The Networks and Cultural Assets (NCA) project is excited to share that our team will be presenting two papers at the upcoming American Educational Research Association (AERA) Annual Meeting in Los Angeles. Both sessions highlight how social network analysis can deepen asset-based and equity-centered research in higher education, particularly for Latine college students.

Integrating Social Network Analysis with Asset-Based Higher Education Research

Saturday, April 11 | 7:45–9:15am PDT (9:45–11:15am CDT)
JW Marriott Los Angeles L.A. LIVE, Ground Floor, Gold 2

Presenters: Dr. Nidia Bañuelos, Kyoungjin Jang-Tucci, Dr. Ross Benbow, & Claudia Triana

Abstract
In recent years, a growing number of QuantCrit researchers have examined the resources Students of Color mobilize to meet their college goals. While social connections have been shown to be a crucial student strength, particularly for those denied equal access to formal educational institutions, asset-based studies have often overlooked the value of specific quantitative relational data. Using the Community Cultural Wealth framework, this paper integrates asset-based theories in higher education with social network analysis. Drawing on a case study of Latine college students, we map egocentric networks and examine associations between network characteristics and the forms of cultural wealth students possess. Findings offer direction for future asset-based research and demonstrate how social network data can be productively used within QuantCrit approaches.

Latine STEM College Students’ Support Network Properties: Descriptive Findings from a Three-Wave Panel Study

Thursday, April 9 | 9:45–11:15am PDT (11:45am–1:15pm CDT)
JW Marriott Los Angeles L.A. LIVE, 2nd Floor, Platinum F

Presenters: Kyoungjin Jang-Tucci, Dr. Nidia Bañuelos, & Dr. Ross Benbow

Abstract
This study examines how Latine STEM undergraduates’ support networks change over three years at Southwestern U.S. colleges. Using egocentric network analysis, we document shifts in network size, density, tie strength, and homophily-heterophily, with findings disaggregated by gender for cisgender men, cisgender women, and non-binary students. Results show that students expand their networks over time while experiencing declines in density and tie strength. Gender comparisons reveal distinct patterns, with cisgender women and non-binary students maintaining larger but less dense networks and reporting more network changes than cisgender men. These findings highlight the importance of attending to gendered differences in support networks and point to the role higher education can play in strengthening Latine students’ success in STEM fields.

We look forward to sharing this work, connecting with colleagues, and continuing conversations about how network-based approaches can advance asset-focused and equity-driven research in higher education.