Gina Ann Garcia | University of California, Berkeley (original) (raw)
Peer-Reviewed Journal Articles by Gina Ann Garcia
While there has been an emphasis within the Hispanic Serving Institution (HSI) literature on dece... more While there has been an emphasis within the Hispanic Serving Institution (HSI) literature on decentralizing university governance to allow for antiracist decisionmaking, there has been less focus on the lack of inclusive representation within faculty governance, particularly for historically excluded groups. Guided by testimonio as methodology and examples from our lived experiences within one small Catholic HSI, we offered five tenets of a decolonized faculty governance structure that democratizes faculty participation in decision-making at HSIs.
Ha habido un énfasis en la literatura sobre la descentralización en el gobierno universitario para permitir decisiones anti-racistas en instituciones de servicio a hispanos (HSI); sin embargo, ha habido menos enfoque en la falta de representación inclusiva de los profesores en su gobierno, particularmente de grupos históricamente excluidos. Guiados por testimonio como metodología y ejemplos de nuestras experiencias vividas en una HSI católica pequeña, ofrecimos cinco principios hacia una estructura de gobierno descolonizado de profesores que democratiza su participación en el proceso de la toma de decisiones en HSIs.
Journal of the Alliance for Hispanic Serving Institution Educators, 2021
In this article I review the Multidimensional Conceptual Framework of Servingness at HSIs (Garcia... more In this article I review the Multidimensional Conceptual Framework of Servingness at HSIs (Garcia, Núñez, & Sansone, 2019a) to explain how servingness has been defined in research. I then offer suggestions for using HSI research, books, and articles to guide HSI grant getting and implementation and to elevate the focus on Latinxs, BIPOC and other minoritized groups within HSIs. Finally, I call on the federal agencies themselves to consider HSI research and to center Latinxs and BIPOC in all HSI programs. My hope is that this love letter will open an important dialogue about the disconnect between HSI research, practice, and policy, and move us towards a conversation about the importance of using research in practice and policy.
Constructing an HSI Organizational Identity at Three Hispanic-Serving Institutions in the Midwest: Ideal Versus Current Identity, 2019
As the number of Hispanic-Serving Institutions (HSIs; postsecondary institutions that enroll 25% ... more As the number of Hispanic-Serving Institutions (HSIs; postsecondary
institutions that enroll 25% or more Latinx students) in
the United States increases annually, so does the need to
theorize about what it means to have an HSI organizational
identity. Using interview data from a multiple case study of
three institutionally diverse HSIs in the Midwest, the purpose of
this study was to apply the theoretical notions laid out in the
Typology of HSI Organizational Identities about what it means
for members to construct an organizational identity for serving
Latinx students beyond the HSI federal designation. We utilized
the typology to guide this study, seeking to better understand
the misalignment between an ideal and currently
constructed HSI identity. Findings confirm that the way members
make sense of both an ideal HSI identity and a currently
enacted identity are connected to outcomes and cultural indicators
of what it means to serve Latinx students. Yet the ideal
and the current identities do not always align, suggesting an
HSI identity is transitional. Moreover, findings suggest that an
HSI identity is likely connected to unique institutional missions
and characteristics, which means it will vary across HSIs.
Theoretical implications are discussed.
Descriptive Analysis of Graduate Enrollment Trends at Hispanic-Serving Institutions: 2005-2015, 2019
Hispanic-Serving Institutions (HSIs) are postsecondary institutions that enroll 25% Latinx underg... more Hispanic-Serving Institutions (HSIs) are postsecondary institutions that enroll 25% Latinx undergraduate students, with little emphasis on graduate enrollment. Graduate enrollment was explored at HSIs, looking at trends over 10 years. Descriptive analyses and data from the Integrated Postsecondary Education Data System (IPEDS) were used, shedding light on enrollment inequities between Latinx undergraduate and graduate students. This study has implications for graduate HSIs, which can become primary educators of a diverse, highly educated future workforce. Resumen Instituciones de Servicio a Hispanos (HSIs) son instituciones de educación superior que inscriben veinticinco porciento de estudiantes universitarios latina/os, pero que tienen poco énfasis en inscripciones de posgrado. Se exploraron inscripciones de posgrado en HSIs, revisando tendencias de más de diez años. Se usaron análisis descriptivo e información del Sistema de Información de Educación Superior Integrada (IPEDS), los cuales iluminaron las desigualdades de inscripciones entre estudiantes latina/os de pre y posgrado. Este estudio tiene implicaciones para HSIs de posgrado, las cuales pueden convertirse en educadoras primarias de una fuerza de trabajo futura altamente educada y diversa.
