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A neglected yet increasing student population in higher education at the threshold of the 21st Century, Latina college and university students face distinct challenged and barriers to participation. This manuscript explores various Latina student issues - including "labeling," barriers, and factors contributing to success - and examines effective strategies for student and academic affairs administrators to support Latina success in higher education (ie, financial aid, academic support, social/cultural support, and campus environment).

Extrapolating from current developmental theory and using practice-to-theory/theory-to-practice methods, the authors propose a framework for individual diversity development among faculty, staff, and students. The model offers individuals in-depth cognitive, affective and behavioral frameworks of development toward consciously valuing complex and integrated differences in ourselves and in others.

This study explores the meaning of social class in the lives of five self-identified Mexican male college students. Participants shared the significant influence social class has on their college experience. Intersections of social class and students’ Mexican identity are illuminated throughout the findings. Themes include: social class rules and symbols, the strong influence of cultural and familial messages, the role of gender and class in the Latino culture, and hope and optimism for their family’s future. Implications for creating affirming environments for Latino students and those from families with socioeconomic disadvantage are highlighted.

This chapter explores how racial and ethnic identity develops and how a sensitivity to this process can improve adult education.