INTRODUCTION

Hispanic Outlook’s Year in Review provides a space for this reflection. While bringing together all of the articles presented to readers this year, we are encouraged by the ongoing, daily commitment of a wide variety of individuals and institutions across the country that work tirelessly to support and encourage the educational progress of Hispanics/Latinos, within the context of broader support to all students and communities. This is a bright light that shines through our pages, despite the important hurdles that the Hispanic/Latino community still faces.

However, we also live in a society that is increasingly plagued by polarization, misinformation and discord – which makes fostering an educated citizenry and uniting diverse communities more challenging. This deeply affects the work of higher education institutions, while also making their role all the more essential. At the same time, the role of the media is more important than ever, yet it can also contribute to misinformation and bias. New sources of information - mainly social media and AI-generated content – have great power but are also a two-edged sword. Social media can open paths for new voices, but it can also lead to fake or superficial news that produces biased views; AI is an efficient tool, but it can be misused to produce generic, uncritical writing that hinders the educational work of developing our thinking skills and assessing our positions. 

In the context of polarized opinions and misconceptions that stem from inaccurate or substandard sources of information, Hispanic Outlook is committed to providing evidence-based, sound and engaging content to our readers on issues regarding education and the Hispanic/Latino community. We strive to provide concrete data and statistics on the situation of Latinos in education, lists of institutions that serve Latinos based on enrollment and completion data, and other concrete indicators that map out Hispanics/Latinos’ presence in higher education. 

H.O. also provides readers with articles that present different perspectives and points of view, in order to generate critical debates on important issues in education. This year, these issues included the importance of rescuing the liberal arts1, dilemmas regarding freedom of expression on campus2, and ways in which educators can face the challenges of AI3, among others. 

Finally, our pages emphasize the concrete work done by educators, higher education institutions and other organizations to design and deliver programs that support Hispanic/Latino students. These articles, often contributed by colleges and universities themselves, tend to highlight positive achievements; nonetheless, they do not claim that their mission has been accomplished – educational programs are always a work in progress, and readers are invited to think critically about persisting gaps and areas for further improvement. 

The first part of this Year in Review summarizes articles that have looked into the current situation of the Hispanic/Latino community, and some of the overall educational challenges and opportunities it faces. 

The second part looks into how colleges and universities catalyze growth for Latino students and communities, by examining a central question in this regard: What does it really mean to be a Hispanic Serving Institution, and how can this designation bring about deeper “servingness”? 

Lastly, the third part of this review addresses another theme that has been highlighted this year: How can Hispanics/Latinos genuinely explore their roots and gain a deeper understanding of contemporary Latin America? In today’s world, fostering a global outlook and developing multicultural skills are an increasingly essential part of higher education, and Hispanics/Latinos’ diverse cultural heritage and bilingualism provide a natural foundation for broadening their reach beyond borders. 

LATINOS AND EDUCATION: CHALLENGES AND OPPORTUNITIES

Who makes up the Hispanic/Latino community, and why is its presence increasingly important for the nation?

There are currently 63.6 million Hispanics/Latinos in the U.S., representing one in five people in the country (19% of the total population). Thus, Latinos are the largest minority in the nation, and also the fastest growing, increasing by 26% since 2010 – a much faster rate than the nation’s overall growth of 8 percent. Mellander explains how this growth has occurred thanks to the birth of approximately 1 million Hispanic/Latino babies in the U.S. annually, over the last decade; it is not due to immigration, a common misconception. Indeed, the overall number of Latin American immigrants arriving annually has decreased substantially in comparison to the previous two decades.4

Nearly 60% of all Hispanics/Latinos are of Mexican origin (37.4 million); however, seven other Hispanic origin groups have more than 1 million people in each – Puerto Rico, El Salvador, Cuba, Dominican Republic, Guatemala, Colombia and Honduras. U.S. Hispanics also include nearly 1 million people born in Spain. Thus, the Hispanic/Latino community is made up of people from a wide variety of roots, and this diversity is growing: while people of Mexican origin have had the slowest growth rate among these groups over the past dozen years (14%), those from four other groups have seen growth rates of over 50%. With regard to the presence of Hispanics/Latinos in the U.S., Texas, Florida and California have the largest numbers, but this population has grown in all 50 states since 2010.5