What Does it Mean to be Latinx-serving? Testing the Utility of the Typology of HSI Organizational Identities, 2017
While scholars agree that enrolling a large percentage of Latinx students is not enough for posts... more While scholars agree that enrolling a large percentage of Latinx students is not enough for postsecondary institutions to be considered “Latinx-serving,” there continues to be a debate about what it means for institutions to have an organizational identity for serving this population. The Typology of HSI Organizational Identities is a guiding framework that suggests there are multiple ways for an institution to serve Latinx students, and thus multiple “types” of Hispanic- Serving Institutions (HSIs). The typology considers academic and non-academic outcomes for Latinx students as well as the institution’s ability to provide a culture that enhances their racial/ethnic experience. In this study, I used the typology to classify four HSIs and two emerging HSIs in the Midwest, a geographic area in the United States with a growing population of Latinxs and HSIs. I drew on secondary data from the Integrated Postsecondary Education Data System (IPEDS) and primary data from institutional websites. In doing so, I sought to test the utility of the typology for classifying institutions for research, practice, and policy, and found that it is a useful tool for looking at how postsecondary institutions may serve Latinx students beyond enrollment. Implications for research, practice, and policy are discussed.
This article challenges the notion of underachievement of Latino male collegians by examining tho... more This article challenges the notion of underachievement of Latino male collegians by examining those who successfully enter higher education. Using in-depth interviews, we analyze the way three different institutional types contribute to the racial/ethnic identity salience of Latinos, looking specifically at the curricular and co-curricular structures available at a Hispanic Serving Institution (HSI) and emerging HSI in comparison with non-HSIs. Findings reveal differences in identity salience based on the college context. Resumen Este manuscrito reta la noción de bajo rendimiento de hombres universitarios latinos al examinar aquellos que tienen éxito en su educación superior. Usando entrevistas profundas, la forma en que tres tipos institucionales diferentes de identidad saliente racial/étnica se analizan enfocandose específicamente en las estructuras curriculares y co-curriculares disponibles en Instituciones de Servicio Hispano (HSIs), así como HSI emergentes comparadas con no-HSIs. Hallazgos revelan diferencias en identidad saliente basadas en el contexto de la universidad.
As institutions not founded to “serve” Latina/o students, Hispanic Serving Institutions (HSIs) ar... more As institutions not founded to “serve” Latina/o students, Hispanic Serving Institutions (HSIs) are criticized for solely being “Hispanic-enrolling,” with access and graduation rates being hypothesized as indicators of an organizational identity for HSIs. Drawing from a case study with 88 participants, the purpose of this investigation was to complicate what it means to be Latina/o-serving by listening to the way students, faculty, and administrators at a four-year HSI construct their Latina/o-serving identity. Findings show that members made sense of their organizational identity through an expression of values and processes for sustaining and enhancing the culture and education of Latina/o students.
While Latino/as are the largest racial/ethnic group in the United States, they continue to face c... more While Latino/as are the largest racial/ethnic group in the United States, they continue to face challenges throughout their educational careers. Latino males, in particular, are said to be vanishing from higher education, earning fewer degrees than their female counterparts. Using in-depth interviews with 24 Latino male collegians, we sought to understand the process of resilience for this population, looking specifically at the factors that enhance their educational access and success within postsecondary institutions. The data demonstrate the social identities and environmental contexts that foster resilience for Latino males, despite adversities they may face. Four main themes arose, illuminating the challenges Latino males may face in their path to college and elucidating the ways they use their identities as motivation and the educational contexts that support their resilience. We highlight resilience as a process, calling for educators to consider the ways in which they can support Latino males' aspirations into and through college.
Although we know that people experience the campus racial climate differently based on their raci... more Although we know that people experience the campus racial climate differently based on their racial/ethnic identity, less is known about how they perceive the climate based on the racial/ethnic diversity of their institution and specifically within their department. Instead, the campus racial climate has largely been studied at Predominantly White Institutions (PWIs) and from a macrolevel, suggesting that experiences and perceptions are not only similar across all institutions, but within institutions. Furthermore, we know little about how student affairs professionals make meaning of the campus racial climate. Guided by the Multicontextual Model for Diverse Learning Environments (MMDLE), this study explored the way student affairs professionals at a Hispanic Serving Institution (HSI) experience and perceive diversity. Findings show that the compositional diversity of the department largely affects perceptions and behaviors, confirming that although there may be differences in the way
student affairs professionals experience the campus racial climate based on their social identities,
perceptions also vary based on the microclimate in which they work.
