Engberg, M. E., & Hurtado, S. (2011). Developing pluralistic skills and dispositions in college: Examining Racial/Ethnic group differences. Journal of Higher Education, 82(4), 416-443. Retrieved from http://proxy.lib.umich.edu/login?url=https://search.proquest.com/docview/898326267?accountid=14667
Gillian-Daniel, D., & Walz, K. A. (2016). Teaching-as-research internships: A model for the development of future chemistry faculty and the improvement of teaching in science, technology, engineering, and math. Community College Journal of Research and Practice, 40(2), 133-145. doi:http://dx.doi.org/10.1080/10668926.2015.1004140
Hurtado, S. (2001). Linking diversity and educational purpose: How diversity affects the classroom environment and student development. Retrieved from ERIC Retrieved from http://proxy.lib.umich.edu/login?url=https://search.proquest.com/docview/62254121?accountid=14667
Hurtado, S., & DeAngelo, L. (2012). Linking diversity and civic-minded practices with student outcomes: New evidence from national surveys. Liberal Education, 98(2), 14-23. Retrieved from http://proxy.lib.umich.edu/login?url=https://search.proquest.com/docview/1140137300?accountid=14667
Hurtado, S., Mayhew, M. J., & Engberg, M. E. (2012). Diversity courses and students' moral reasoning: A model of predispositions and change. Journal of Moral Education, 41(2), 201-224. doi:http://dx.doi.org/10.1080/03057240.2012.670931
Hurtado, S. (2007). Linking diversity with the educational and civic missions of higher education. Review of Higher Education, 30(2), 185-196. Retrieved from http://proxy.lib.umich.edu/login?url=https://search.proquest.com/docview/62030828?accountid=14667
Keehn, S., & Martinez, M. G. (2006). A study of the impact of professional development in diversity on adjunct faculty. Action in Teacher Education, 28(3), 11-28. Retrieved from http://proxy.lib.umich.edu/login?url=https://search.proquest.com/docview/62017400?accountid=14667
Milem, J. F. (2001). Increasing diversity benefits: How campus climate and teaching methods affect student outcomes. (). Retrieved from ERIC Retrieved from http://proxy.lib.umich.edu/login?url=https://search.proquest.com/docview/62254540?accountid=14667
Nelson Laird, T. F., Engberg, M. E., & Hurtado, S. (2005). Modeling accentuation effects: Enrolling in a diversity course and the importance of social action engagement. Journal of Higher Education, 76(4), 29-448. Retrieved from http://proxy.lib.umich.edu/login?url=https://search.proquest.com/docview/62080700?accountid=14667
Okpala, C. O., Sturdivant, L., & Hopson, L. (2009). Assessment of the impact of service learning on academic growth of college students. Journal of College Teaching & Learning, 6(4), 65-68. Retrieved from http://proxy.lib.umich.edu/login?url=https://search.proquest.com/docview/742863338?accountid=14667
Trube, M. B., & VanDerveer, B. (2015). Support for engaged scholars: The role of mentoring networks with diverse faculty. Mentoring & Tutoring: Partnership in Learning, 23(4), 311-327. doi:http://dx.doi.org/10.1080/13611267.2015.1099869
Chang, M. J., Sharkness, J., Hurtado, S., & Newman, C. B. (2014). What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups. Journal of Research in Science Teaching, 51(5), 555-580. doi:http://dx.doi.org/10.1002/tea.21146
Chavous, T. M. (2000). The relationships among racial identity, perceived ethnic fit, and organizational involvement for african american students at a predominantly white university. Journal of Black Psychology, 26(1), 79-100. Retrieved from http://proxy.lib.umich.edu/login?url=https://search-proquest-com.proxy.lib.umich.edu/docview/62428849?accountid=14667
Gay, G. (2004). Navigating marginality en route to the professoriate: Graduate students of color learning and living in academia. International Journal of Qualitative Studies in Education, 17(2), 265-288. Retrieved from http://proxy.lib.umich.edu/login?url=https://search.proquest.com/docview/62120193?accountid=14667
Diversity challenged: Evidence on the impact of affirmative action (2001). In Orfield G. (Ed.), Harvard Education Publishing Group, Harvard Graduate School of Education, 8 Story St., 5th floor, Cambridge, MA 02138. Retrieved from http://proxy.lib.umich.edu/login?url=https://search.proquest.com/docview/62254068?accountid=14667
Harper, S. R., & Hurtado, S. (2007). Nine themes in campus racial climates and implications for institutional transformation. New Directions for Student Services, (120), 7-24. doi:http://dx.doi.org/10.1002/ss.254
Hurtado, S., Newman, C. B., Tran, M. C., & Chang, M. J. (2010). Improving the rate of success for underrepresented racial minorities in STEM fields: Insights from a national project. New Directions for Institutional Research, (148), 5-15. doi:http://dx.doi.org/10.1002/ir.357
Hurtado, S., Milem, J. F., Clayton-Pedersen, A., & Allen, W. R. (1998). Enhancing campus climates for Racial/Ethnic diversity: Educational policy and practice. Retrieved from http://proxy.lib.umich.edu/login?url=https://search.proquest.com/docview/62540312?accountid=14667
Saenz, V. B., Ngai, H. N., & Hurtado, S. (2007). Factors influencing positive interactions across race for african american, asian american, latino, and white college students. Research in Higher Education, 48(1), 1-38. doi:http://dx.doi.org/10.1007/s11162-006-9026-3
Sellers, R. M., Chavous, T. M., & Cooke, D. Y. (1998). Racial ideology and racial centrality as predictors of african american college students' academic performance. Journal of Black Psychology, 24(1), 8-27. Retrieved from http://proxy.lib.umich.edu/login?url=https://search-proquest-com.proxy.lib.umich.edu/docview/62542840?accountid=14667