Publications

@techreport{Hughes2014,

title = {Driving Up or Dialing Down Competition in Introductory STEM Courses: Individual and Classroom Level},

author = {Bryce E. Hughes and Sylvia Hurtado and M. Kevin Eagan},

url = {https://www.heri.ucla.edu/nih/downloads/ASHE2014-Competition-in-Introductory-STEM-Courses.pdf},

year  = {2014},

date = {2014-11-20},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Hurtado2014b,

title = {Reversing Underrepresentation: The Impact of Undergraduate Research Programs on Enrollment in STEM Graduate Programs},

author = {Sylvia Hurtado and Kevin Eagan and Tanya Figueroa and Bryce E. Hughes},

url = {https://www.heri.ucla.edu/nih/downloads/AERA-2014-Undergraduate-Research-And-STEM-Grad-Enrollment.pdf},

year  = {2014},

date = {2014-04-01},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Figueroa2013,

title = {Underrepresented Racial and/or Ethnic Minority (URM) Graduate Students in STEM Disciplines: A Critical Approach to Understanding Graduate School Experiences and Obstacles to Degree Progression },

author = {Tanya Figueroa and Sylvia Hurtado },

url = {https://heri.ucla.edu/nih/downloads/ASHE2013-URM-Grad-Students-in-STEM.pdf},

year  = {2013},

date = {2013-11-01},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

abstract = {This study examines the obstacles domestic underrepresented racial and/or ethnic minority (URM) students experience as they navigate their graduate educational journey through STEM. Results from focus group interviews with 23 participants demonstrate students contended with three overarching challenges within their formal academic environments: 1) what students saw as the negative consequences of being “underrepresented” in their program; 2) exclusion and conflict, and the ambiguous nature of these experiences; and 3) less ambiguous experiences of discrimination. },

note = {Paper presented at the Association for the Study of Higher Education in St. Louis, MO. },

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Hughes2013,

title = {Investing in the future: Testing the Efficacy of Socialization within Undergraduate Engineering Degree Programs},

author = {Bryce E. Hughes and Sylvia Hurtado},

year  = {2013},

date = {2013-11-01},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

note = {  Paper presented at the Association for the Study of Higher Education Annual Conference in St Louis, MO. },

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Hurtado2013,

title = {Diverse Learning Environments: Assessing and Creating Conditions for Student Success - Final Report to the Ford Foundation.},

author = {Sylvia Hurtado and Chelsea Guillermo-Wann},

url = {https://www.heri.ucla.edu/ford/DiverseLearningEnvironments.pdf},

year  = {2013},

date = {2013-06-14},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Guillermo-Wann2013,

title = {Why we get around: A mixed methods study of college student enrollment mobility},

author = {C. Guillermo-Wann and Sylvia Hurtado and Cynthia Lua Alvarez},

url = {https://www.heri.ucla.edu/ford/downloads/Mobility-Patterns-and-Reasons-AIR2013.pdf},

year  = {2013},

date = {2013-05-19},

address = {3005 Moore Hall, University of California, Los Angeles},

institution = {Higher Education Research Institute, UCLA},

abstract = {College student enrollment mobility complicates institutional efforts to increase retention rates under external pressures. This mixed-methods study identifies factors measuring reasons for college students’ enrollment mobility from 13 institutions corroborated with student focus group data from seven site visits. We use confirmatory factor analysis to test the cohesiveness of quantitative survey measures regarding reasons for multi-institution enrollment and stop-out, and then examine differences in their relative importance across mobility patterns. Students’ reasons for multi-institution enrollment include Cost/Convenience and Academic Opportunities; for stop-out are Life Circumstances, Career Considerations, and Perceived Mismatch. The qualitative findings also show Lack of Support as an additional reason for mobility. The study emphasizes that students normatively utilize higher education as one system that leads to degree attainment, requiring institutions to collaborate to develop effective ways to educate, retain, and graduate mobile students within regional higher education systems.