As enrollment-driven postsecondary institutions, Hispanic Serving Institutions (HSIs) must active... more As enrollment-driven postsecondary institutions, Hispanic Serving Institutions (HSIs) must actively find ways to better " serve " their students. Guided by Stanton-Salazar's social capital framework, this study sought to understand how institutional agents use various forms of capital to develop structures that support and empower minoritized students. Using data from a study of one 4-year, master's granting HSI, we highlight how four institutional leaders serve as empowerment agents for students, seeking ways to challenge the status quo while developing the structures and policies necessary for serving minoritized students.
As institutions not founded to "serve" Latina/o students, Hispanic Serving Institutions (HSIs) mu... more As institutions not founded to "serve" Latina/o students, Hispanic Serving Institutions (HSIs) must actively change their curricula and programs to meet the needs of their diverse population, including Latina/o, low income, and first generation students. Using a case study approach, including interviews and focus groups, this study examined culturally relevant practices at one HSI, including the ethnic studies curriculum and student support programs. Specifically, findings highlight how the Chicana/o Studies department and the Educational Opportunity Program have historically served underrepresented students and the ways in which such programs are embedded within the structures of the institution. This study has implications for HSIs and other institutions enrolling and serving diverse populations. Keywords Hispanic Serving Institution. culturally relevant practices. ethnic studies. Chicana/o Studies. Educational Opportunity Program The significance of minority serving institutions is obvious as they currently enroll 3.5 million students of color, which equates to 40% of all undergraduate students of color in the U.S.
Providing undocumented immigrants access to public education remains a pertinent issue facing bot... more Providing undocumented immigrants access to public education remains a pertinent issue facing both institutions of higher education and state governments. While instate resident tuition (ISRT) has remained a contentious policy, little is known about how such policies, as well as other state contexts, influence college students’ attitudes toward unauthorized immigrant students’ educational access. Using three-level multilevel models, we sought to understand how political, economic, and demographic contexts at the institutional and state level affect the development of US citizen students’ views toward undocumented immigrants’ access to public education during their undergraduate years. After controlling for student-level effects, findings show that institutional variables such as selectivity, control, and percentage of low-income students enrolled contribute to students’ attitude development. At the state level, findings show that students who attend institutions within states that have ISRT policies have more positive views towards undocumented immigrants’ access to public education at the end of college. This research highlights the critical need for higher education researchers, institutional leaders, and policy makers to better understand how institutional and state contexts shape students’ understanding of larger sociopolitical issues.
American Educational Research Journal, 2013
Journal of Student Affairs Research and Practice, 2011
Racially themed parties are all-too-common occurrences on college campuses. Using critical race t... more Racially themed parties are all-too-common occurrences on college campuses. Using critical race theory as a lens, this article provides a contemporary overview of these events and deconstructs these incidents as examples of overt forms of racism often emanating from subtle, everyday occurrences of covert racism or racial microaggressions. Implications for future empirical research and professional practice are provided in hopes of better responding to and prevention of racially themed parties.
As the population of college-aged Latinas/os grows, the number of Hispanic Serving Institutions (... more As the population of college-aged Latinas/os grows, the number of Hispanic Serving Institutions (HSIs) increases. The purpose of this study was to determine whether the percentage of Latinas/os has an effect on the institutional graduation rates of Latina/o students attending HSIs, emerging HSIs, and non-HSIs. Data were drawn from the Integrated Postsecondary Education Data System (IPEDS) and the sample included 296 institutions. A structural equation model was used to confirm predictors of graduation rates.
The lack of academic engagement in introductory science courses is considered by some to be a pri... more The lack of academic engagement in introductory science courses is considered by some to be a primary reason why students switch out of science majors. This study employed a sequential, explanatory mixed methods approach to provide a richer understanding of the relationship between student engagement and introductory science instruction. Quantitative survey data were drawn from 2,873 students within 73 introductory science, technology, engineering, and mathematics (STEM) courses across 15 colleges and universities, and qualitative data were collected from 41 student focus groups at eight of these institutions. The findings indicate that students tended to be more engaged in courses where the instructor consistently signaled an openness to student questions and recognizes her/his role in helping students succeed. Likewise, students who reported feeling comfortable asking questions in class, seeking out tutoring, attending supplemental instruction sessions, and collaborating with other students in the course were also more likely to be engaged. Instructional implications for improving students’ levels of academic engagement are discussed.