In sum, the Hispanic/Latino population is increasingly composed of young U.S.-born citizens who are spread across the country, come from diverse roots, are bilingual (nearly three-quarters speak English proficiently and two-thirds speak Spanish, according to the Pew Research Center) and are tending to identify more as “multiracial” (43% of Latinos identified this way in 2022).6

This dynamic population is a key driver of economic and political change. H.O. articles published in previous years have highlighted the key contributions of Latinos to the U.S. economy. The importance of this contribution is aptly summed up by a report on Latinos in Engineering and Technology which emphasizes that Hispanics/Latinos have a central role in propelling the country’s future economic growth and competitiveness. According to one of the authors, the demographic fact that 30% of babies born now in the U.S. are Hispanic will have a tremendous effect on the workforce in the next 20 years. Hence, “if we want to compete with China, there needs to be a majority of Latinos being educated;” the increasing number of Latinos in engineering “counters the imminent shortage in the engineering workforce that threatens U.S. competitiveness and quality of life.”7 

It is important to note that, in addition to the native-born Hispanic/Latino population, undocumented Latino immigrants also contribute substantially to the U.S. economy. Damooei presents data from California that dispels common misperceptions about undocumented migrants, who are often viewed as burdens on public services or “free-riders”. While some may indeed be unemployed, as are portions of all native-born American groups, most contribute substantially to key economic sectors and pay taxes, while receiving fewer public services due to their illegal status. 

According to 2019 data, there were more than 2.7 million undocumented immigrants in California, who make up 46% of the state’s farmworkers and have substantial shares in retail, construction, manufacturing and other sectors. Although in 2019 undocumented immigrants generated around $152 billion within California’s economy and paid some $22 billion through various tax channels, their median wage was half that of the state’s native-born workers and they are ineligible for many key benefits, including social security entitlements, Pell grants and student loans. They are also not just temporary, uneducated workers, as they are often characterized: more than half have lived in the state for more than 10 years, and nearly half have at least a high school education. 8

With regard to politics, Orchowski has reported throughout the year on how Hispanics/Latinos’ growing presence makes an impact on voting patterns and legislative issues; indeed, Latinos’ growing political clout was most notable in the recent November elections. However, she emphasizes that Hispanics/Latinos are not a homogenous group, and that legislators, politicians and the media need to recognize this more clearly. In the October issue, she agrees with an article in Politico magazine stating that “the biggest problem with courting Latinos might be that politicians think of them strictly as an ethnic group in the first place,” whereas Latinos’ political views vary significantly according to their economic class and educational level. This article also points out that “the Latino demographic is the fastest growing segment of the blue collar, non-college educated workforce”9, a group that leaned heavily towards the Republican side in the recent November elections. This helps to explain the substantial Latino shift towards a Republican vote, which was driven particularly by blue-collar men.10

Overall, Hispanics/Latinos’ votes in the recent presidential elections were very divided, however, with between 55-63 % voting for Harris and between 37 and 45% for Trump,11 demonstrating that Latinos are indeed a heterogeneous group that is fully integrated into various social and economic groups at local and state levels, rather than a separate, ethnically-driven voting block.

Hispanics/Latinos and Higher Education

 Hispanics/Latinos’ growing national presence makes it all the more imperative to get a clearer picture of their current educational levels, and the challenges they face on the journey towards greater educational attainment. 

Mellander presents good news regarding Latinos’ progress in higher education over the past decade: while in 2010 only 36% of Hispanics ages 25 and above had some college experience, by 2022 nearly half of them (45%) did. This means that the number of Hispanics enrolled in college or postgraduate education reached 4.2 million in 2022. The number of those obtaining a bachelor’s degree has also risen substantially, from 13% in 2010 to 20% in 2022. 12

There is also encouraging data regarding Hispanic/Latino advances in certain sectors. Although Latinos’ presence in graduate education is still quite low, the growth rate of Hispanic/Latino graduate enrollment has been the highest among all major ethnic groups.13 Likewise, Latinos are still under-represented in engineering, but there has been steady growth in this sector, with the number of Latinos receiving Master’s degrees in engineering more than doubling between 2003 and 2021, and Latino doctorates in this area also nearly doubling over the same period. 14

