Nuñez

Anne-Marie Nuñez

Associate Professor of Educational Studies, The Ohio State University
Chapter Member: Central Ohio SSN
Areas of Expertise:
  • Colleges & Universities
  • Immigration
  • Race & Ethnicity

Connect with Anne-Marie

About Anne-Marie

Nuñez’s research and teaching focus on promoting access to and success in postsecondary education, particularly for groups historically underrepresented in higher education. Much of her work addresses college attendance and completion for Latino, first-generation, and migrant students in the U.S. More recently, she has been focusing on how higher education accountability policies and ratings systems influence equity in higher education. In addition, Nuñez studies how Hispanic-Serving Institutions (HSIs) contribute to postsecondary advancement in the U.S., particularly for Latino populations.

In the News

"Being a Steward of Intersectionality in Teaching," Anne-Marie Nuñez (with Antonio Duran), Equity Alliance Blog, April 3, 2018.
"N.J. University Works To Improve Graduation Rates For Latinos," Anne-Marie Nuñez, Interview with Rachel Martin, NPR Morning Edition, April 2, 2018.
"Immigrants Bolster Academic and Civic Engagement in the U.S.," Anne-Marie Nuñez, New York Times, September 3, 2015.
"What Does Hispanic-Serving Mean, Anyway?," Anne-Marie Nuñez, Excelencia, June 1, 2015.
Anne-Marie Nuñez quoted on the future of Hispanic-Serving Institutions in higher education in Catherine Morris, "ASHE: Hispanic-Serving Institutions Could Face Rough Road Ahead" Diverse: Issues in Higher Education, November 24, 2014.
Anne-Marie Nuñez quoted on Hispanic faculty members at U.S. institutions of higher education in Howard Mann, "Group Discusses Solutions for Raising the Number of Hispanic Teachers" Diverse: Issues in Higher Education, March 28, 2013.
"The Demographic Dividend: Why the Success of Latino Faculty and Students is Critical," Anne-Marie Nuñez (with Elizabeth Murakami-Ramalho), Academe, 2012.

Publications

"Mapping Hispanic-Serving Institutions: A Typology of Institutional Diversity" (with Gloria Crisp and Diane Elizondo). Journal of Higher Education (forthcoming).
Examines the distinctive structural, demographic, financial, and community context characteristics of HSIs. Provides a foundation for building a more institutionally relevant way of classifying HSIs and other Minority Serving Institutions (MSIs), which can inform future research about HSIs’ organizational identities and effects on student outcomes.
"Closing the Latino/a Transfer Gap: Creating Pathways to the Baccalaureate," (with Diane Elizondo), The Center for Research and Policy Education and University of Texas at San Antonio, 2013.
Provides an overview of the academic, financial, cultural, and social target areas, as well as broader policy issues, which must be addressed in order to promote Latino/a student transfer from community colleges to four-year higher education institutions.
Hispanic-Serving Institutions: Advancing Research and Transformative Practice (edited with Sylvia Hurtado and Emily Calderon Galdeano) (Routledge Press, 2015).
Illustrates the institutional diversity of HSIs, the ways that HSIs address Hispanic student success, and the role of various resources in influencing HSIs’ performance. Demonstrates that the HSIs’ contributions must be considered within a broader political, social, and economic context that historically has limited their resources.
Latinos in Higher Education and Hispanic-Serving Institutions: Creating Conditions for Success (with Richard Hoover, Kellie Pickett, Christine Stuart-Carruthers, and Maria Vazquez) (Jossey-Bass, 2013).
Presents a framework and strategies for promoting Hispanic student success that incorporate academic, financial, cultural, and social factors, as well as the importance of creating culturally responsive and supportive campus climates. Highlights how state and federal policymakers can contribute to strengthening Latino student success and the condition of HSIs.
"Latino Students’ College Transitions: A Social and Intercultural Capital Perspective" Harvard Educational Review 79, no. 1 (2009): 22-48.
Examines factors that contribute to a sense of belonging among Latino students entering college and presents evidence that Latino students who feel most alienated with their racial campus climate are also more likely to be involved in campus activities and community service. Suggests that in contrast to popular arguments that diversity activities like ethnic studies courses lead underrepresented minorities to disconnect from campus life, involvement in such activities help Latino students to feel a sense of belonging on campus and potentially contribute to their college persistence and degree attainment.