@article{díaz_camacho_cervantes_2025, title={The Invisible Middle: Latino Men in Higher Education Student Affairs Master’s Programs}, url={https://doi.org/10.1080/19496591.2024.2438208}, DOI={10.1080/19496591.2024.2438208}, journal={Journal of Student Affairs Research and Practice}, author={Díaz, Hermen and Camacho, Lazaro and Cervantes, Diana}, year={2025}, month={Feb} }
 @article{gándara_acevedo_cervantes_quiroz_mcmullen_kumar_2024, title={Learning About Tuition-Free College: Evaluating the Availability and Digital Accessibility of Information on Promise Program Websites}, url={https://doi.org/10.1007/s10755-024-09721-9}, DOI={10.1007/s10755-024-09721-9}, journal={Innovative Higher Education}, author={Gándara, Denisa and Acevedo, Rosa Maria and Cervantes, Diana and Quiroz, Marco Antonio and McMullen, Isabel and Kumar, Tarini}, year={2024}, month={Jul} }
 @article{salinas_cervantes_2024, title={Learning to Unpack the Term Latinx in Higher Education}, url={https://doi.org/10.1177/15554589231224222}, DOI={10.1177/15554589231224222}, abstractNote={The term Latinx has received increasing levels of pushback from different entities outside and within higher education. Despite the term’s wide popularity in academic spaces, higher education practitioners often utilize it without understanding whom it simultaneously includes and excludes, and whom the term refers to. Such practice perpetuates the exclusion of many students, often rendered invisible. This case study provides a glimpse into how some students experience exclusion through practitioners’ use of the term Latinx. We offer reflection questions for practitioners to consider in their work to create inclusive spaces for Latin* students on college campuses.}, journal={Journal of Cases in Educational Leadership}, author={Salinas, Cristobal and Cervantes, Diana}, year={2024}, month={Jan} }
 @article{floyd_cervantes_salinas_2023, title={<i>Get skilled, get a job, give back</i>: Virginia's tuition‐free program for high‐demand jobs}, volume={2023}, url={http://dx.doi.org/10.1002/cc.20589}, DOI={10.1002/cc.20589}, number={203}, journal={New Directions for Community Colleges}, publisher={Wiley}, author={Floyd, Deborah L. and Cervantes, Diana and Salinas, Cristobal}, year={2023}, month={Sep}, pages={87–97} }
 @article{gándara_acevedo_cervantes_quiroz_2023, title={Advancing a Framework of Racialized Administrative Burdens in Higher Education Policy}, url={https://doi.org/10.1080/00221546.2023.2251866}, DOI={10.1080/00221546.2023.2251866}, abstractNote={ABSTRACTMany policies in higher education are intended to improve college access and degree completion, yet often those policies fall short of their aims by making it difficult for prospective or current college students to access benefits for which they are eligible. Barriers that inhibit access to policy benefits, such as cumbersome paperwork, can weigh more heavily on members of marginalized communities, including racially minoritized students. Such administrative burdens can thus reinforce patterns of inequity. In this paper, we present a conceptual framework for examining administrative burdens embedded in higher education policies that can negatively affect prospective and current college students, especially those who are racially minoritized. With the use of our proposed framework for addressing racialized administrative burdens, researchers can improve the understanding of ethnoracial disparities in higher education, inform policymakers' design of racially equitable policies for higher education, and enable practitioners to implement those policies to promote racial equity.KEYWORDS: Educational policycollege studentspolicy designpolicy implementationracial equityadministrative burdensracialized organizations AcknowledgmentsWe thank the William T. Grant Foundation for supporting this work through a Scholars Award (Grant ID #201035). This research was also supported by Project Grant P2CHD042849 awarded for the Population Research Center at The University of Texas at Austin by the Eunice Kennedy Shriver National Institute of Child Health and Human Development. The content is solely the responsibility of the authors.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. We use ethnoraciality to refer to the interactions and ethnic structures that shape the lived experiences of social groups. This stands in contrast to more narrow understandings of racial and ethnic relations as unrelated to each other. Moreover, ethnoraciality requires greater awareness of a group's self-identification along with ways in which its members may distinguish themselves from other social groups within processes of racialization (Warren, Citation2020).2. We use the term racially minoritized to acknowledge that minoritization is a social process shaped by power, where ethnoracialized communities are actively minoritized by others rather than naturally existing as a minority (Benitez, Citation2010). In referencing racially minoritized communities, we reject essentialist views of social groups as sharing an underlying, inherent, similar nature in immutable ways (Medin & Ortony, Citation1989).3. Within each of these racialized categories, there is large variation that we are unable to explore in this paper.4. While policy outcomes can include diverse effects across various domains such as social, economic, and cultural spheres, this paper focuses on the impacts of policies on student outcomes.5. The policy design process is also known as "formal policy design," which is distinguished from "informal policy design," or policy implementation in the administrative burden literature (Baekgaard & Tankink, Citation2022, p. 17).6. Through locally embedded schools, tribal governments seek to directly serve Indigenous youth. Tribal organizations, like the National Congress of American Indians (Citation2015), aim to strengthen tribal control of education, preserve and revitalize Native languages, provide tribes with access to tribal member student records, and encourage tribal and state partnerships.7. We draw from Freire's (Citation2000) notion of conscientização to refer to a subject's awareness of oppression, which can motivate praxis through agency. In the context of this study, an agent's critical consciousness entails a critical understanding of historically oppressive structures and the policies positioned within.Additional informationFundingThe work was supported by the Population Research Center at The University of Texas at Austin [P2CHD042849]; William T. Grant Foundation [Grant ID #201035].}, journal={The Journal of Higher Education}, author={Gándara, Denisa and Acevedo, Rosa Maria and Cervantes, Diana and Quiroz, Marco Antonio}, year={2023}, month={Sep} }
 @article{gandara_acevedo_cervantes_quiroz_2023, title={Advancing a Framework of Racialized Administrative Burdens in Higher Education Policy}, url={https://www.edworkingpapers.com/ai23-697}, DOI={10.26300/amrx-yb79}, journal={Brown Digital Repository}, publisher={EdWorkingPapers.com}, author={Gandara, Denisa and Acevedo, Rosa and Cervantes, Diana and Quiroz, Marco Antonio}, year={2023}, month={Jan} }
 @article{billings_li_gándara_acevedo_cervantes_turcios‐villalta_2023, title={Financing promise programs: Where the money comes from and where the money goes}, volume={2023}, url={http://dx.doi.org/10.1002/cc.20583}, DOI={10.1002/cc.20583}, abstractNote={Abstract Free college/promise programs provide scholarships that cover students’ tuition and fees to attend college. These programs are flexible in that they can be adapted to local and/or state needs when crafting the design, scope, and benefits offered to students. Based on their adaptability, there is variation in the funding of these programs due to the available financial resources and programs’ ability to leverage established community and state partnerships. This chapter discusses how local and state promise programs are funded, what their funding covers, and how these programs affect postsecondary institutions’ finances. Also described are how promise programs have adapted to changing financial circumstances, especially during the COVID‐19 pandemic. Finally, the chapter provides recommendations for their financial sustainability.}, number={203}, journal={New Directions for Community Colleges}, publisher={Wiley}, author={Billings, Meredith S. and Li, Amy Y. and Gándara, Denisa and Acevedo, Rosa and Cervantes, Diana and Turcios‐Villalta, Jamie}, year={2023}, month={Sep}, pages={9–23} }
 @article{cervantes_burmicky_martinez_2022, title={Latino men and men of color programs: Research-based recommendations for community college practitioners.}, url={https://doi.org/10.1037/dhe0000423}, DOI={10.1037/dhe0000423}, journal={Journal of Diversity in Higher Education}, author={Cervantes, Diana and Burmicky, Jorge and Martinez, Guillermo}, year={2022}, month={Jun} }
 @article{salcedo_sérráno_salinas_cervantes_2022, title={“I am a Miracle, Yo soy un Milagro, I am not Supposed to be Here": A Conversation with Bamby Salcedo}, url={https://doi.org/10.15763/issn.2642-2387.2022.8.1.86-105}, DOI={10.15763/issn.2642-2387.2022.8.1.86-105}, journal={JCSCORE}, author={Salcedo, Bamby and Sérráno, Bri and Salinas, Cristobal, Jr. and Cervantes, Diana}, year={2022}, month={Jun} }
 @article{camacho_burmicky_cervantes_salinas_2021, title={Community college competencies for student educational leadership development and degree pathways}, volume={2021}, url={http://dx.doi.org/10.1002/yd.20455}, DOI={10.1002/yd.20455}, abstractNote={Abstract This article highlights the gap in formal credit‐based community college student leadership development opportunities. The authors offer eight leadership competencies to guide the development of a stackable community college leadership development certificate. This certificate serves to enhance equitable workplace development skills for the large demographic of racially minoritized students who access postsecondary education through the community college system.}, number={171}, journal={New Directions for Student Leadership}, publisher={Wiley}, author={Camacho, Lazaro and Burmicky, Jorge and Cervantes, Diana and Salinas, Cristobal}, year={2021}, month={Sep}, pages={45–55} }