Harvard Educational Review
  1. Spring 2009 Issue »

    Latino Students’ Transitions to College

    A Social and Intercultural Capital Perspective

    Anne-Marie Nuñez
    In this article, Anne-Marie Nuñez uses data from a national longitudinal study of students enrolled in four-year public research universities to assess the effects of social capital and intercultural capital—the capacity to negotiate diverse racial/ethnic environments—on Latino students’ sense of belonging in college and on their perceptions of a hostile racial/ethnic climate. She finds that Latino students who are more familiar with diversity issues and who report more social and academic connection and engagement experience a greater sense of belonging even as they also experience a more hostile campus climate. Her findings provide a nuanced understanding of Latino students’ college experiences, with implications for how access to intercultural capital through positive cross-racial interactions and diversity curricula may offer benefits that counterbalance the negative impact of marginalizing experiences and ultimately advance educational attainment.

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    Anne-Marie Nuñez is an assistant professor of educational leadership and policy studies at the University of Texas at San Antonio. Her research addresses the influences on college access and success of diverse students, particularly Latino, first-generation, and migrant students. Her recent publications include “Organizational Effects on First-Year Students’ Academic Outcomes at a New Public Research University” in the Journal of College Student Retention (2009) and “Diversity Within: Latino College Choice and Ethnic Comparisons” in Racism in Post-Race America: New Theories, New Directions (with P. McDonough, M. Ceja, and D. Solorzano; edited by C. Gallagher, 2008). She is also a coeditor of a forthcoming issue of the Journal of Hispanic Higher Education entitled “Actualizing P−20 School-University Collaboration: Moving from Theory to Practice in a Partnership Context.”

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    Spring 2009 Issue

    Abstracts

    Indigenous Knowledges and the Story of the Bean
    Bryan McKinley Jones Brayboy and Emma Maughan
    Latino Students’ Transitions to College
    A Social and Intercultural Capital Perspective
    Anne-Marie Nuñez
    Identity Development and Mentoring in Doctoral Education
    Leigh A. Hall and Leslie D. Burns
    Symposium: Education and Violent Political Conflict
    Introduction
    Symposium: Identity versus Peace
    Identity Wins
    Zvi Bekerman
    Symposium: Citizenship Competencies in the Midst of a Violent Political Conflict
    The Colombian Educational Response
    Enrique Chaux
    Symposium: War News Radio
    Conflict Education through Student Journalism
    Emily Hager
    Symposium: The Other Side of the Story
    Israeli and Palestinian Teachers Write a History Textbook Together
    Shoshana Steinberg and Dan Bar-On
    Symposium: Curriculum and Civil Society in Afghanistan
    Adele Jones
    Symposium: Educational Reconstruction “By the Dawn’s Early Light”
    Violent Political Conflict and American Overseas Education Reform
    Noah W. Sobe
    Symposium: The Social (and Economic) Implications of Being an Educated Woman in Iran
    Mitra Shavarini
    Symposium: Interview with Jacques Bwira Hope Primary School Kampala, Uganda
    The Editors

    Book Notes

    So Much Reform, So Little Change
    by Charles M. Payne

    Corridor Cultures
    by Maryann Dickar

    In a Reading State of Mind
    by Douglas Fisher, Nancy Frey, and Diane Lapp