},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Hurtado2013b,

title = {Findings from the 2012 Administration of the College Senior Survey (CSS): National Aggregates},

author = {Sylvia Hurtado and John H. Pryor and Laura Palucki Blake and Kevin Eagan and Matthew H. Case},

url = {https://www.heri.ucla.edu/briefs/CSS2012-Brief.pdf},

year  = {2013},

date = {2013-05-13},

address = {3005 Moore Hall, University of California, Los Angeles},

institution = {Higher Education Research Institute, UCLA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Tran2022,

title = {Findings from the 2021 Administration of the Your First College Year (YFCY) Survey},

author = {Ngoc Tran and London Williams and Johnnie Yaj},

url = {https://heri.ucla.edu/briefs/YFCY/YFCY-2021-Brief.pdf},

year  = {2022},

date = {2022-04-01},

urldate = {2022-04-01},

address = {520 Portola Plaza, Math Sciences Room 4223, UCLA, Los Angeles},

institution = {Higher Education Research Institute},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Martin2022,

title = {Findings from the 2021 Administration of the Staff Climate Survey (SCS)},

author = {Elizabeth Martin},

url = {https://www.heri.ucla.edu/briefs/SCS/SCS_2021_Brief.pdf},

year  = {2022},

date = {2022-04-01},

urldate = {2022-04-01},

address = {520 Portola Plaza, Math Sciences Room 4223, UCLA, Los Angeles},

institution = {Higher Education Research Institute },

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Gomez2018,

title = {Improving STEM degree attainment rates: Lessons from Hispanic-Serving Institutions},

author = {Ana Karen Gomez and Krystle P. Cobian and Sylvia Hurtado},

url = {https://heri.ucla.edu/pub/AERA-Lessons-from-Hispanic-Serving-Institutions.pdf},

year  = {2018},

date = {2018-04-16},

address = {3005 Moore Hall, University of California, Los Angeles},

institution = {Higher Education Research Institute, UCLA},

note = {Paper presented at the annual conference for the American Educational Research Association (ASHE), New York, NY.},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Riggers-Piehl2018,

title = {Fostering Academic and Social Engagement: An Investigation into the Effects of All-Girls Education in the Transition to University},

author = {Tiffani Riggers-Piehl and Gloria Lim and Karen King},

url = {https://heri.ucla.edu/pub/NCGS-ResearchReport_final.pdf},

year  = {2018},

date = {2018-12-15},

address = {3005 Moore Hall, University of California, Los Angeles},

institution = {Higher Education Research Institute},

abstract = {The 2009 report, Women Graduates of Single-Sex and Coeducational High Schools: Differences in their Characteristics and the Transition to College, by Dr. Linda J. Sax and colleagues, identified several areas in which all-girls education appeared to “produce favorable outcomes for female students” as they entered university (p.9). Using data collected in 2005 from the Higher Education Research Institute (HERI) at the University of California, Los Angeles (UCLA), the study showed that when compared to their coeducated peers, graduates of girls’ high schools had increased academic engagement; higher academic self-confidence, particularly in their math and science abilities; and greater political engagement. When reflecting on those results, we wondered: what differences would exist between girls’ school graduates and their coeducated peers with data collected ten years later? 



The present report provides valuable insight into the experiences of students at all-girls schools, specifically relating to their academic skills and engagement, science confidence, community

engagement, cultural competency, and political engagement. Commissioned by the National Coalition of Girls’ Schools (NCGS), it follows the model of Sax et al. (2009), employing similar methodology and using data from HERI’s Freshman Survey, a national survey of students preparing to enter their first year of university. Collected in 2016, the dataset includes responses from 5,888 female incoming students, 1,134 of whom graduated from 105 independent all-girls high schools. In this report, we examine academic and social characteristics of these students and use multilevel modeling to understand how students’ demographic characteristics (e.g. race/ethnicity, parent education, and family income) and high school characteristics (e.g. student-teacher ratio, enrollment size, etc.) account for differences between the two groups. Considering the recommendations and following in the footsteps of previous research of its kind, this study identifies benefits and outcomes of all-girls schooling.},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Wilkins2015,

title = {Leveraging Pedagogical Practices in the Classroom to Promote Aspirations for a Research Career},

author = {Ashlee Wilkins and Sylvia Hurtado and Tanya Figueroa },

url = {https://www.heri.ucla.edu/nih/downloads/ASHE2015_ResearchAspirationsinIntroductoryClassrooms.pdf},

year  = {2015},

date = {2015-11-02},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Figueroa2013b,

title = {Making it!...or Not: Institutional Contexts and Biomedical Degree Attainment},

author = {Tanya Figueroa and Sylvia Hurtado and Kevin Eagan

},

url = {https://www.heri.ucla.edu/nih/downloads/AIR-2013-Biomed-Completion.pdf},

year  = {2013},

date = {2013-05-03},

address = {3005 Moore Hall, University of California, Los Angeles},

institution = {Higher Education Research Institute, UCLA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Hughes2013,

title = {Investing in the future: Testing the Efficacy of Socialization within Undergraduate Engineering Degree Programs},

author = {Bryce E. Hughes and Sylvia Hurtado},

year  = {2013},

date = {2013-11-01},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

note = {  Paper presented at the Association for the Study of Higher Education Annual Conference in St Louis, MO. },