Hispanic women, dubbed “the unstoppables” by Mellander, have done particularly well.15 They notably surpass their male counterparts in terms of undergraduate and graduate enrollment and degree attainment. H.O.’s lists of top 100 schools for Hispanics indicate that among both top 100 2-year and 4-year institutions, many more Hispanic women were enrolled than men;16 the list of top 50 graduate schools for Hispanics also shows that two-thirds of all graduate degrees for Hispanics at these 50 institutions were conferred to women. 17

Nonetheless, there are still persistent gaps in Hispanic/Latino educational levels, and much remains to be done. A large proportion of Latino students are the first in their families to attend college. These “first-generation” students tend to face greater academic, social and financial obstacles: they generally come from low-income households, have responsibilities such as parenting or care-giving to older members of the family, and have not been exposed to environments that encourage scholarship, or know how to navigate the college experience. Among first-generation students, many attend community colleges, are older, hold part- or full-time jobs concurrently, and do not have time to take part in additional activities that enrich the college experience. They are also more likely than other students to incur debt to pay for college.18 

A recent Lumina Foundation survey among college students found that half (52%) of Hispanic students were considering dropping out, a higher percentage than in 2020; this was also a higher proportion than among other ethnic groups. The reasons for frustration included stress, mental health and the cost of college.19 As a result of these and other factors, bachelor’s degree attainment is still low among Hispanics/Latinos, with only one in five Latinos over age 25 attaining this level (although it has increased over the past decade, as cited earlier). There has been substantial growth in graduate enrollment, but it is also low in absolute terms, especially among men. Indeed, Hispanic/Latino men have been facing a crisis in higher education over the past decade, with enrollment and completion rates decreasing.   

High dropout rates among Hispanics/Latinos  - particularly young men – and increasing educational disparities among ethnic groups (aggravated by the Covid19 pandemic) are a cause for alarm, given that the lack of a college degree increases the risk of a variety of economic and social problems, thus creating a vicious cycle that perpetuates inequality and marginalization.  

In economic terms, data for 2021 shows that those with a college degree earn on average 62% more than those with a high school degree; it has been well documented that those without a higher education are confined to lower-skilled employment, have less financial resources and fare worse during recessions.20

In social terms, there are worrying numbers regarding mental health among Hispanics/Latinos. Nava cites studies stating that some 22% of Latino youth overall have depressive symptoms, a rate only surpassed by Native American youth. 21 Some studies show that 44% of Latino students in particular reported depressive symptoms in 2020-21. This would seem to be related to the Covid19 pandemic, but other factors could also come into play. According to a study by Milian among a sample of Latino STEM college students, traumatic stress due to family separation (through deportation) understandably affected depressive symptoms significantly.  22

Mental health, a lack of social and economic opportunities and drug abuse are often intertwined; access to education is one of the factors that can change this dynamic. Indeed, a recent Rand study finds a clear correlation between drug overdose deaths, which have increased alarmingly over the past 20 years, and educational attainment. Specifically, 70% of the 912,057 people over the age of 25 who died of drug overdoses never attended college, adding evidence to the view that education is clearly a “social determinant of health”. 23   

HIGHER EDUCATION INSTITUTIONS: CATALYZING GROWTH FOR HISPANICS/LATINOS

Reflecting on the mission of HSIs: what does “servingness” mean?

There are currently nearly 600 Hispanic Serving Institutions (HSIs) across the country, defined as institutions with at least 25% Hispanic undergraduate enrollment, which are eligible for federal grants; in addition, there are around 400 emerging HSIs with between 15-24.9% Hispanic enrollment, although these institutions do not have a federal designation. Several articles published this year argue that HSIs should not equate their designation simply with increasing access and reaching certain enrollment numbers – rather, they should reflect on whether they are truly engaging in “servingness”, a concept that involves more intentional, holistic, inclusive and “culturally affirming” change for Hispanic/Latino students and faculty. 

