In this episode of ¿Qué pasa, HSIs? we spotlight empirical research that is relevant to HSIs. Our guest, Rogelio Salazar, is a doctoral candidate in the Higher Education & Organizational Change program at UCLA's School of Education. Guided by critical frameworks and methodologies that center an intersectional lens in interrogating P-16 policy, their research demonstrates how policies, organizational processes, and practitioners can disrupt or exacerbate existing educational inequities. We talk about dual enrollment (DE) and state promise programs, and specifically the ways that racially minoritized students benefit from or are disadvantaged by these programs. We also discuss mentoring practices for Latine students in HSIs, guided by an article published in the Journal of the Alliance of HSI Educators. Throughout this plática Rogelio offers best practices for ensuring that policies advance equity in practice for Latine, Black and first generation students.

Guest: Rogelio Salazar (he/him/el), PhD candidate, UCLA
Social Media: 
X: _rogeliosalazar
LinkedIn: https://www.linkedin.com/in/rogeliosalazar007/ 
Website: https://linktr.ee/rogeliosalazar
APA Citation: 
Garcia, G. A. (Host). (2024, October 20). Research Spotlight: Dual Enrollment & Promise Programs. (No. 506) [Audio podcast episode]. In ¿Qué pasa, HSIs?. https://www.ginaanngarcia.com/podcast/
Attachments/Show Notes: 
Salazar, R. (2024). Working towards an equitable future in California dual enrollment programs. UC Berkeley Center for Studies in Higher Education. https://escholarship.org/uc/item/8682z75j
Salazar, R. (2023). An analysis of statewide college promise programs: Towards a racially equitable future. In D. A. Smith, C. M. Cain, J. N. Friedel (Eds.), New Directions for Community Colleges (p. 111-127). https://doi.org/10.1002/cc.20591 
Salazar, R. (2021). Mentorship experiences of Latino students among university mentors of color in a California State University Hispanic Serving Institution. Journal of the Alliance of Hispanic Serving Institution Educators, 1(1), 15-35. 

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