In this article, Anne-Marie Nuñez uses data from a national longitudinal study of students enrolled in four-year public research universities to assess the effects of social capital and intercultural capital—the capacity to negotiate diverse racial/ethnic environments—on Latino students' sense of belonging in college and on their perceptions of a hostile racial/ethnic climate. She finds that Latino students who are more familiar with diversity issues and who report more social and academic connection and engagement experience a greater sense of belonging even as they also experience a more hostile campus climate. Her findings provide a nuanced understanding of Latino students' college experiences, with implications for how access to intercultural capital through positive cross-racial interactions and diversity curricula may offer benefits that counterbalance the negative impact of marginalizing experiences and ultimately advance educational attainment.
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Research Article| March 30 2009
Latino Students' Transitions to College: A Social and Intercultural Capital Perspective
Harvard Educational Review (2009) 79 (1): 22–48.
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Anne-Marie Nuñez; Latino Students' Transitions to College: A Social and Intercultural Capital Perspective. Harvard Educational Review 1 April 2009; 79 (1): 22–48. doi: https://doi.org/10.17763/haer.79.1.wh7164658k33w477
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