The Latina/o population constitutes the largest racial and ethnic minority group in the U.S. and is disproportionately under-represented in college and in graduate programs. This is the first book specifically to engage with the absence of Latinas/os in doctoral studies. It proposes educational and administrative strategies to open up the pipeline, and institutional practices to ensure access, support, models and training for Latinas/os aspiring to the Ph.D. The under-education of Latina/o youth begins early. Given that by twelfth grade half will stop out or be pushed out of high school, and only seven percent will complete a college degree, it is not surprising so few enter graduate studies. When Latina/o students do enter higher education, few attend those colleges or universities that are gateways to graduate degrees. Regardless of the type of higher education institution they attend, Latinas/os often encounter social and academic isolation, unaffordable costs, and lack of support. This historic under-representation has created a vicious cycle of limited social and economic mobility. There is a paucity of the Latina/o faculty and leaders whom research shows are essential for changing campus climate and influencing institutions to adapt to the needs of a changing student body. As a result, Latina/o graduate students often have few role models, advocates or mentors, and limited support for their research agendas. By reviewing the pipeline from kindergarten through university, this book provides the needed data and insights to effect change for policy makers, administrators, faculty, and staff; and material for reflection for aspiring Latina/o Ph.D.s on the paths they have taken and the road ahead. The book then addresses the unique experiences and challenges faced by Latina/os in doctoral programs, and offers guidance for students and those responsible for them. Chapters cover issues of gender and generational differences, the role of culture in the graduate school, mentorship, pursuing research, and professional development opportunities for Latina/os. The book closes with the voices of by Latina/o students who are currently pursuing or recently completed their doctoral degree. These narratives describe their cultural and educational journeys, providing insight into their personal and professional experiences. These stories bring alive the graduate experience for anyone interested in successful recruitment, retention, and graduation of Latina/o doctoral students - an inspiration and guidance to those aspiring to the doctorate.

The Latina/o population constitutes the largest racial and ethnic minority group in the U.S. and is disproportionately under-represented in college and in graduate programs. This is the first book specifically to engage with the absence of Latinas/os in doctoral studies. It proposes educational and administrative strategies to open up the pipeline, and institutional practices to ensure access, support, models and training for Latinas/os aspiring to the Ph.D. The under-education of Latina/o youth begins early. Given that by twelfth grade half will stop out or be pushed out of high school, and only seven percent will complete a college degree, it is not surprising so few enter graduate studies. When Latina/o students do enter higher education, few attend those colleges or universities that are gateways to graduate degrees. Regardless of the type of higher education institution they attend, Latinas/os often encounter social and academic isolation, unaffordable costs, and lack of support.This historic under-representation has created a vicious cycle of limited social and economic mobility. There is a paucity of the Latina/o faculty and leaders whom research shows are essential for changing campus climate and influencing institutions to adapt to the needs of a changing student body. As a result, Latina/o graduate students often have few role models, advocates or mentors, and limited support for their research agendas.By reviewing the pipeline from kindergarten through university, this book provides the needed data and insights to effect change for policy makers, administrators, faculty, and staff; and material for reflection for aspiring Latina/o Ph.D.s on the paths they have taken and the road ahead.The book then addresses the unique experiences and challenges faced by Latina/os in doctoral programs, and offers guidance for students and those responsible for them. Chapters cover issues of gender and generational differences, the role of culture in the graduate school, mentorship, pursuing research, and professional development opportunities for Latina/os.The book closes with the voices of by Latina/o students who are currently pursuing or recently completed their doctoral degree. These narratives describe their cultural and educational journeys, providing insight into their personal and professional experiences. These stories bring alive the graduate experience for anyone interested in successful recruitment, retention, and graduation of Latina/o doctoral students – an inspiration and guidance to those aspiring to the doctorate.

Despite representing the largest ethnic minority group in the United States, Latina/os are underrepresented in graduate school and continue to fall behind in doctoral achievement when compared to White, African American, Asian American, and Native American populations (Pérez Huber et al., 2015). The Latina/o attrition rate indicates significant obstacles in Latina/o educational pathways throughout the postsecondary system. This study explores the personal and academic experiences of Latina/o terminal master's degree students in order to unpack the potential of the terminal master's degree as a pathway to the doctorate for Latina/o students pursuing programs in the humanities and social sciences. A terminal master's degree refers to an academic master's earned at an institution that does not offer doctoral work in that field of study. This study builds on research recognizing the need for expanded diversity efforts in the doctoral and professoriate pathways. Using Critical Race Theory, Community Cultural Wealth, and Domains of Power as theoretical perspectives, particular attention was paid to how the intersection of race, culture, and socioeconomic status influenced the participants' experiences and how institutional norms and policies shaped their educational trajectories. Drawing on interview responses from five terminal master's students and four Latina/o doctoral degree holders who pursued terminal master's degrees from a Hispanic Serving Institution (HSI), the study identified four broad themes - fifteen subthemes - centered on the 1) process of selecting a graduate program; 2) institutional failures and self-advocacy; 3) institutional context around challenges and support structures; and, 4) the impact of race/ethnicity within a Hispanic Serving Institution. These findings might affect recruitment, retention, and completion strategies for institutions that enroll or aspire to enroll Latina/o graduate students.

Supplying contributions from Latino librarian practitioners across the nation, this anthology provides broad coverage of the subject of Latino/Spanish speaking library service in the United States. Emphasizing public, school, and academic libraries, Pathways to Progress: Issues and Advances in Latino Librarianship taps the leading minds of the Latino library world to provide expert discourse on a wide spectrum of library services to Latino patrons in the United States. This collection of articles provides an accurate, insightful discussion of the issues and advances in Latino library service. Coverage of library service to the Latino community includes subjects such as special collections, recruitment and mentoring, leadership, collection development, reference services to gays and lesbians, children services, and special library populations. Contributors include library practitioners who are of Mexican, Chilean, Peruvian, Nicaraguan, Puerto Rican, and Cuban descent. Best practices are presented and explained in-depth with practical examples and documented citations.

In The Latinx Guide to Graduate School Genevieve Negrón-Gonzales and Magdalena L. Barrera provide prospective and current Latinx graduate students in the humanities and social sciences fields with a roadmap for surviving and thriving in advanced-degree programs. They document the unwritten rules of graduate education that impact Latinx students, demystifying and clarifying the essential requirements for navigating graduate school that Latinx students may not know because they are often the first in their families to walk that path. Topics range from identifying the purpose of graduate research, finding the right program, and putting together a strong application to developing a graduate student identity, cultivating professional and personal relationships, and mapping out a post--graduate school career. The book also includes resources for undocumented students. Equal parts how-to guide, personal reflection, manifesto, and academic musing, this book gives a culturally resonant perspective that speaks to the unique Latinx graduate student experience.

Focuses on the "Transitions" that take place at major points of potential discontinuity in students' developmental trajectories and across contexts at a given time point. In this title, development literature has examined how children's motivation and achievement are affected by the shift from pre-school to school.