My scholarship focuses on improving the conditions and increasing the success of historically underrepresented students, particularly with regard to persistence to the baccalaureate degree and to experiences with the campus climate for diversity at both two and four-year colleges. Inherent in this work is also the role of institutional agents in helping students succeed. My methodological expertise lies in employing rigorous quantitative methods and handling large-scale national data sets to help illustrate experiences of the most marginalized.
Prior to joining the University of Redlands, I was a postdoctoral scholar with the Higher Education Research Institute (HERI) at UCLA and the lead researcher on a mixed methods project examining the college experiences of high-achieving students from low-income backgrounds. I also have professional experience with academic advising, intergroup dialogue, and student-initiated outreach programs.
Ph.D. Higher Education, University of California, Los Angeles, 2014
M.S. Higher Education, University of California, Los Angeles, 2011
M.Ed. Student Affairs, University of California, Los Angeles, 2009
B.A. Social Welfare, University of California, Berkeley, 2004
Hurtado, S., Ruiz Alvarado, A., & Guillermo-Wann, C. (2015). Thinking about race: The salience of racial identity at two and four-year colleges and the climate for diversity. Journal of Higher Education, 86(1), 127-155.
Hurtado, S., Ruiz Alvarado, A., & 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 for Social Change on Race and Ethnicity in Higher Education, 1(1), online.
Fuentes, M., Ruiz Alvarado, A., Berdan, J., & DeAngelo, L. (2014). Mentorship matters: Does early faculty contact lead to quality faculty interaction? Research in Higher Education, 55(3), 288-307.
Ruiz Alvarado, A., & Hurtado, S. (2015). Campus climate, intersectional identities, and institutional support among Mexican American college students. In R.E. Zambrana & S. Hurtado (Eds.). The magic key: The educational journey of Mexican-Americans from K-12 and to college and beyond (Ch.8, pp.168-189). Austin, TX: University of Texas Press.
Hurtado, S., & Ruiz Alvarado, A. (2015). Realizing the potential of Hispanic Serving Institutions: Multiple dimensions of organizational transformation. In A.M. Nuñez, S. Hurtado, & E. Calderon Galdeano (Eds.) Hispanic-Serving Institutions: Advancing research and transformative practice (Ch.2, pp.25-45). New York, NY: Routledge.
Ruiz Alvarado, A., & Hurtado, S. (2015). Salience at the intersection: Latina/o identities across different campus contexts. In D.J. Davis, R.J. Brunn, & J.L. Olive (Eds.) Intersectionality in education research (Ch.3, pp.48-67). Sterling, VA: Stylus Publishing, LLC.
Additional Professional Publications
Hurtado, S. & Ruiz Alvarado, A. (2015). Discrimination and bias, underrepresentation, and sense of belonging on campus. Los Angeles, CA: Higher Education Research Institute.
*This brief was used as evidence in the Amicus Brief of Social Scientists for the Supreme Court Case of Fisher vs. The University of Texas.
Hurtado, S. & Ruiz Alvarado, A. (2013). Diversity in teaching and learning: Affirming students as empowered learners. Diversity & Democracy: Civic Learning for Shared Futures, 16(3), 7-9
Hurtado, S., Ruiz, A., & Whang, H. (2012). Advancing and assessing civic learning: New results from the Diverse Learning Environments Survey. Diversity & Democracy: Civic Learning for Shared Futures, 15(3), 10-12.
Ruiz, A. (2012). Toward an understanding of who leaves, when they leave, and where they go. Proceedings of the 8th Annual National Symposium on Student Retention. New Orleans, LA.
Hurtado, S., & Ruiz, A. (2012). The climate for underrepresented groups and diversity on campus. Los Angeles, CA: Higher Education Research Institute. *This brief was used as evidence in the Amicus Brief of Social Scientists for the Supreme Court Case of Fisher vs. The University of Texas.
Ruiz, A., & Pryor, J.H. (2011). Assessing the climate for transfer at two and four-year institutions: How understanding diverse learning environments can help repair the pipeline. College and University, 87(1), 2-6.
Association for the Study of Higher Education (ASHE)
American Association of Hispanics in Higher Education (AAHHE)
American Educational Research Association (AERA)
AAHHE/ETS, Outstanding Dissertation Award (2016)
UC/ACCORD, Dissertation Fellow (2013-2014)
UCLA Division of Higher Education and Organizational Change, Philip N. Clark Memorial Award (2013)
UCLA, Graduate Summer Research Mentorship Program (2011)