The authors present a longitudinal study aimed at understanding the factors that affect educational outcomes for Latinos. They explore Latino students' perceptions of the campus climate, their sense of belonging in college, their analytical skills and abilities, and their development of a pluralistic orientation necessary to function in a diverse workplace. They conclude with a discussion of implications for improving the climate of public, 4-year institutions.Resumen: Los autores presentan un estudio longitudinal enfocado para entender los factores que afectan el resultado educacional de estudiantes Latinos. Ellos exploran las percepciones de estudiantes Latinos sobre el clima universitario, su sentimiento de pertenencia a la universidad, sus habilidades y capacidad analítica, y su desarrollo necesario de orientación plural para funcionar en un lugar de trabajo diverso. Ellos concluyen con una discusión sobre las implicaciones para mejorar el clima de las instituciones públicas de cuatro años.

Science education models for secondary and college students as well as K‐12 teachers have been dominated by classroom‐based approaches. Recently, research apprenticeships wherein learners worked with practicing scientists on authentic scientific research have become increasingly popular. The purpose of this critical review of the literature was to review and synthesize empirical studies that have explored learning outcomes associated with research apprenticeships for science learners. We reviewed 53 studies of scientific research apprenticeship experiences for secondary students, undergraduates and teachers, both pre‐service and in‐service. The review explored various learning outcomes associated with participation in research apprenticeships. These outcomes included effects of apprenticeship experiences on participant career aspirations, ideas about the nature of science (NOS), understandings of scientific content, confidence for doing science and intellectual development. The extant literature supported many of the presumed positive associations between apprenticeship experiences and desired learning outcomes, but findings related to some themes (e.g., NOS understandings) supported conflicting conclusions. Implications included importance of the length of the apprenticeship, need to explicitly place attention on desired outcomes, and engagement of participants. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:235–256, 2010

While we call attention to the wide gap between Latino students and all other population segments in receiving a post-secondary education and the resulting significant ramifications in every area of society, we must also sound an alarm at the continually decreasing number of male Latinos completing post-secondary degrees. A growing public concern is being voiced about the declining number of all males entering higher education, but where is the call to action on behalf of the already small and still declining number of Latino male students entering higher education? Professors Victor B. Saenz and Luis Ponjuan thoroughly explore the social, cultural and economic factors that contribute to this phenomenon as well as reveal what Latino males of college age are engaged in instead of higher education. Where will Latino male role models rise from to lead the next leaders? From labor, the military, or prison? This country is in desperate need of educated Latino male leaders in every sector of society. Without them, the country's knowledge worker potential will be debilitated. Saenz and Ponjuan also offer exemplars of programs, foundations, and organizations that are dedicated to supporting and encouraging Latino males to take on leadership roles and excel in education. It is up to us, our institutions, and local, state and federal policymakers to take heed of these examples and fund similar endeavors across the country.

No abstract