1. Latina/o Diaspora and "La Comunidad Intelectual":
A Recruitment and Retention Vehicle for Underrepresented
Students at a Top New England Research
University
Diana I. Ríos, Graciela Quinones-Rodriguez,
Andrea Guzman, Lilia Falcon, Luis Loza
University of Connecticut, U.S.A.
ABSTRACT
LCI Described
Introduction
La Comunidad Intelectual (LCI) is the first ethnic minority culture-
themed living/learning community at the top public university in
New England. Faculty, staff planners contribute to educational
rights and social justice. They continue full steam to uplift and
support U.S.-born and immigrant undergraduate students despite
severe economic constraints in the region and anti-immigrant
backlash in the nation.
The hard-won fruits of campus and community-based actions in the
1960s and 1970s led to the establishment of scholarly ethnic and gender
focused research and cultural programs across U.S public institutions of
higher education. Learning communities such as LCI (2014-present) at the
top public university in New England, are made possible because of Civil
Rights policies, personal sacrifices, and futurist thinking. This work: a)
sketches past and present political contexts that impact US-born Latino
and immigrant students; b) highlights research on recruitment and
retention of Latino diaspora college students; c) outlines U.S.
demographic data.
 Recognizes and critically examines Latin American/Caribbean cultures,
customs and traditions as they exist at the university and beyond.
 Nurtures intellectual diversity, inclusivity, and social activism.
 Encourages interdisciplinary study, action, and community-based learning;
students enhance their comprehension of global citizenship.
LOGO
IAFOR
Barcelona
Spain
July 2016
Past, Present Socio-Political Context
 Hundreds of years of historical antecedents, cultural collisions, between
dominant cultures and Latino/Hispanic, Spanish-speaking, cultures
(territorial seizing, military occupations, oppression, exploitation)
 Unequal distribution of wealth, income, and power since the beginning
of the Republic; opportunity in American society remains profoundly
structured by race, sex, and class.
 Equality promised by Civil Rights Act of 1964--prompts critical questions
given current U.S. race relations.
 Education is battleground for contending socio-political forces.
 Today civil rights groups pressure govt for reforms to address education
access inequities by ethnicity, race and social class.
Research
 Researchers found that white students interpreted ethnic group clustering
as racial segregation, whereas minority students tended to view this
behavior as a method of cultural support within a larger unsupportive
environment. (Loo & Rolison, 1986)
 The transition to college life for the Latino is also generally more difficult
than for White students (Gloria & Rodriguez, 2000; Rodriguez & Guido-
DeBrito, 2000; Tinto, 1987). Because of these difficulties, Latinos are
challenged to define and understand who they are as members of
racial/ethnic groups, maintain their cultural values and identity, and
negotiate the university culture and environment. (qtd in Hernandez 57)
 The increasing population, coupled with the widespread challenge of
recruiting and retaining a culturally and linguistically diverse workforce is
contributing to the major health disparity concerns faced by many in the
United States. (Pfefferle & Gibson, 2010)
 Addressing these complex recruitment and retention issues requires a
multipronged and systemic approach, with significant and meaningful
stakeholder collaborations, shared investment, and contributions that
translate recommendations into action. (Delphin et al, 2013)
Demographics