ABSTRACT
Greater numbers of Latina/o students are graduating from high school and attending college yet only 22% of Latina/o high school graduates attend college, while 30% of African American and 41% of White students do so (Devarics, 2000). Latina/o students are actually only 5% of college graduates (Wilds & Wilson, 1998) and there is much more that can be done to increase college matriculation, academic performance, and graduation rates. The task of improving the academic achievement of Latina/o students requires state, policy, and institutional efforts; however, an examination of the role that faculty play is indispensable. This is not a simple matter, as the task involves an understanding of Latina/o students and their professors, and most importantly of their interactions and relationships. There is a small but growing body of research on undergraduate student-faculty interactions and it includes a few but important studies on minority and Latina/o students. A research-informed foundation can be established and utilized to develop strategies that actively involve faculty in the maximization of Latina/o students’ learning efforts and educational outcomes. To this end we offer the reader an overview of relevant literature.
