Publications

@techreport{Herrera2011,

title = { Maintaining Career Aspirations in Science, Technology, Engineering, and Mathematics (STEM) among College Students},

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

url = {https://www.heri.ucla.edu/nih/downloads/ASHE2011HerreraSTEMCareers.pdf},

year  = {2011},

date = {2011-11-17},

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

institution = {Higher Education Research Institute, UCLA},

note = {Presented at the ASHE Annual Conference in 2011},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Garcia2011,

title = {Principles of Good Practice in Introductory STEM Courses: Listening to the Voices of Faculty and Students},

author = {Gina Garcia and Josephine Gasiewski and Sylvia Hurtado},

url = {https://www.heri.ucla.edu/nih/downloads/ASHE2011GasiewskiIntroClassrooms.pdf},

year  = {2011},

date = {2011-11-17},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Sharkness2011,

title = {Academic Achievement among STEM Aspirants: Why do Black and Latino Students Earn Lower Grades than their White and Asian Counterparts? },

author = {Jessica Sharkness and Kevin Eagan and Sylvia Hurtado and Tanya Figueroa and Mitchell Chang},

url = {https://www.heri.ucla.edu/nih/downloads/AIR%202011%20-%20Sharkness,%20Eagan,%20Hurtado,%20Figueroa,%20Chang%20-%20Academic%20Achievement%20among%20STEM%20Aspirants.pdf},

year  = {2011},

date = {2011-06-07},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

note = {Association for Institutional Research},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Tran2011b,

title = {STEM Graduate Students' Multiple Identities: How can I be me and be a scientist?},

author = {Minh Tran and Felisha A. Herrera and Josephine Gasiewski},

url = {file:///C:/Users/planas/Downloads/NARST%202011%20-%20Tran,%20Herrera,%20Gasiewski%20-%20STEM%20Graduate%20Students%20Multiple%20Identities.pdf},

year  = {2011},

date = {2011-06-07},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

note = {Presented at National Association of Research on Science Teaching.  },

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Eagan2011,

title = {Becoming STEM Protégés: Factors Predicting the Access and Development of Meaningful Faculty-Student Relationships},

author = {Kevin Eagan and Felisha A. Herrera and Juan C. Garibay and Sylvia Hurtado and Mitchell Chang},

url = {https://www.heri.ucla.edu/nih/downloads/AIR2011-Becoming-STEM-Proteges.pdf},

year  = {2011},

date = {2011-05-24},

address = {Los Angeles},

institution = {Higherq},

abstract = {Faculty interaction is an essential component in the undergraduate experience that can impact student outcomes and promote matriculation into STEM graduate programs and into STEM research careers. We explore data from a national sample of 2,311 undergraduate students who started and persisted in STEM majors to understand how they access these critical relationships with faculty during college. This study draws from frameworks of mentorship (Johnson & Ridley, 2004; Mullen, 2005; Nora & Crisp, 2007; Ragins, 1999) and academic socialization processes (Becher, 1989; Stanton-Salazar, 2010) to examine the structures of opportunity within institutions and the characteristics and behaviors of students that facilitate or

discourage STEM students’ development of supportive mentoring relationships with faculty. Findings suggest that the extent of undergraduates’ success in developing faculty support networks is influenced by differentiation in pre-college characteristics and behaviors; however, pre-college variables, such as SAT scores, matter more in determining the types of experiences students have in college that eventually connect them with faculty mentors. Predictors of being mentored by faculty in college include measures of college experiences, such as presenting research, joining academic clubs, meeting with counselors about career plans, measures of institutional climate, including feelings of isolation and perceptions of faculty, and structural characteristics of institutions, such as institutional control and selectivity. Our findings have

implications for elucidating the role of faculty and students in developing meaningful relationships that can promote college and post-college outcomes for STEM students.},

note = {Paper presented at the Annual Forum of the Association for Institutional Research, Toronto, ON, Canada.},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Gasiewski2011d,

title = {The Pathway to Loneliness: When Institutional Support Really Matters for STEM Graduate Students. Association for Institutional Research},

author = {Josephine Gasiewski and Felisha A. Herrera and Cynthia M. Mosqueda and Sylvia Hurtado and Mitchell Chang},

url = {https://www.heri.ucla.edu/nih/downloads/AIR%202011%20-%20Gasiewski,%20Herrera,%20Mosqueda,%20Hurtado,%20Chang%20-%20The%20Pathway%20to%20Loneliness.pdf},

year  = {2011},

date = {2011-05-22},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

note = {Presented at Association for Institutional Research Annual Forum

May, 2011},

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{Jayakumar2015,

title = { Why are all the black students still sitting together in the proverbial college cafeteria? A look at research informing the figurative question being taken by the Supreme Court in Fisher},

