Sylvia Hurtado
Moore Hall 3022C
405 Hilgard Avenue
Los Angeles, CA 90095-1521

Sylvia Hurtado

Professor

Positions

  • Professor of Education
  • Division Head, Higher Education & Organizational Change

Education

  • University of California President’s Postdoctoral Fellow, Sociology, University of California, Los Angeles
  • Ph.D. in Education (Cognate: Sociology), 1986-1990, Graduate School of Education, University of California, Los Angeles (UCLA)
  • Ed.M. in Administration, Planning and Social Policy, 1982-1983, Graduate School of Education, Harvard University
  • A.B. in Sociology (Cognate: Anthropology), 1976-1980, Princeton University; Certified teacher in Spanish and Social Studies, State of New Jersey

Teaching & Research Interests

Teaching: Intergroup Relations/Dialogue Across Differences, Fundamentals of U.S. Higher Education, and Research Design.

Research: Campus climate, organizational change, and diversification of the STEM workforce.

Select Publications

  1. Hurtado, S. and Ruiz Alvarado, A. (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.
  2. Núñez, A-M., Hurtado, S. & Calderón Galdeano, E. (Eds) (2015). Hispanic-serving institutions: Advancing research and transformative practice. New York: Routledge. International Latino Book Award: First Place, Best Academic Themed Book, Nonfiction Category.
  3. Zambrana, R. & Hurtado, S. (Eds.) (2015). The magic key: The educational journey of Mexican Americans from K–12 to college and beyond. Austin, TX: University of Texas Press.
  4. Hurtado, S. (2015). The transformative paradigm: Principles and challenges. In. A. Aleman, Pusser, B.P. & Bensimon, E. (Eds.), Critical approaches to the study of higher education. (pp. 285-307) Baltimore, MD: Johns Hopkins University
  5. Hurtado, S., Alvarez, C. L., Guillermo-Wann, C., Cuellar, M., & Arellano, L. (2012). A model for diverse learning environments: The scholarship on creating and assessing conditions for student success. In J. C. Smart & M. B. Paulsen (Eds.), Higher education: Handbook of theory and research, 27, 41-122.
  6. Hurtado, S., Cabrera, N. L., Lin, M. H., Arellano, L., & Espinosa, L. (2009). Diversifying science: Underrepresented student experiences in structured research programs. Research in Higher Education, 50 (2), 189-214.