While there has been an emphasis within the Hispanic Serving Institution (HSI) literature on dece... more While there has been an emphasis within the Hispanic Serving Institution (HSI) literature on decentralizing university governance to allow for antiracist decisionmaking, there has been less focus on the lack of inclusive representation within faculty governance, particularly for historically excluded groups. Guided by testimonio as methodology and examples from our lived experiences within one small Catholic HSI, we offered five tenets of a decolonized faculty governance structure that democratizes faculty participation in decision-making at HSIs.
Ha habido un énfasis en la literatura sobre la descentralización en el gobierno universitario para permitir decisiones anti-racistas en instituciones de servicio a hispanos (HSI); sin embargo, ha habido menos enfoque en la falta de representación inclusiva de los profesores en su gobierno, particularmente de grupos históricamente excluidos. Guiados por testimonio como metodología y ejemplos de nuestras experiencias vividas en una HSI católica pequeña, ofrecimos cinco principios hacia una estructura de gobierno descolonizado de profesores que democratiza su participación en el proceso de la toma de decisiones en HSIs.
Journal of the Alliance for Hispanic Serving Institution Educators, 2021
In this article I review the Multidimensional Conceptual Framework of Servingness at HSIs (Garcia... more In this article I review the Multidimensional Conceptual Framework of Servingness at HSIs (Garcia, Núñez, & Sansone, 2019a) to explain how servingness has been defined in research. I then offer suggestions for using HSI research, books, and articles to guide HSI grant getting and implementation and to elevate the focus on Latinxs, BIPOC and other minoritized groups within HSIs. Finally, I call on the federal agencies themselves to consider HSI research and to center Latinxs and BIPOC in all HSI programs. My hope is that this love letter will open an important dialogue about the disconnect between HSI research, practice, and policy, and move us towards a conversation about the importance of using research in practice and policy.
Constructing an HSI Organizational Identity at Three Hispanic-Serving Institutions in the Midwest: Ideal Versus Current Identity, 2019
As the number of Hispanic-Serving Institutions (HSIs; postsecondary institutions that enroll 25% ... more As the number of Hispanic-Serving Institutions (HSIs; postsecondary
institutions that enroll 25% or more Latinx students) in
the United States increases annually, so does the need to
theorize about what it means to have an HSI organizational
identity. Using interview data from a multiple case study of
three institutionally diverse HSIs in the Midwest, the purpose of
this study was to apply the theoretical notions laid out in the
Typology of HSI Organizational Identities about what it means
for members to construct an organizational identity for serving
Latinx students beyond the HSI federal designation. We utilized
the typology to guide this study, seeking to better understand
the misalignment between an ideal and currently
constructed HSI identity. Findings confirm that the way members
make sense of both an ideal HSI identity and a currently
enacted identity are connected to outcomes and cultural indicators
of what it means to serve Latinx students. Yet the ideal
and the current identities do not always align, suggesting an
HSI identity is transitional. Moreover, findings suggest that an
HSI identity is likely connected to unique institutional missions
and characteristics, which means it will vary across HSIs.
Theoretical implications are discussed.
Descriptive Analysis of Graduate Enrollment Trends at Hispanic-Serving Institutions: 2005-2015, 2019
Hispanic-Serving Institutions (HSIs) are postsecondary institutions that enroll 25% Latinx underg... more Hispanic-Serving Institutions (HSIs) are postsecondary institutions that enroll 25% Latinx undergraduate students, with little emphasis on graduate enrollment. Graduate enrollment was explored at HSIs, looking at trends over 10 years. Descriptive analyses and data from the Integrated Postsecondary Education Data System (IPEDS) were used, shedding light on enrollment inequities between Latinx undergraduate and graduate students. This study has implications for graduate HSIs, which can become primary educators of a diverse, highly educated future workforce. Resumen Instituciones de Servicio a Hispanos (HSIs) son instituciones de educación superior que inscriben veinticinco porciento de estudiantes universitarios latina/os, pero que tienen poco énfasis en inscripciones de posgrado. Se exploraron inscripciones de posgrado en HSIs, revisando tendencias de más de diez años. Se usaron análisis descriptivo e información del Sistema de Información de Educación Superior Integrada (IPEDS), los cuales iluminaron las desigualdades de inscripciones entre estudiantes latina/os de pre y posgrado. Este estudio tiene implicaciones para HSIs de posgrado, las cuales pueden convertirse en educadoras primarias de una fuerza de trabajo futura altamente educada y diversa.