Rodríguez and Núñez argue that the degree to which an institution truly serves Hispanics/Latinos should be assessed according to: academic outcomes that indicate support throughout college (persistence, transfer, degree completion, etc.); non-academic outcomes such as leadership skills, critical consciousness, further aspirations and civic engagement; student experiences that provide a welcoming and culturally affirming environment, including mentoring and support programs; measures that institutionalize equity, related to leadership practices and decision-making processes; diversity of faculty, staff and administrators; and community engagement at the local and regional levels. 24

Likewise, González discusses the ways in which emerging HSIs can increase awareness within their institution of the importance of planning ahead and re-imagining their structures and aims so that they can “frame the conditions for servingness in practice” once they receive the designation. 25 

Putting “servingness” into practice through institutional change

The Alliance of Hispanic Serving Research Universities, an association of 21 leading research universities, is an example of active efforts to increase “servingness”, by aiming to double the enrollment of Latino doctoral students and increase the Hispanic professoriate by 20%, by 2030. The Alliance has actively collaborated with government entities and foundation to support these goals for empowering Hispanics/Latinos, and shares best practices among its members. 26 

All of the higher education leaders profiled by H.O. this year also share a deeper vision of “servingness” for their institutions, perhaps because they were first-generation or immigrant students themselves, who understand the struggles of those they are responsible for serving now. For example, Hector Balderas, president of Northern New Mexico College, aims to build an institution that “truly is preparing for wrap around services that students need and making sure we treat our students as VIPs and not as students with deficits”. 27

Dr. Lisa Cardosa, the first Latina president of American River College in Sacramento, echoes this sentiment, focusing on “meeting the community where they are” by taking concrete actions such as recruiting bilingual outreach staff and implementing Project Adelante to foster a sense of belonging. 28 The President of Ferrum College, Mirta Martin, has also emphasized the need for a new way of thinking that includes not only “traditional” diversity based on inherited traits, but also “acquired diversity” – traits gained from learning experiences; these should be actively fostered in order to foster more creative outcomes. 29 

The types of specific programs that have been developed to support Latinos throughout their college experience also indicate deeper, more holistic ways to serve them. 

ROOTS AND WINGS: STRENGTHENING TIES WITH LATIN AMERICA 

Hispanics/Latinos have diverse cultural roots that have shaped their experiences to a greater or lesser extent, depending on how long their families have been settled in the U.S., the degree to which they still maintain ties with their place of origin, and how much Spanish they speak at home, among many other factors. Many Latinos still have close relatives in their country of origin and visit them periodically; others could be called “transnational”, actively fostering ties and networks between their communities in the U.S. and local communities abroad, both of which they call “home”. 30 

Many Hispanics, however, have lost direct contact with their country of origin over years or generations, but have the desire to find out more about their families’ past or recover lost language skills. This brings us to one of the central themes that Hispanic Outlook has highlighted this year: How can higher education programs help Hispanics/Latinos to genuinely explore their roots and gain a deeper understanding of contemporary Latin America? 

An oft-quoted phrase states that the two lifelong strengths educators can give students are “roots and wings”. This can be applied to two of the key functions of higher education: examining our own identity and opening our minds to exploring the broader world, both of which are addressed through study abroad, area studies programs and international exchanges. 

Study Abroad Programs: Fostering Inclusion and Meaningful Engagement 

Fostering a global outlook and developing multicultural skills are increasingly considered essential for students to be able to access better job opportunities, as well as contributing to their personal growth; study abroad programs in particular have also been shown to boost students’ GPAs and improve academic engagement. Unfortunately, Hispanic/Latino students are often not accessing these opportunities, due to their persistent under-representation in study abroad programs. According to IIE’s most recent Open Doors report, Latinos only make up 11.9% of all study abroad students. 

It is particularly concerning that HSIs – which by definition have at least 25% Hispanic enrollment – only account for approximately 7% of all Hispanic students in study abroad programs, indicating that these institutions need to work on intentionally “serving” their students in terms of facilitating more international opportunities. In order to achieve this, Sevilla-Garcia suggests taking “equity-centered internationalization” measures that are already exemplified by some Minority Serving Institutions. These include lowering costs by collaborating between HSIs to create short-term, faculty-led programs, ensuring more accessible pathways for Latino students, focusing on locations of interest to Latinos, and creating a curriculum that centers marginalized voices and includes a service-learning component. 31

These measures are also supported by the Forum on Education Abroad, which supports quality study abroad programs and equitable access through its well-recognized Standards of Good Practice for Education Abroad. Aside from improving financial accessibility, the Forum also emphasizes “making more culturally-relevant programs available in Latin America, where heritage-seeking students might prefer to study”. This includes strengthening partnerships with colleagues abroad in order to jointly design more relevant and contextually-appropriate programs for Hispanic/Latino students (often termed “Heritage-Seeking” or “Heritage Learners”). 32

For all study abroad students, it is important to offer programs that are mutually respectful with the host community, are immersive enough to produce meaningful engagement, and are multifaceted, exploring various aspects of the country’s culture and society and exposing students to different points of view in order to generate deeper, critical debates on issues of concern.  