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Alvarado2013,

title = {Growing during troubled times: Latina/o student experiences with multiple dimensions of the campus climate},

author = {Adriana Ruiz Alvarado and Sylvia Hurtado},

url = {https://www.heri.ucla.edu/ford/downloads/AERA2013-Growing-During-Troubled-Times.pdf},

year  = {2013},

date = {2013-04-30},

address = {3005 Moore Hall, University of California, Los Angeles},

institution = {Higher Education Research Institute, UCLA},

abstract = {This study focuses on the contemporary campus climate for Latina/o college students who have been affected by recent economic and political changes. Previous studies have been conducted on earlier eras and more traditional populations of Latina/os in college, whereas this study examines the climate in more diverse, broad access institutions as well as institutions where Latina/os are a clear minority to reveal unique campus climate experiences. Results show that Latina/os continue to experience hostile climates in more diverse institutions but at significantly lower rates than at campuses that have low diversity. Implications for enhancing Latina/o college student success are discussed.},

note = {Paper presented at the Annual Meeting of the American Educational Research Association, April 2013, San Francisco, CA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Hurtado2012,

title = {Inclusive Learning Environments: Modeling a Relationship Between Validation, Campus Climate for Diversity, and Sense of Belonging},

author = {Sylvia Hurtado and Adriana Ruiz Alvarado and C. Guillermo-Wann

},

url = {https://www.heri.ucla.edu/ford/downloads/ASHE2012-Inclusive-Learning.pdf},

year  = {2012},

date = {2012-11-16},

address = {3005 Moore Hall, University of California, Los Angeles},

institution = {Higher Education Research Institute, UCLA},

abstract = {Using a multi-institutional sample to structurally model the relationships between validation, campus climate, and sense of belonging, the present study examines the extent to which general interpersonal validation and academic validation may mediate the effects of a negative campus climate on students’ sense of belonging. Findings begin to disentangle the distinction between the internal psychological processes of validation and sense of belonging, with validation having a direct positive effect on belonging. Additionally, the direct effect of discrimination and bias on sense of belonging was diminished after accounting for validating experiences. The validating experiences can reinforce self-worth and value in educational environments that may help students remain resilient despite microaggressions.},

note = {Presented at the 2012 Annual Conference of the Association for Studies in Higher Education, Las Vegas, Nevada},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Herrera2011c,

title = {Maintaining Initial Interests: Developing Science, Technology, Engineering, and Mathematics (STEM) Career Aspirations Among Underrepresented Racial Minority Students. American Educational Research Association},

author = {Felisha A. Herrera and Sylvia Hurtado},

url = {https://www.heri.ucla.edu/nih/downloads/AERA%202011%20-%20Herrera%20and%20Hurtado%20-%20Maintaining%20Initial%20Interests.pdf},

year  = {2011},

date = {2011-04-09},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

note = {Presented at American Education Research Association Annual Meeting, April 9, 2011 – New Orleans, LA

},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Gasiewski2011b,

title = {From Gatekeeping to Engagement: A Multicontextual, Mixed Method Study of Student Academic Engagement in Introductory STEM Courses. Association for Institutional Research},

author = {Josephine Gasiewski and Kevin Eagan and Gina Garcia and Sylvia Hurtado and Mitchell Chang},

url = {https://www.heri.ucla.edu/nih/downloads/AIR%202011%20-%20Gasiewski,%20Eagan,%20Garcia,%20Hurtado,%20Chang%20-%20From%20Gatekeeping%20to%20Engagement.pdf},