author = {Uma M. Jayakumar},

url = {https://www.heri.ucla.edu/PDFs/Why-Are-All-the-Black-Students-Still-Sitting-Together-in-the-Proverbial-College-Cafeteria.pdf},

year  = {2015},

date = {2015-10-02},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Figueroa2014,

title = {Adjustment to the Graduate Environment: A Focus on URM Students in STEM},

author = {Tanya Figueroa and Sylvia Hurtado },

url = {https://www.heri.ucla.edu/nih/downloads/ASHE2014-Adjustment-to-the-Graduate-Environment.pdf},

year  = {2014},

date = {2014-11-20},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

abstract = {This mixed methods study investigates the key factors that impact the ability of URM students pursuing STEM graduate degrees to adjust to the graduate environment in comparison to their White and Asian peers in STEM and their URM peers in non-STEM disciplines. Given that the primary focus of this inquiry is to explore the experiences of URM students in STEM that contribute to successful management of the graduate environment, qualitative narratives of students pursing graduate degrees are used to provide contextual information on findings from a large scale longitudinal survey of a cohort of graduate students. Three major themes of issues students face in graduate school emerged: General transition and context-specific issues; issues related to variability in faculty support; and race issues and how they matter in graduate education. Other important findings were that faculty support was essential to all students in graduate school, as was involvement in research, particularly in the context of less structured graduate programs. Further URM STEM students had unique experiences in the transition to graduate school compared to their non-URM peers and URM peers in other disciplines.},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Hurtado2012b,

title = {Assessing Students’ Social Responsibility and Civic Learning},

author = {Sylvia Hurtado and Adriana Ruiz Alvarado and Hannah Whang Sayson},

url = {https://www.heri.ucla.edu/pub/AssessCivicLearning.pdf},

year  = {2012},

date = {2012-06-07},

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

institution = {Higher Education Research Institute, UCLA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Eagan2012b,

title = {Accentuating Advantage: Developing Science Identity during College},

author = {M. Kevin Eagan and Sylvia Hurtado and Juan C. Garibay and Felisha A. Herrera},

url = {https://www.heri.ucla.edu/nih/downloads/AERA2012EaganAccentuatingAdvantage.pdf},

year  = {2012},

date = {2012-04-13},

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

institution = {Higher Education Research Institute, UCLA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Herrera2012,

title = {A Model for Redefining STEM Identity For Talented STEM Graduate Students},

author = {Felisha A. Herrera and Sylvia Hurtado and Gina Garcia and Josephine Gasiewski},

url = {https://www.heri.ucla.edu/nih/downloads/AERA2012HerreraGraduateSTEMIdentity.pdf},

year  = {2012},

date = {2012-04-12},

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

institution = {Higher Education Research Institute, UCLA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Eagan2012b,

title = {"Gunning" for the Win! How Competitive Classroom Environments and Student Experiences Predict Pre-Meds' Commitment to Health Research and Practice},

author = {M. Kevin Eagan and Juan C. Garibay and Michael Soh and Sylvia Hurtado and Mitchell Chang},

url = {https://www.heri.ucla.edu/nih/downloads/AIR2012EaganPremeds.pdf},

year  = {2012},

date = {2012-06-06},

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

institution = {Higher Education Research Institute, UCLA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Sharkness2011,

title = {Academic Achievement among STEM Aspirants: Why do Black and Latino Students Earn Lower Grades than their White and Asian Counterparts? },

author = {Jessica Sharkness and Kevin Eagan and Sylvia Hurtado and Tanya Figueroa and Mitchell Chang},

url = {https://www.heri.ucla.edu/nih/downloads/AIR%202011%20-%20Sharkness,%20Eagan,%20Hurtado,%20Figueroa,%20Chang%20-%20Academic%20Achievement%20among%20STEM%20Aspirants.pdf},

year  = {2011},

date = {2011-06-07},

address = {Los Angeles},

institution = {Higher Education Research Institute, UCLA},

note = {Association for Institutional Research},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Herrera2011,

title = { Maintaining Career Aspirations in Science, Technology, Engineering, and Mathematics (STEM) among College Students},

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

url = {https://www.heri.ucla.edu/nih/downloads/ASHE2011HerreraSTEMCareers.pdf},

year  = {2011},

date = {2011-11-17},

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

institution = {Higher Education Research Institute, UCLA},

note = {Presented at the ASHE Annual Conference in 2011},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Hurtado2008b,

title = {Advancing in Higher Education: A Portrait Of Latina/o College Freshmen At Four Year Institutions, 1975-2006 },

author = {Sylvia Hurtado and Victor B. Saenz and Jose Luis Santos and Nolan L. Cabrera},

