<p> Latinas/os are the fastest-growing racial minority group in the United States, yet there is a lack of parity between their increased population and their participation rates in higher education. The economic strength and vitality of the nation require a college-educated workforce; therefore, the need to improve educational environments that support increased degree attainment among Latinas/os is imperative. Despite the disproportionately low enrollment of Latina/o college students at selective U.S. higher education institutions, research has suggested that attending these types of institutions uniquely and positively influences students&rsquo; educational and socioeconomic outcomes (Hearn &amp; Rosinger, 2014). Using Astin&rsquo;s (1991) Inputs-Environments-Outcomes (I-E-O) model, this study examined Latina/o college students&rsquo; cognitive development over time, their experiences related to perceived climate for diversity, and the effects of negatively-perceived climates for diversity on their cognitive development based on students&rsquo; gender, first-generation college status, and immigrant status. A quantitative design using the 2014 University of California Undergraduate Experience Survey (UCUES) was employed, of which system-wide data from 4,299 junior and senior level Latino/a college students were used. Inferential and regression analyses were used to examine the effects of perceived negative climate for diversity on students&rsquo; cognitive outcomes. Results indicated that Latina/o students attending selective institutions benefitted greatly in their cognitive skills development, although unique differences were found when students&rsquo; outcomes were examined by their gender, first-generation college status, and immigrant status. Perceived negative climates for diversity varied depending on students&rsquo; gender, first-generation college status, and immigrant status. Examination of the effects of students&rsquo; background characteristics and college experiences on their cognitive outcomes also varied based on their gender, first-generation college status, and immigrant status. In particular, perceived negative climates for diversity were found to have mixed effects on Latina/o college students&rsquo; GPA, yet demonstrated little to no effect on students&rsquo; cognitive skills development.</p><p>

<p> The correlational study focused on the relationship between academic achievement and mattering theory of African American undergraduate men attending private historically black colleges or universities. The 45 question <i> Mattering Scales Questionnaire for College Students</i> (Kettle, 2001) instrument was administered to (N = 75) undergraduate African American men attending a private historically black college in the southeastern United States. The results indicated a positive relationship between interactions with the administration and academic achievement. The findings also suggested undergraduate African American men attending historically black college or universities expressed unfavorable or neutral perceptions of mattering toward historically black colleges or universities.</p><p>

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