Victor B. Sáenz

TL;DR: The authors explored some of the socio-cultural factors, peer dynamics, and labor force demands that may be conspiring to propagate the vanishing of Latino males from the American education pipeline, a trend that is especially evident at the secondary and postsecondary levels.

TL;DR: In this paper, the authors examined whether or not students who either had higher levels of cross-racial interaction during college or had same-institution peers with higher average levels of this type of interaction tend to report significantly larger developmental gains than their counterparts.

TL;DR: Chang et al. as discussed by the authors applied a multilevel approach to examine the student-and institution-level effects of one key form of diversity, namely, frequency of cross-racial interaction.

TL;DR: The authors explored key factors that impact the college transition of aspiring underrepresented minority students in the biomedical and behavioral sciences, in comparison with white, Asian students and non-science minority students, and examined successful management of the academic environment and sense of belonging during the first college year.

TL;DR: The authors explored the various factors that promote positive interactions across race for African American, Asian American, Latino, and White college students and delineated the conditions under which positive intergroup relations can be fostered in college and the key factors that inhibit or restrain the benefits such interactions bring to the development of students for a diverse workplace and pluralistic democracy.