjuan, 2005).”
Sense of Peer Belonging and Institutional Acceptance in the First Year: The Role of High-Impact Practices (2017, background): “One key finding in the extant literature is the impact of positive experiences with diverse interactions on sense of belonging (Hurtado & Ponjuan, 2005; Locks et al., 2008; Strayhorn, 2008).”
Hispanic Student Success: Factors Influencing the Persistence and Transfer Decisions of Latino Community College Students Enrolled in Developmental Education (2010, background): “It could be speculated that attending a more culturally-sensitive institution where the campus climate fosters a sense of belonging (Hurtado and Ponjuan 2005) directly or indirectly impacted Latina/o student success.”
Raising the Bar for Hispanic Serving Institutions (2015, background): “Faculty plays a key role in student experiences and success in higher education through the courses they teach, informal and formal mentoring, and their research agendas (Hurtado & Ponjuan, 2005; Turner, Gonzalez, & Wood, 2008).”
African American and Hispanic Student Engagement at Minority Serving and Predominantly White Institutions (2007, neutral): “These issues reflect impediments that have consistently emerged from prior investigations into this topic (Fleming, 1984; Hurtado, Milem, ClaytonPedersen, & Allen, 1999; Hurtado & Ponjuan, 2005; Swail, Cabrera, & Williams, 2005; Terenzini, Yaeger, Bohr, Pascarella, & Nora, 1997; Turner, 1994).”
Sense of Belonging and Self-Regulated Learning: Testing Achievement Goals as Mediators (2018, methodology): “…studied across academic levels ranging from primary and secondary school (Anderman, 2002; Anderman & Anderman, 1999; Goodenow, 1993a, 1993b; Goodenow & Grady, 1993) to college (Freeman, Anderman, & Jensen, 2007; Hausmann, Schofield, & Woods, 2007; Hurtado & Carter, 1997; Hurtado & Ponjuan, 2005).”
Race and Gender Oppression in the Classroom: The Experiences of Women Faculty of Color with White Male Students (2010, background): “…lack of institutional support, and race and gender stereotyping have been shown to have harmful effects on the retention, achievement, and well-being of women students and students of color (Brainard, Laurich-McIntyre, and Carlin 1995; Hurtado and Ponjuan 2005; Rovai, Gallien, and Wighting 2005).”
Fittin' In: Do Diverse Interactions with Peers Affect Sense of Belonging for Black Men at Predominantly White Institutions? (2008, background): “Finally, previous studies on sense of belonging have focused on parttime learners (Kember & Leung, 2004); women (Ostrove, 2003); Latino Americans (Hurtado & Carter, 1997; Hurtado & Ponjuan, 2005; Strayhorn, 2008a; Velasquez, 1999); and Asian Americans (Lee & Davis, 2000).”
Through the Eyes of Students (2017, background): “…shaped by the broader campus climate and the perceptions of belonging students derive from their daily interactions with other students, faculty, staff, and administrators on campus and the messages those interactions convey about their belonging (Hurtado & Ponjuan, 2005; Stebleton et al., 2014).”
The Influence of Institutional Retention Climates on Student Persistence to Degree Completion: A Multilevel Approach (2009, background): “Students who report more hospitable campus climates for diversity show gains in educational outcomes such as smoother transitions to college and greater growth in critical thinking and awareness (Hurtado and Carter 1997; Hurtado and Ponjuan 2005; Locks et al. 2008).”
Sentido de Pertenencia (2008, background): “Only recently have scholars turned their attention to the unique experiences of Latino college students in terms of sense of belonging (Hurtado & Carter, 1997; Hurtado & Ponjuan, 2005; Maestas, Vaquera, & Zehr, 2007).”
A Critical Quantitative Analysis of Students’ Sense of Belonging: Perspectives on Race, Generation Status, and Collegiate Environments (2020, background): “Hurtado and Ponjuan (2005) experience the phenomenon of belonging.”
The Impact of Hispanic-Serving Institutions (HSIs), Emerging HSIs, and Non-HSIs on Latina/o Academic Self-Concept (2014, background): “Males were more likely to increase their academic self-concept compared to females, further substantiating decades of research on this gender gap (Hurtado, 1994; Hurtado & Ponjuan, 2005).”
Counterspaces and Connections in College Transitions: First-Generation Latino Students' Perspectives on Chicano Studies (2011, background): “This understanding could contribute to improving cross-racial interactions in the university, which positively affects academic self-confidence and the sense of belonging for Latino students (Hurtado & Ponjuan, 2005; Nuñez, 2009a, 2009b).”
The Associations of Intergroup Interactions and School Racial Socialization with Academic Motivation (2015, background): “…of poor treatment based on race are associated with students of any race feeling less connected to peers and teachers (Hurtado & Carter, 1997; Hurtado & Ponjuan, 2005; Johnson et al., 2007); therefore, perceptions of negative intergroup interactions in the overall school environment should…”