Staff at Hispanic-Serving Institutions: Debugging Challenges in Navigating Computer Science

American Association for the Advancement of Science (AAAS) (2019). Levers for change: An assessment of progress on changing STEM instruction. Washington, DC: Author. https://www.aaas.org/sites/default/files/2019-07/levers-for-change-WEB100_2019.pdf

Benjamin R. (2019). Race after technology: Abolitionist tools for the new Jim Code. Medford, MA: Wiley.

Bensimon E. M. Dowd A. C. Stanton-Salazar R. D. Dávila B. A. (2019). The role of institutional agents in providing institutional support to Latinx students in STEM. The Review of Higher Education, 42(4), 1695-1727.

Contreras F. E. Malcom L. E. Bensimon E. M. (2008). Hispanic-serving institutions: Closeted identity and the production of equitable outcomes for Latino/a students. In Gasman M. Baez B. Turner C. S. V. (Eds.), Understanding minority-serving institutions (pp. 71-90). Albany, NY: State University of New York.

Deil-Amen R. (2011). Socio-academic integrative moments: Rethinking academic and social integration among two-year college students in career-related programs. Journal of Higher Education, 82(1), 54-91.

Dowd A. C. Malcom L. E. (2012). Reducing undergraduate debt to increase Latina and Latino participation in STEM professions. Los Angeles, CA: University of Southern California.

Excelencia in Education (2021). Hispanic-serving institutions (HSIs): 2019–20: Fact sheet. Washington, DC: Excelencia in Education. https://www.edexcelencia.org/research/publications/hispanic-serving-institutions-hsis-2019-2020-fact-sheet

Faye-Carter D. F. Dueñas J. E. R. Mendoza R. (2019). Critical examination of the role of STEM in propagating and maintaining race and gender disparities. Higher Education: Handbook of Theory and Research, 34, 39-97.

Garcia G. A. Núñez A. M. Sansone V. A. (2019). Toward a multidimensional conceptual framework for under- standing “servingness” in Hispanic-Serving Institutions: A synthesis of the research. Review of Educational Research, 89(5), 745-784.

Gates A. Q. Hug S. Thiry H. (2016). Reflections: The computing alliance of Hispanic-serving institutions. ACM Inroads, 7(4), 69-73.

Gates A. Q. Hug S. Thiry H. Aló R. Beheshti M. Fernandez J. Rodriguez N. Adjouadi M. (2011). The computing alliance of Hispanic-serving institutions: Supporting Hispanics at critical transition points. ACM Transactions on Computing Education, 11(3), 1-20.

Hispanic Association of Colleges and Universities (n.d.). About Hispanic-serving institutions (HSIs) . https://www.hacuadvocates.net/abouthsis?0

Hurtado S. Alvarado A. R. Guillermo-Wann C. (2015). Creating inclusive environments: The mediating effect of faculty and staff validation on the relationship of discrimination/bias to students’ sense of belonging. Journal Committed to Social Change on Race and Ethnicity, 1(1), 60-81.

Hurtado S. White-Lewis D. Norris K. (2017). Advancing inclusive science and systemic change: The convergence of national aims and institutional goals in implementing and assessing biomedical science training. BMC Proceedings, 11(Suppl 12), 17.

López E. J. Basile V. Landa-Posas M. Ortega K. Ramírez A. (2019). Latinx students’ sense of familismo in undergraduate science and engineering. The Review of Higher Education, 43(1), 85-111.

McGee E. (2020). Black, brown, bruised: How racialized STEM education stifles innovation. Cambridge, MA: Harvard Education Press.

National Academies of Sciences, Engineering, and Medicine (2019). Minority Serving Institutions: America's underutilized resource for strengthening the STEM workforce. Washington, DC: National Academies Press.

National Science Board (2022). Science and Engineering Indicators 2022: The State of U.S. Science and Engineering (NSB-2022-1). Alexandria, VA. https://ncses.nsf.gov/pubs/nsf21321/data-tables

Noble S. U. (2018). Algorithms of oppression: How search engines reinforce racism. New York, NY: New York University Press.

Núñez A.-M. (2017). Flipping the HSI narrative: An HSI positionality. Association of Mexican American Educators Journal, 11, 276-295.

Núñez A.-M. Hurtado S. Calderón Galdeano E. (2015). Why study Hispanic-serving institutions? In Núñez A.-M. Hurtado S. Calderón Galdeano E. (Eds.), Hispanic-serving institutions: Advancing research and transformative practice (pp. 1-22). New York, NY: Routledge.

Rendon L. (1994). Validating culturally diverse students: Toward a new model of learning and student development. Innovative Higher Education, 19, 33-51.

Rodriguez S. L. Lu C. Ramirez D. (2020). Creating a conceptual framework for computing identity development for Latina undergraduate students. In Gonzalez E. M. Fernandez F. Wilson M. (Eds.), An asset-based approach to advancing Latina students in STEM: Increasing resilience, participation, and success (pp. 25-39). New York, NY: Routledge.

Sax L. J. Blaney J. M. Lehman K. J. Rodríguez S. L. George K. L. Zavala C. (2018). Sense of belonging in computing: The role of introductory courses for women and underrepresented minority students. Social Sciences, 7(122), 1-23.

Villa E. Q. Hug S. Thiry H Knight D. S. Hall E. F. Tirres A. (2019). Broadening participation of Hispanics in computing: The CAHSI INCLUDES Alliance. Paper presented at the Annual Collaborative Network for Engineering and Computing (CoNECD) at the American Society for Engineering Education, Washington, DC. https://www.asee.org/public/conferences/148/papers/24674/view