What Does it Mean to be Latinx-serving? Testing the Utility of the Typology of HSI Organizational Identities, 2017
While scholars agree that enrolling a large percentage of Latinx students is not enough for posts... more While scholars agree that enrolling a large percentage of Latinx students is not enough for postsecondary institutions to be considered “Latinx-serving,” there continues to be a debate about what it means for institutions to have an organizational identity for serving this population. The Typology of HSI Organizational Identities is a guiding framework that suggests there are multiple ways for an institution to serve Latinx students, and thus multiple “types” of Hispanic- Serving Institutions (HSIs). The typology considers academic and non-academic outcomes for Latinx students as well as the institution’s ability to provide a culture that enhances their racial/ethnic experience. In this study, I used the typology to classify four HSIs and two emerging HSIs in the Midwest, a geographic area in the United States with a growing population of Latinxs and HSIs. I drew on secondary data from the Integrated Postsecondary Education Data System (IPEDS) and primary data from institutional websites. In doing so, I sought to test the utility of the typology for classifying institutions for research, practice, and policy, and found that it is a useful tool for looking at how postsecondary institutions may serve Latinx students beyond enrollment. Implications for research, practice, and policy are discussed.
This article challenges the notion of underachievement of Latino male collegians by examining tho... more This article challenges the notion of underachievement of Latino male collegians by examining those who successfully enter higher education. Using in-depth interviews, we analyze the way three different institutional types contribute to the racial/ethnic identity salience of Latinos, looking specifically at the curricular and co-curricular structures available at a Hispanic Serving Institution (HSI) and emerging HSI in comparison with non-HSIs. Findings reveal differences in identity salience based on the college context. Resumen Este manuscrito reta la noción de bajo rendimiento de hombres universitarios latinos al examinar aquellos que tienen éxito en su educación superior. Usando entrevistas profundas, la forma en que tres tipos institucionales diferentes de identidad saliente racial/étnica se analizan enfocandose específicamente en las estructuras curriculares y co-curriculares disponibles en Instituciones de Servicio Hispano (HSIs), así como HSI emergentes comparadas con no-HSIs. Hallazgos revelan diferencias en identidad saliente basadas en el contexto de la universidad.
As institutions not founded to “serve” Latina/o students, Hispanic Serving Institutions (HSIs) ar... more As institutions not founded to “serve” Latina/o students, Hispanic Serving Institutions (HSIs) are criticized for solely being “Hispanic-enrolling,” with access and graduation rates being hypothesized as indicators of an organizational identity for HSIs. Drawing from a case study with 88 participants, the purpose of this investigation was to complicate what it means to be Latina/o-serving by listening to the way students, faculty, and administrators at a four-year HSI construct their Latina/o-serving identity. Findings show that members made sense of their organizational identity through an expression of values and processes for sustaining and enhancing the culture and education of Latina/o students.
While Latino/as are the largest racial/ethnic group in the United States, they continue to face c... more While Latino/as are the largest racial/ethnic group in the United States, they continue to face challenges throughout their educational careers. Latino males, in particular, are said to be vanishing from higher education, earning fewer degrees than their female counterparts. Using in-depth interviews with 24 Latino male collegians, we sought to understand the process of resilience for this population, looking specifically at the factors that enhance their educational access and success within postsecondary institutions. The data demonstrate the social identities and environmental contexts that foster resilience for Latino males, despite adversities they may face. Four main themes arose, illuminating the challenges Latino males may face in their path to college and elucidating the ways they use their identities as motivation and the educational contexts that support their resilience. We highlight resilience as a process, calling for educators to consider the ways in which they can support Latino males' aspirations into and through college.
Although we know that people experience the campus racial climate differently based on their raci... more Although we know that people experience the campus racial climate differently based on their racial/ethnic identity, less is known about how they perceive the climate based on the racial/ethnic diversity of their institution and specifically within their department. Instead, the campus racial climate has largely been studied at Predominantly White Institutions (PWIs) and from a macrolevel, suggesting that experiences and perceptions are not only similar across all institutions, but within institutions. Furthermore, we know little about how student affairs professionals make meaning of the campus racial climate. Guided by the Multicontextual Model for Diverse Learning Environments (MMDLE), this study explored the way student affairs professionals at a Hispanic Serving Institution (HSI) experience and perceive diversity. Findings show that the compositional diversity of the department largely affects perceptions and behaviors, confirming that although there may be differences in the way
student affairs professionals experience the campus racial climate based on their social identities,
perceptions also vary based on the microclimate in which they work.