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

isbn = {978-1-878477-44-6},

year  = {2008},

date = {2008-06-14},

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

institution = {Higher Education Research Institute, UCLA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Lin2007,

title = {Asian American Leadership Development: Examining the Impact of Collegiate Environments and Personal Goals},

author = {Monica H. Lin},

url = {https://www.heri.ucla.edu/PDFs/pubs/conferences/ASHE07-Lin-AsianAmericanLeadershipDevt.pdf},

year  = {2007},

date = {2007-11-09},

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

institution = {Higher Education Research Institute, UCLA},

note = {Presented at the 32nd annual conference of the Association for the Study of Higher Education-Louisville, KY},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Hurtado2007c,

title = { Training Future Scientists: Predicting First-Year Minority Student Participation in Health Science Research},

author = {Sylvia Hurtado and M. Kevin Eagan and Nolan L. Cabrera and Monica H. Lin and Julie Park and Miguel Lopez},

url = {https://www.heri.ucla.edu/nih/downloads/AIR%202007%20-%20Hurtado,%20Eagan,%20Cabrera,%20Lin,%20Park,%20Lopez%20-%20Training%20Future%20Scientists.pdf},

year  = {2007},

date = {2007-06-04},

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

institution = {Higher Education Research Institute, UCLA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Hurtado2006e,

title = {ASPIRING SCIENTISTS: Characteristics of College Freshmen Interested in the Biomedical and Behavioral Sciences},

author = {Sylvia Hurtado and Oscar Cerna and June C. Chang and Victor B. Saenz and Lina Lopez and Cynthia M. Mosqueda and Leticia Oseguera and Mitchell Chang and William S. Korn},

url = {https://heri.ucla.edu/nih/downloads/2005-Characteristics-of-College-Freshmen-Interested-in-the-Biomedical-and-Behavioral-Sciences.PDF},

year  = {2006},

date = {2006-03-22},

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

institution = {Higher Education Research Institute, UCLA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Julie2006,

title = {A look at student satisfaction with ethnic diversity for White, Black, Latino/a, and Asian American Students},

author = {Julie},

url = {https://www.heri.ucla.edu/PDFs/pubs/conferences/ASHE06-Park-StudentSatisfactionEthnicDiversity.pdf},

year  = {2006},

date = {2006-11-18},

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

institution = {Higher Education Research Institute, UCLA},

abstract = {Using a national longitudinal dataset of college students, this study examines satisfaction with diversity of the student body and identifies predictors of White, Black, Latino/a, and Asian American student satisfaction at Predominantly White Institutions. Across races, students at more diverse institutions were the most likely to be satisfied or very satisfied with student body diversity. The strongest predictor of diversity satisfaction for White and Asian American students was the percent of students of color enrolled; the strongest predictor for Black and Latino/a students was contentment with community, peer interactions, and the overall college experience. Additionally, students of all races attending college on the West Coast were significantly less likely to be satisfied with the diversity of the student body. The findings suggest that while increasing the number of students of color is an essential component of nurturing a positive campus racial climate, so is supporting positive peer interactions and a sense of community. },

note = {Paper presented at the annual meeting of the Association for the Study of Higher Education, Anaheim, CA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Astin2004,

title = {A Summary of Initial Findings from Pilot Survey 2000-2003},

author = {Alexander W. Astin and Helen Astin and Jennifer A. Lindholm},

url = {http://spirituality.ucla.edu/docs/reports/A%20Summary%20of%20Initial%20Findings%20(Survey%20Report).pdf},

year  = {2004},

date = {2004-11-05},

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

institution = {Higher Education Research Institute, UCLA},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}

@techreport{Sax2003,

title = { Using Web Surveys to Reach Community College Students},

author = {Linda J. Sax and Shannon K. Gilmartin and Jenny J. Le and Linda S. Hagedorn},

url = {https://www.heri.ucla.edu/PDFs/Using_Web_Surveys.pdf},

year  = {2003},

date = {2003-05-01},

address = {Los Angeles },

institution = {Higher Education Research Institute, UCLA },

abstract = {As online surveys continue to capture the attention of institutional researchers, several questions about this new medium of data collection invariably surface, especially when online instruments are compared to traditional paper instruments. First is the issue of response rates. Do online surveys yield higher rates of response than do paper surveys? By which method can institutional researchers collect the most data? Second is the issue of nonresponse bias, or differences between survey respondents and nonrespondents (demographically, attitudinally, or otherwise). Is the nonresponse bias characteristic of online surveys similar to or different from that of paper surveys? Do online surveys steer data collection toward new (and possibly less skewed) respondent pools, or do they reproduce the respondent bias found in paper surveys? Still a third issue is response bias. That is, are there differences between online survey responses and paper survey responses, despite identical survey items? Close analysis of response bias is particularly critical when surveys are distributed as paper and electronic forms within a single administration, and clarifies further the methodological implications of data collection via the Internet.},

note = {Research paper accepted for presentation at the annual meeting of the Association of Institutional Research (AIR) May 2003},

keywords = {},

pubstate = {published},

tppubtype = {techreport}

}