Anne-Marie Nuñez

Examines the organizational behavior of departments in Hispanic-Serving Institutions (HSIs) with sustained success in graduating Latinx computer science bachelor's degree recipients. Offers organizational strategies to create more inclusive environments and promote equitable outcomes for minoritized students in science.

Demonstrates how studying organizational behavior in Hispanic-serving institutions (HSIs) computing departments—including computer science, computer engineering, information science, and computer information systems can offer important lessons for all departments about creating race-conscious and equity-centered cultures of student success

Considers how EL education policy is largely defined at the federal level but interpreted and implemented by state and local actors (i.e., the Lau and Castañeda cases). In addition, largely of immigrant origin, ever-EL students are directly affected by federal immigration policy as well as state immigrant policies. Suggests that the unique status of EL education in K-12 schools and the framing of immigrant-origin communities in federal and state policies make it necessary to consider both federal and state policy contexts in ever-EL college-going research.

Considers the strategies and successes of Minority Serving Institutions (MSI) for cultivating talent development in STEM fields.

Examines the organization of learning in geoscience fieldwork with implications for inclusion and exclusion of diverse learners. Involves 275 hours of observations and 32 interviews of participants at two separate undergraduate and graduate fieldwork courses in the western United States.

Examines how Hispanic-Serving Institutions (HSIs), federally designated institutions in the US that enroll at least 25% Hispanics, develop strategies to raise Hispanic attainment in computing fields. Explores the activities of HSIs in the Computing Alliance for Hispanic-Serving Institutions (CAHSI), a network of over 60 HSIs and other stakeholders that are committed to raising Hispanic attainment in postsecondary computing.

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.

Reviews how literature has examined food/housing insecurity for Latinx/a/o students before employing an intersectional lens to develop a research agenda to investigate food/housing insecurity for Latinx/a/o students. Emphasizes interrogating how interrelated systems of power and oppression affect Latinx/a/o students’ access to basic needs.

Examines how intersectionality, a lens from the social sciences, can be employed conceptually and practically to broaden participation in geosciences, particularly among underrepresented groups such as women of color or others with multiple marginalized statuses. Outlines the key concepts constituting a lens of intersectionality and explain a specific model of intersectionality that incorporates multiple individual, cultural, and historical layers.

Conducts a systematic review of 148 journal articles and book chapters to better understand how researchers conceptualize the idea of servingness at HSIs. We identified four major themes used by researchers to conceptualize servingness: (1) outcomes, (2) experiences, (3) internal organizational dimensions, and (4) external influences.

Provides an overview of a funded National Science Foundation (NSF) grant program that incorporates learning and work in an effort to address racial/ethnic underrepresentation in the field of geosciences. Demonstrates the importance of engaging student affairs with academic affairs in such a program to address the diverse needs of students at HSIs.

Outlines how in the past centuries the U.S. higher education shift from providing education to a small group of students in historically "elite" institutions, to offering nearly universal postsecondary education, to the most demographically diverse group of students ever, in the most diverse range of institutional types in the world (Thelin, 2013; Trow 1970).

Discusses how the past century has seen U.S. higher education shift from providing education to small groups of students in historicallty "elite" institutions, to offering nearly universal postsecondary education to the most demographically diverse group of students ever, in the most diverse range of institutional types in the world.

Findings are that precollege and college academic experiences, financial considerations, sociocultural experiences, and cultural and linguistic assets influence EL students’ transitions from high school to college

Draws on quantitative and qualitative research to examine the influence of a residential outreach program at a public university on migrant student participants’ college access. Finds evidence that cultivating sociocritical skills to challenge exclusionary political and economic systems while also cultivating academic skills and knowledge about college can broaden migrant students’ sense of postsecondary possibilities. Expands college access for migrant students, we suggest that outreach programs address the development of these and other skills.

Examines how working influences students' college experiences, extending the predominantly quantitative research in this area. Findings based on interviews with Latino first-generation students who work reveal three themes. First, these students bring a familial orientation that motivates them to increase occupational status. Perceives that working helps them develop a sense of belonging on campus and important academic and social skills.

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.

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.

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.

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.