Hugo García, Ph.D.
Hugo A. García, Ph.D. is an Assistant Professor at Texas Tech University. He obtained his B.A. in international relations from UC-San Diego, M.Ed. in higher education administration and student affairs from the University of Southern California, and a Ph.D. in Education with an emphasis in higher education from Claremont Graduate University. His research interests pertain to access and equity in higher education, retention of underrepresented students at two- and four-year postsecondary institutions, international higher education, diversity in higher education, and P-20 education pipeline. Specifically, his work focuses on conducting research on community colleges and their impact on underrepresented students' academic success, student transition to community colleges and four-year institutions, institutional responses to globalization and the internationalization of higher education, and educational outcomes for students of color throughout the educational pipeline.
- Ph.D. 2014 Education with an emphasis in Higher Education, Claremont Graduate University
- M.Ed. 2006 Postsecondary Administration and Student Affairs, University of Southern California
- B.A. 2002 Political Science/International Relations, University of California, San Diego
Areas of Expertise
- Access and Equity in Higher Education
- Community Colleges
- Diversity in Higher Education
- International Higher Education
* graduate students at time of publication
García, H. A., Garza, T., & *Yeaton, K. (Accepted). Do we belong?: A conceptual model for international students' sense of belonging in community colleges. Journal of International Students.
Hotckins, B, & McNaughtan, J. García, H. A. (Accepted) Black community collegians sense of belonging as connected to enrollment satisfaction. Journal of Negro Education.
García, H. A., McNaughtan, J., *Eicke, D., *Li, X., & *Leong, M.C. (2019). Is there a difference?: International students in community colleges. In K. Bista (Ed). Global Perspectives on International Student Experiences in Higher Education: Tensions and Issues. New York: Routledge Publication.
McNaughtan, J., *Louis, S., & García, H. A., & McNaughtan, L. (2019) An institutional north star: The role of values in presidential communication and decision making. Journal of Higher Education Policy and Management. doi.org/10.1080/1360080X.2019.1568848
García, H. A., McNaughtan, J., *Eicke, D., *Li, X., *Leong, M.C., & *McClain, T. (2018). Engaging international students at community colleges: Understanding the role of institutional support structures. Journal of Applied Research in Community College, 25(1), 45-60.
McNaughtan, J., García, H. A., Garza, T., & *Harwood, Y. (2018). Empowering satisfaction: Analyzing the relationship between empowerment, work conditions, and job satisfaction for international center directors. Tertiary Education and Management. doi: 10.1007/s11233-018-09016-7
Smith, A., & García, H. A. (2018). Increasing the trickle: A proposed critical multiculturalist conceptual model to increase the pipeline to a more diverse STEM doctorate population. Journal of Multicultural Education, 12(3), 206-220. doi.org/10.1108/JME-09-2016-0052
McNaughtan, J., García, H. A., Lértora, I., *Louis, S., *Li, X., *Croffie, A. L., & *McNaughtan, E. (2018). Contentious dialogue: University presidential response and the 2016 election. Journal of Higher Education Policy and Management, 40(6), 533-549. doi.org/10.1080/1360080X.2018.1462437
Lau, J., Garza, T., & García, H. A. (2018).International students in community colleges: On-campus services used and its affect on sense of belonging. Community College Journal of Research and Practice. doi.org/10.1080/10668926.2017.1419891
Huerta, M., Garza, T., & García, H. A. (2018). Language minority students in community colleges: An SEM model exploring socio-academic variables related to persistence pertaining to re-enrollment. Community College Journal of Research and Practice. https://doi.org/10.1080/10668926.2018.1449144
García, H. A., McNaughtan, J., & Nehls, K., (2017) Hidden and visible: The role and impact of contingency faculty in higher education institutions. New Directions for Institutional Research (No. 176). San Francisco: Jossey-Bass.
García, H. A., Nehls, K. & *Florence, K. (2017). Reconceptualizing campus shared governance and leadership in higher education: The role of early and mid-level administrators (pp. 211-228). In C. Rogers, K. Lomotey, & A. A. Hilton (Eds). Innovative approaches to educational leadership: Selected Cases. New York: Peter Lang Publication.
*Yeaton, K., García, H. A., *Soria, J. & Huerta, M. (2017). Cultivating global citizens for the global good (pp. 1-20). In H. C. Alpin Jr., R. Y. Chan, & J. Lavine (Eds.). Exploring the Future of Accessibility in Higher Education. Hershey, Pennsylvania: IGI Global Publication.
García, H. A., McNaughtan, J., & Nehls, K. (2017). The current and future state of contingent faculty. In H.A.García, J. McNaughtan, & K. Nehls (Eds.). Hidden and Visible: The Role and Impact of Contingency Faculty in Higher Education Institutions New Directions for Institutional Research (No. 176, pp. 111-115). San Francisco: Jossey-Bass.
McNaughtan, J., García, H. A., & Nehls, K. (2017). Understanding the growth of contingent faculty. In H.A.García, J. McNaughtan, & K. Nehls (Eds.). Hidden and Visible: The Role and Impact of Contingency Faculty in Higher Education Institutions New Directions for Institutional Research (No. 176, pp. 9-26). San Francisco: Jossey-Bass.
García, H. A., & Garza, T. (2016) Retaining Latino males in community colleges: A structural model explaining sense of belonging through social-academic integration. Journal of Applied Research in Community College, 23(2), 41-58.
Villarreal, M. L. & García, H. A (2016). Self-Determination and goal aspirations: Latino and African American males' perceptions of their persistence in community college basic and transfer-level writing courses. Community College Journal of Research and Practice. DOI:10.1080/10668926.2015.1125314
García, H. A. & Villarreal, M. L. (2014). The “redirecting” of international students: American higher education policy hindrances and implications. Journal of International Students,4(2), 126-135.
Smith, D. G., Tovar, E., & García, H. A. (2012). Where are they? A multilense examination of the distribution of full-time faculty by institutional type, race/ethnicity, gender, and citizenship. In Y.J. Xu (Ed.). Refining the Focus on Faculty Diversity in Postsecondary Institutions. New Directions for Institutional Research (No. 155, pp. 5-26). San Francisco: Jossey-Bass.