AAHHE’s contributors explored and reflected on Hispanics/Latinos’ education from multiple angles this year. In Disaggregating Hispanic Data for Sharper Insights into College Admission Patterns, Dr. AJ Alvero shows how aggregating all Hispanic applicants can mask critical subgroup differences. Disaggregated data reveals that many students labeled “Hispanic, Other” actually identify European heritage, skewing socioeconomic and enrollment patterns and even influencing HSI designations. These distortions raise concerns about fairness in admissions, especially as AI-driven tools used by both applicants and institutions risk further homogenizing diverse Hispanic identities and overlooking existing inequities.
In From Symbol to Substance, Cathryn B. Bennett, Ph.D., Delma Ramos, Ph.D., and Elsa Camargo, Ph.D., examine how restrictive policies across the Nuevo South complicate support for Latine students, even as eHSIs continue to grow and offer uneven yet valuable opportunities.
Latinos remain significantly underrepresented in graduate education—only 7% of graduate students, despite being 19% of the U.S. population—mainly due to financial barriers and systemic inequities. Programs that provide scholarships, mentorship, and culturally responsive support, such as those at CSUSB, help students navigate these challenges. In Latinos and Graduate Education: Breaking Barriers and Building Futures, Pablo Gutierrez illustrates how access to such resources enables persistence, academic success, and community advocacy. Expanding funding, mentorship and international partnerships could further broaden pathways to graduate education and strengthen Latino communities.
Similarly, Latine students, particularly Latinas, are underrepresented in study abroad research. Jennifer C. Monroy addresses this gap in Underrepresented Voices: The Need for Research on Latine Students in Study Abroad Programs, noting how few studies examine how race and ethnicity influence students’ experiences and outcomes. As U.S. campuses become more diverse, there is a growing need for research focused specifically on Latinas in global learning programs. Stronger recruitment efforts, better support structures, and deeper research can expand access and help Latina students develop leadership skills and international competence.
Gender and representation also remain central concerns. In Empowering Women Leaders: The Role of Mentorship, Policy Reform and Representation, Dr. LeAnne Salazar Montoya emphasizes the importance of mentorship for women facing institutional barriers, citing biased hiring practices and limited family-friendly policies as ongoing obstacles. Increasing representation—particularly for women of color—strengthens decision-making and inspires future leaders.
Dr. Maribel Joven, M.ED., M.A., continues this conversation about Latinas’ underrepresentation in U.S. educational leadership. In her piece Latinas in Leadership: Overcoming Barriers in Education she reflects on persistent systemic inequalities despite the growing Latino student population. Bilingualism and cultural competence are powerful assets that help leaders build stronger connections between schools and Hispanic communities and support more equitable outcomes. Mentorship and targeted leadership development programs play a crucial role in helping first-generation Latinas navigate barriers, build confidence, and advance into leadership roles that foster inclusive and culturally responsive educational environments.
In The Place-Based Reflection of a Latina Leader, Dr. Carmen L. Martínez-López reflects on her own experience to highlight systemic inequities. She underscores how mentorship and leadership development programs help first-generation Latina professionals navigate barriers, build skills, and advance into roles that promote equity and culturally responsive education.
Dr. Sandra Bertram expands on the importance of cultural identity in There is Fuerza en tu Herencia: Embracing Cultural Capital as our Superpower. She explores how Hispanic/Latinx students often feel pressure to assimilate, yet their cultural heritage is a powerful source of strength. Embracing identity, language, and community builds resilience, creativity, and a deeper sense of belonging. Bilingualism and dual cultural perspectives enhance adaptability, communication, and problem-solving, while strong community ties, mentorship, and cultural pride empower students to thrive personally and academically.
In Culturally Relevant Arts as a Catalyst for Empowerment in Adult and Youth Education, Dr. Yvonne M. De la Rosa shows how heritage-rich arts programs foster identity, healing, leadership, and civic engagement—especially in communities of color. Drawing on scholars such as hooks, Bernal, and Hess, she illustrates how culturally grounded learning strengthens confidence, resilience, and engagement. Community initiatives like Teatro De Artes De Juan Seguin demonstrate how culturally centered arts cultivate leadership, intergenerational connection, and meaningful participation in community change.
Dr. Mario Del Angel Guevara and Vanessa Cruz take a turn toward the health and well-being of Hispanics/Latinos from a medical and professional development perspective. In Preserving Hispanic Culture through Medical Education, Dr. Guevara explains that, for over 25 years, the University of New Mexico has offered Curanderismo courses that integrate traditional Hispanic and Indigenous healing with academic instruction. Drawing students and health professionals from diverse fields, the program supports cultural reconnection, ancestral knowledge, and improved service to Hispanic and Native American communities. Now available both in person and online, the program continues to expand to other universities and high schools, increasing national access to culturally rooted health education. In another health-related reflection, Vanessa Cruz, a first-generation college graduate, reflects on the mental-health challenges and early-career obstacles faced by Hispanic/Latino students in healthcare (See Supporting Mental Health and Career Growth for Hispanic/Latino Health Professionals). She highlights the importance of mentorship, training, and inclusive support systems as key in fostering resilience and career development.
Concluding this year’s contributions, Bridging Rural Divides: Supporting English Language Learners in Midwest Communities, by Dr. Giselle Martinez Negrete, shows how under-resourced schools, limited teacher preparation, and structural barriers expose deep educational inequities for English Language Learners in communities with rapidly growing immigrant populations. Thus, she emphasizes the need for systemic reforms that recognize linguistic and cultural diversity as strengths for student success.
We thank AAHHE’s contributors for the reflections they offered throughout 2025. We will continue to feature their insights as part of our shared commitment to supporting Hispanic/Latino communities in education.
