To increase the numbers of underrepresented racial minority students in science, technology, engineering, and mathematics (STEM), federal and private agencies have allocated significant funding to undergraduate research programs, which have been shown to students’ intentions of enrolling in graduate or professional school. Analyzing a longitudinal sample of 4,152 aspiring STEM majors who completed the 2004 Freshman Survey and 2008 College Senior Survey, this study utilizes multinomial hierarchical generalized linear modeling (HGLM) and propensity score matching techniques to examine how participation in undergraduate research affects STEM students’ intentions to enroll in STEM and non-STEM graduate and professional programs. Findings indicate that participation in an undergraduate research program significantly improved students’ probability of indicating plans to enroll in a STEM graduate program.

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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.

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The diversity intervention-resistance to action model is presented along with interviews of biology faculty undertaken to understand how resistance to implementing diversity-enhancing classroom interventions manifests at four specific input points within a rational decision-making process that too often results in inaction.

This study investigates how students' views toward undocumented immigrants' access to public education change during college. A multilevel analysis among a national sample of 12,388 undergraduates, drawn from the Cooperative Institutional Research Program's (CIRP) Freshman Survey and College Senior Survey, revealed that significant predictors of senior-year views include various student characteristics and predispositions, political contexts, college experiences, and institutional contexts. Given the often-hostile debates over undocumented immigrants' participation in American education, the findings have broad implications for college access, campus climate, and the way institutions of higher education think about their role in shaping students' understanding of this compelling issue.

Colleges and universities retain Native American and Latino college students at lower rates than other ethnic groups even when culturally based services, financial assistance, and support are provided. College teaching and conceptions of learning have yet to evolve on a widespread basis toward culturally diverse epistemologies and practice. This narrative inquiry explores meaning making of 50 Native, Hispano, and Mestizo American students about their learning in a variety of contexts including face-to-face and online college courses as well as learning at home, in extended family and tribal contexts. The study also explores teaching practices students identified as most helpful to their learning and success. Underlying cultural constructs emerged from narrative analysis in eight areas of learning.ALICIA FEDELINA CHÁVEZ is an assistant professor of educational leadership and organizational learning at . Her research interests include intersections of culture with college teaching, learning, and faculty development as well as identity and leadership in higher education. FENGFENG KE is an assistant professor of educational psychology and learning systems at Florida State University. Research interests include digital game-based learning, computer-supported collaborative learning, and simulations for instructional use. FELISHA A. HERRERA is a research analyst and Ph.D. candidate at the Higher Education Research Institute. Her research interests include the critical examination of higher education institutional structures, processes, and policies that impact educational pathways for underrepresented groups. and focus specifically on the role of community colleges to inform system-wide change.

Student engagement with faculty has received increased attention from scholars and practitioners alike. However, much of the focus has been on the engagement experiences of students enrolled at four-year institutions, often excluding the experiences of Latinx and institutional agents. Implications for creating environments that foster student-faculty relationships are explored.