year  = {2011},

date = {2011-05-18},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

abstract = {Introductory courses in the sciences have been criticized for their lack of engaging pedagogy and their encouragement of passive learning techniques. Critics have cited these features as primary reasons why students decide to leave the sciences shortly after enrolling in college, as students report feeling un-engaged in learning and confused about course content. Using a sequential, explanatory mixed methods approach, this study provides an in-depth look at the relationship between student learning strategies, faculty pedagogical techniques, and student engagement in introductory science, technology, engineering, and mathematics (STEM) courses. Quantitative survey data are drawn from 2,873 students within 73 introductory STEM courses across 15 colleges and universities while qualitative data were collected from 41 student focus groups at eight institutions. Findings indicate that freshmen and pre-med students report higher levels of engagement. Additionally, students who feel comfortable asking questions in class, seek out tutoring, attend supplemental instruction sessions, and collaborate with other students in the course are also more likely to be engaged. At the course-level, student engagement is increased when faculty signal an openness to student questions and recognize their role in helping students to succeed. Findings from this study point to ways that instructors of introductory STEM courses can adjust their pedagogical techniques and improve their classroom climates to encourage greater levels of engagement from students. },

note = {Presented at Association for Institutional Research Annual Forum, May 2011},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Eagan2010g,

title = {Making a Difference in Science Education for Underrepresented Students: The Impact of Undergraduate Research Programs},

author = {Kevin Eagan and Gina Garcia and Felisha A. Herrera and Juan C. Garibay},

url = {https://www.heri.ucla.edu/nih/downloads/AIR2010-Making-a-difference-in-science-education-for-underrepresented-students.pdf},

year  = {2010},

date = {2010-12-14},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

abstract = {To increase the numbers of underrepresented minority students in science and engineering, agencies such as the National Science Foundation and National Institutes of Health have allocated significant funding to undergraduate research programs, which have been shown to increase the likelihood of continuing on to graduate school. This study utilized propensity score matching and multinomial logistic regression to examine how participation in undergraduate research affects students’ likelihood to enroll in STEM-related graduate programs. Findings indicate that participation in a structured undergraduate research program significantly improved students’ probability of indicating intentions to enroll in a STEM graduate program even after accounting for potential selection biases in the data.},

note = {Paper presented at the Annual Forum of the Association for Institutional Research, Chicago, IL.},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Eagan2010k,

title = {Investing in Human Capital: Underrepresented Racial Minorities' Intentions to Attend Graduate School in STEM Fields},

author = {Kevin Eagan and Christopher Newman},

url = {https://www.heri.ucla.edu/nih/downloads/AERA2010-Investing-in-human-capital.pdf},

year  = {2010},

date = {2010-04-06},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

abstract = {This study draws from Paulsen’s (2001) econometric theory of investment in human capital and Carlone and Johnson’s (2007) science identity framework to examine the characteristics, college experiences, and postsecondary contexts that predict underrepresented racial minority (URM) science, technology, engineering, and mathematics (STEM) students’

intention to enroll in graduate education the semester immediately following the conferral of their bachelor’s degree. We use hierarchical generalized linear modeling to analyze a longitudinal dataset collected from survey data, and our findings reveal that URM STEM students with higher debt burdens, as measured by accumulated student loans, have significantly reduced probabilities of reporting plans for immediate graduate or professional school enrollment. In contrast, students with a stronger connection to their STEM major are more likely to want to transition immediately into graduate school. Students who attend private and Historically Black Colleges and Universities are significantly more likely to express an intention to enroll in graduate school immediately after completing their bachelor’s degree compared to their peers at public institutions or Predominantly White Institutions, respectively. We discuss ways for faculty, institutional administrators, and policymakers to facilitate stronger connections between students in their STEM majors while also assisting students in overcoming financial obstacles in their path toward graduate or professional school enrollment.},

note = {Paper presented at the Annual Meeting of the American Education Research Association, Denver, CO.},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Saenz2007b,

title = {First in My Family: A Profile of First-Generation College Students at Four-Year Institutions Since 1971},

author = {Victor B. Saenz and Doug Barrera and De'Sha Wolf and Fanny Yeung},

url = {https://www.heri.ucla.edu/PDFs/pubs/TFS/Special/Monographs/FirstInMyFamily.pdf},

year  = {2007},

date = {2007-05-11},

address = {3005 Moore Hall, University of California, Los Angeles},

institution = {Higher Education Research Institute, UCLA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Astin2000,

title = {How Service Learning Affects Students},

author = {Alexander W. Astin and Lori J. Vogelgesang and Elaine K. Ikeda and Jennifer A. Yee},

url = {https://www.heri.ucla.edu/PDFs/HSLAS/HSLAS.PDF},

year  = {2000},

date = {2000-01-08},

address = {3005 Moore Hall, University of California, Los Angeles},

institution = {Higher Education Research Institute, UCLA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}