As enrollment-driven postsecondary institutions, Hispanic Serving Institutions (HSIs) must active... more As enrollment-driven postsecondary institutions, Hispanic Serving Institutions (HSIs) must actively find ways to better " serve " their students. Guided by Stanton-Salazar's social capital framework, this study sought to understand how institutional agents use various forms of capital to develop structures that support and empower minoritized students. Using data from a study of one 4-year, master's granting HSI, we highlight how four institutional leaders serve as empowerment agents for students, seeking ways to challenge the status quo while developing the structures and policies necessary for serving minoritized students.
As institutions not founded to "serve" Latina/o students, Hispanic Serving Institutions (HSIs) mu... more As institutions not founded to "serve" Latina/o students, Hispanic Serving Institutions (HSIs) must actively change their curricula and programs to meet the needs of their diverse population, including Latina/o, low income, and first generation students. Using a case study approach, including interviews and focus groups, this study examined culturally relevant practices at one HSI, including the ethnic studies curriculum and student support programs. Specifically, findings highlight how the Chicana/o Studies department and the Educational Opportunity Program have historically served underrepresented students and the ways in which such programs are embedded within the structures of the institution. This study has implications for HSIs and other institutions enrolling and serving diverse populations. Keywords Hispanic Serving Institution. culturally relevant practices. ethnic studies. Chicana/o Studies. Educational Opportunity Program The significance of minority serving institutions is obvious as they currently enroll 3.5 million students of color, which equates to 40% of all undergraduate students of color in the U.S.
Providing undocumented immigrants access to public education remains a pertinent issue facing bot... more Providing undocumented immigrants access to public education remains a pertinent issue facing both institutions of higher education and state governments. While instate resident tuition (ISRT) has remained a contentious policy, little is known about how such policies, as well as other state contexts, influence college students’ attitudes toward unauthorized immigrant students’ educational access. Using three-level multilevel models, we sought to understand how political, economic, and demographic contexts at the institutional and state level affect the development of US citizen students’ views toward undocumented immigrants’ access to public education during their undergraduate years. After controlling for student-level effects, findings show that institutional variables such as selectivity, control, and percentage of low-income students enrolled contribute to students’ attitude development. At the state level, findings show that students who attend institutions within states that have ISRT policies have more positive views towards undocumented immigrants’ access to public education at the end of college. This research highlights the critical need for higher education researchers, institutional leaders, and policy makers to better understand how institutional and state contexts shape students’ understanding of larger sociopolitical issues.
American Educational Research Journal, 2013
Journal of Student Affairs Research and Practice, 2011
Racially themed parties are all-too-common occurrences on college campuses. Using critical race t... more Racially themed parties are all-too-common occurrences on college campuses. Using critical race theory as a lens, this article provides a contemporary overview of these events and deconstructs these incidents as examples of overt forms of racism often emanating from subtle, everyday occurrences of covert racism or racial microaggressions. Implications for future empirical research and professional practice are provided in hopes of better responding to and prevention of racially themed parties.
As the population of college-aged Latinas/os grows, the number of Hispanic Serving Institutions (... more As the population of college-aged Latinas/os grows, the number of Hispanic Serving Institutions (HSIs) increases. The purpose of this study was to determine whether the percentage of Latinas/os has an effect on the institutional graduation rates of Latina/o students attending HSIs, emerging HSIs, and non-HSIs. Data were drawn from the Integrated Postsecondary Education Data System (IPEDS) and the sample included 296 institutions. A structural equation model was used to confirm predictors of graduation rates.
The lack of academic engagement in introductory science courses is considered by some to be a pri... more The lack of academic engagement in introductory science courses is considered by some to be a primary reason why students switch out of science majors. This study employed a sequential, explanatory mixed methods approach to provide a richer understanding of the relationship between student engagement and introductory science instruction. Quantitative survey data were drawn from 2,873 students within 73 introductory science, technology, engineering, and mathematics (STEM) courses across 15 colleges and universities, and qualitative data were collected from 41 student focus groups at eight of these institutions. The findings indicate that students tended to be more engaged in courses where the instructor consistently signaled an openness to student questions and recognizes her/his role in helping students succeed. Likewise, students who reported feeling comfortable asking questions in class, seeking out tutoring, attending supplemental instruction sessions, and collaborating with other students in the course were also more likely to be engaged. Instructional implications for improving students’ levels of academic engagement are discussed.