A Critical Paradox? Predictors of Latino Students’ Sense of Belonging in College Anne-Marie Nun ˜ez University of Texas at San Antonio Data from the Diverse Democracy Project Study, a national longitudinal study of 1st-year students enrolled in 4-year public research universities who were followed into their 2nd year of college, were used to explore background characteristics and college experiences associated with Latino students’ sense of belonging. A frame- work including perceptual and behavioral dimensions of campus climate was used to organize the analysis. The direct or indirect effects of positive diversity expe- riences, perceptions of a hostile racial/ethnic climate, other perceptions and behav- iors regarding college experiences, and immigrant status on sense of belonging were examined. Structural equation modeling analyses revealed that measures of positive diversity experiences and engagement in the campus community were positively associated with sense of belonging and with perceptions of a hostile racial/ethnic climate. Being a 2nd-generation immigrant was negatively and indi- rectly related to sense of belonging. These findings indicate that Latino students find a sense of belonging in a more complex, paradoxical way than traditional theories of college transition would imply. Effectively measuring relationships among campus climate indicators for various racial/ethnic groups may require more sophisticated methodological approaches. Keywords: diversity, Latinos/Hispanics, campus climate, sense of belonging, college transition As of 2000, Latinos have become the largest population of color (14%) and by 2050, they are expected to compose 30% of the U.S. popula- tion (Pew Foundation, 2008). Latinos have among the lowest college completion rates in higher education (Astin & Oseguera, 2003; Fry, 2002). They are overrepresented in community colleges (Llagas & Snyder, 2003), but are more likely to complete bachelor’s degrees when they begin college at 4-year, rather than 2-year, in- stitutions (Arbona & Nora, 2007). The majority of Latinos enrolled in the 4-year sector (about 7 in 10) attend public institutions (Stearns & Satoshi, 2002). Four-year public institutions therefore offer critical gateways toward college degrees for these students. Yet, limited research on the early transition experiences of Latino students in 4-year institutions exists (Nora, Bar- low, & Crisp, 2006). Many Latino students in 4-year universities have been highly achieving K–12 students, yet even these students encounter critical academic, cultural, and financial barriers to preparing for and succeeding in college. These barriers in- clude limited access to (a) K–12 coursework that provides academic preparation for college, (b) knowledge about the college experience, (c) college faculty who understand these students’ cultural backgrounds, (d) financial aid, and (e) a feeling of security that students will be able to handle college expenses (Gandara, 2006; Long- erbeam, Sedlacek, & Alatorre, 2004; Nevarez & Rico, 2007; Santiago, 2007). In addition to these challenges, Latino students can encounter campus climates that are not very welcoming. Overt and subtle forms of exclusion in college can hinder their development of a sense of be- longing to university communities. Marginaliz- ing experiences such as isolation, discrimina- tion, and exposure to negative stereotyping neg- atively affect social adjustment outcomes for students of color, including Latinos (Hurtado & Anne-Marie Nun ˜ez, Educational Leadership and Policy Studies, University of Texas at San Antonio. Correspondence concerning this article should be ad- dressed to Anne-Marie Nun ˜ez, Educational Leadership and Policy Studies, University of Texas at San Antonio, One UTSA Circle, San Antonio, TX 78249-0654. E-mail: annemarienunez@utsa.com Journal of Diversity in Higher Education © 2009 National Association of Diversity Officers in Higher Education 2009, Vol. 2, No. 1, 46–61 1938-8926/09/$12.00 DOI: 10.1037/a0014099 46 This document is copyrighted by the American Psychological Association or one of its allied publishers. This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.