The study abroad programs profiled this year in our pages all strive to offer students these kinds of rich experiences, in Latin American locations. NYU Buenos Aires, for example, fosters full cultural immersion through homestays with Argentine families, where students learn Spanish quickly. Students have the opportunity to explore social justice themes and grass-roots activism with a variety of respected academics, journalists and filmmakers, among others. They can also engage in internship opportunities, working alongside local professionals in various fields. 33

Northern Illinois University’s Center for Latino and Latin American Studies (CLLAS), through collaboration with the Spanish and Geology Departments, has also offered students an innovative, interdisciplinary experience in Yucatán, Mexico, which explores Mayan culture and eco-tourism at the same time. The Center is planning another tranformative program in Havana, Cuba, where students will meet with experts from the country’s renowned disaster risk reduction teams. 34  

Tulane University’s Stone Center for Latin American Studies encourages students to avail a range of the university’s study abroad opportunities, which include unique programs taught in Mayan languages, and interdisciplinary offerings that include Diaspora Studies, Public Health and Conservation. Students thus have the opportunity to match these programs to their specific research interests. 35  

Latin American Studies Programs: Deepening Regional Knowledge

As part of the focus on developing a global outlook, H.O. has highlighted programs across the country that contribute significantly to students’ knowledge of Latin America and the Caribbean. Together with study abroad opportunities, these area studies centers strive to produce students, as Tulane University’s Stone Center for Latin American Studies does, “with global sensibilities, comfortable in diverse languages and cultures, and able to adopt perspectives other than their own”. 36 

All of the centers for Latin American studies profiled in our pages this year emphasize the importance of interdisciplinary programs of study that allow students to understand complex issues on many levels. Most centers offer dual degrees with other departments and draw on faculty from other areas to offer innovative programs. Indiana University’s Center for Latin American and Caribbean Studies (CLACS), for example, offers six joint professional degree programs, where students can integrate their regional knowledge and language skills with applied work. 37 Tulane University’s Stone Center, which recently celebrated its centennial, is proud of the multidisciplinary work of its faculty and alumni, who have contributed over the years to areas as varied as tropical medicine, urban planning and comparative law. It currently offers joint degree programs with the Law School and the Business School, as well as a dual PhD in Latin American Studies and Art History. 38

Many specializations offered to students focus on marginalized communities or issues that need greater attention. Indiana University’s CLACS is a salient example: it offers Quechua, Maya and Haitian Creole courses, houses the Minority Languages and Cultures Project, and has a unique digital archive of Mexican and Central American video materials focusing on political violence, human rights and indigenous communities. 39 NIU’s CLLAS has focused on gaining a deeper understanding of the Latino community in the Midwest through its Latinx Oral History Project, which documents the experiences of undocumented migrants, health care workers, community activists and many others. 40

In addition to forming scholars with a deeper understanding of Latin America, all of these centers consider it part of their central mission to disseminate accurate information on Latin America to the broader public, thus dispelling misconceptions and promoting informed debate. This is particularly true for the Center for Latin American and Border Studies (CLABS) at New Mexico State University (NMSU) and Rice University’s Center for the U.S. and Mexico, given that they are located in border states where bi-national issues are particularly salient, and often contentious. CLABS has developed outreach activities with local communities and schools, as well as hosting lectures and workshops to discuss issues concerning Latin America, border studies, and the US-Mexico border in particular. 41 Rice’s Center for the U.S. and Mexico contributes to informed public debates on challenging issues such as migration, trade and criminal networks; its researchers have a strong media presence, since “providing expertise to examine day-to-day issues in the media is a way to influence the public discourse on the binational relationship”. 42

Finally, fostering cooperation between U.S. and Latin American academics and policy-makers, in order to address key issues facing the region, is also a key aim of these centers. Indiana University’s CLACS has a unique Cuba Initiative, which has fostered exchanges between groups of scholars; it also collaborates with the University of Puerto Rico at Bayamon to develop literacy skills through children’s literature, and has partnerships with prestigious Latin American universities. 43 Rice’s Center for the US and Mexico has binational cooperation at the center of its endeavours: its motto is “Public Policy Spanning Two Nations”, and it actively informs government policies on both sides of the border by engaging a binational team of scholars, which builds mutual trust and ensures balanced perspectives. 44  

 Latin American Students and Programs in the U.S.

 Another important way in which students can learn more about the world and sharpen cross-cultural skills is by interacting with international students and scholars who come to the U.S. to study and conduct research. The U.S. continues to be a prime destination for foreign students, and there has been a 12% increase in the number of these students in 2022-23, indicating some recovery from the pandemic slump. 45

Students from Latin America and the Caribbean (defined as the 20 Spanish and Portuguese speaking sovereign nations in the region) represent only 6.8% of the total of international students, according to 2022-23 IIE data. Nonetheless, their numbers have been increasing, particularly from Colombia, Peru, Ecuador, Chile and Argentina. Currently, Brazil, Mexico and Colombia have by far the largest numbers of students in the U.S., followed by Peru and Venezuela; all together, these five countries account for 69% of all Latin American students. 46  

Some Latin American universities have established centers in the U.S., with the purpose of strengthening exchanges of students and scholars, showcasing their culture, and reaching out to the Hispanic/Latino community. This is the case of the University of Guadalajara Foundation, which for 16 years has promoted cultural programs that highlight the contributions of Mexicans to U.S. society. It has also opened an academic and cultural center in Los Angeles, and supports LeaLA, the Los Angeles Spanish Language Book Fair. 47 

SPECIFIC PROGRAMS SERVING HISPANICS/LATINOS

Improving access, retention and completion: funding, mentorship and inclusion

Lifting as We Climb: Texas A&M Hispanic Network Gives Back

By Carmen Fraser Youngsteadt, February 2024

Strengthening the Latino Education Pipeline: The Transformative Impact of the LARES program at UIC

By Mitzi Ramos, August 2024

Baylor University: Beyond Bridges and Silos in Support of Hispanic Students

By Eduardo Contreras, Lily Souza-Fuertes and others, October 2024

Riverland Community College: A Beacon of Opportunity and Growth in Southeastern Minnesota

By Kenneth A. Reid, October 2024

Beyond the Classroom: ELAC’s Resources and Programs for First Generation Students

By Kevin Jimenez, November 2024

CSUSM’s Coaching Program Empowers Freshmen to Thrive

By Eric Breier, November 2024

Preparing for the workforce and expanding Latinos’ presence in key fields

Universal Technical Institute: Career Readiness Through Accelerated Programs

By Sherrell Smith, April 2024

From Vison to Success: Western Technical College’s Fifty-year Journey

By Western Technical College staff, April 2024

Education and psychology careers

Creating a Teacher Pipeline at San Diego Mesa College

By David Ogul, January 2024

UTSA School of Psychology: Serving the Latino Community Through Culturally Responsive Training

By Felicia Castro-Villareal, January 2024

NACCTEP: Perspectives on Hispanic Students in Community College Teacher Education

By Sariah Chabarria, R. Lennon Audrain, and Julie Ferin, May 2024

Growing Educator Diversity: HSIs Partnerships with HSSDs

By David A. Fuentes and Amy Ginsberg, November 2024

Journalism, Media and the Arts

CUNY’s Bilingual Journalism Program: A Mission to Report and Amplify the Latino Community

By Carmen Graciela Diaz, June 2024

University of Colorado: Groundbreaking PhD Program in Art of the Americas

By James M. Córdova, June 2024

Latino Media Collaborative: Spearheading the Future of Latino Journalism

By LMC Staff, June 2024

From Classroom to Newsromm: NAHJ’s Commitment to the Next Generation of Latino Journalists

By YanethGuillé-Díaz, September 2024

STEM and Health careers

Empowering Underrepresented Scholars in STEM at the University of Arizona’s Science, Engineering, and Math Scholars Program

By Jennifer M. Batchelder, May 2024

Fostering a Diverse Workforce: New Jersey Institute of Technology Earns HIS Designation

By Nayib Moran, May 2024

Spotlight on University of Houston-Downtown’s Scholars Academy

By Mary Jo Parker, May 2024

Concorde Career Colleges: Answering the Call to Increase Representation in Healthcare

By Kevin Prehn, July 2024

The National Hispanic Medical Association: Empowering Future Hispanic Health Leaders

By Mariah Solís, July 2024

UCSD’s Transformative Strategies to Improve Latino Faculty Success in Science and Medicine

By JoAnn Trejo, July 2024

Unique Program at UC Irvine Trains Physicians to Serve California’s Latino Communities

By PRIME-LC Staff, July 2024

Fortaleciento El Futuro: Latino Nurses as Catalysts for Community Change

By Adrianna Nava, July 2024

Graduate studies

Empowering Futures: The Impact of Chico Stare on Hispanic/Latino Graduate Students

By Sharon Barrios, January 2024

30 years of The Leadership Alliance: Succeeding Beyond Boundaries

By Taiese Bingham-Hickman and Gina Astorini, January 2024

Leadership development and support for faculty

Texas Woman’s University Expands Leadership Pathways for Latinas

By Matt Flores, March 2024

The Hispanic Foundation of Silicon Valley: Empowering Latinos’ Lives through Education and Leadership Development

By Gisela Angulo-Avellaneda, May 2024

The LCDEF’s BoardReady Institute: Essential Preparation for Aspiring Latino Directors

By Monique Navarro, August 2024

Cultivating Latino Leadership: The Dr. Ted Martinez Jr. NCCHC Leadership Fellows Program

By Maria Harper-Marinick, August 2024

The Mauricio Gastón Institute: Advancing Latino Leadership through Research, Public Policy, and Community Development

By Lorna Rivera, August 2024

Cultivating Future Leaders: SAF’s Programs for Farmworker Advocacy and Educational Equity

By Maria Juarez, August 2024

Adams State’s LEAD Program Elevates K-20 Leadership Development

By Melissa L. Freeman and Curtis L. Garcia, August 2024

References

1 Castillo, June issue

2 Del Risco, February issue

3 Bailey, September issue

4 Mellander, June issue

5 Ibid

6 Ibid

7 Stern, May issue

8 Damooei, June issue

9 Orchowski, October issue

10 Orchowski, December issue

11 These figures vary depending on the source – initial exit polls indicated 45% for Trump and 55% for Harris, while the American Electorate Poll reveals approximately 62% for Harris and 37% for Trump, see https://unidosus.org/press-releases/hispanic-voters-back-harris-over-trump-by-a-62-37-margin-cite-economic-concerns-as-top-priorities/ 

12 Mellander, June issue

13 Rodriguez and Nuñez, January issue

14 Stern, May issue 

15 Mellander, March issue

16 Top 100 Colleges and Universities for Hispanics, October issue

17 Top 50 Graduate Schools for Hispanics, January issue

18 Mellander, April issue

19 Ibid

20 Stern, July issue

21 Nava, July issue

22 Milian, July issue

23 Mellander, February issue

24 Rodríguez and Núñez, January issue

25 Gonzalez, October issue

26 Mendoza, January issue

27 DiMaria, January issue

28 Cardoza, April issue

29 Martin, March issue

30 The plethora of Mexican hometown associations dotted across the U.S., which support educational and civic advancement in their local U.S. community and also contribute to the development of their place of origin in Mexico, are an example of this. See Alcántara, November issue

31 Sevilla-Garcia, February issue

32 Dietrich, Frohlich and Mares-Durán, February issue

33 Bender and Stahl, February issue

34 Abreu, October issue

35 Stone Center, October issue

36 Stone Center for Latin American Studies, October issue

37 Coronel-Molina, October issue

38 Stone Center for Latin American Studies, October issue

39 Coronel-Molina, October issue

40 Abreu, October issue

41 Ortiz, September issue

42 Payan, September issue

43 Coronel-Molina, October issue

44 Payan, September issue

45 DiMaria, February issue

46 Alcántara, February issue

47 University of Guadalajara Foundation, September issue