
Academic Journal
Q1Journal of Latinos and Education
About Journal of Latinos and Education
About Journal of Latinos and Education
Journal of Latinos and Education is a peer-reviewed scholarly journal published by 67 (United States). It focuses on Q1. Publication coverage spans 2007-2026.
Key indicators: ISSN 1532-771X, 1534-8431; H-index 32; Impact Factor 0.9.
Understanding This Journal's Metrics
Journal metrics help researchers assess fit, but they must be interpreted in context:
- H-index (32): 32 articles have each received at least 32 citations, indicating growing recognition.
- Impact Factor (0.9): Average citations per recent article. Interpret alongside field-specific citation norms.
Publishing in Journal of Latinos and Education
When considering this journal, verify its current indexing status, editorial board, and recent publications to ensure it meets your needs for visibility and credibility.
- Scope fit: Confirm your research aligns with Q1. Off-scope manuscripts are typically desk-rejected quickly.
- Author guidelines: Follow formatting, reference style, and article-type requirements exactly — non-compliant manuscripts may be returned without review.
- Submission: Submit via the official journal website.
Is This Journal Right for Your Paper?
- Audience match: Will the journal's readers cite and build on your findings?
- Timeline: Higher-tier journals mean longer review and higher rejection risk. Balance prestige against your schedule.
- Indexing: Confirm indexing in Web of Science, Scopus, and PubMed (if biomedical) meets your institutional requirements.
- Open access needs: Check funder mandates and whether the journal offers compliant OA options.
Frequently Asked Questions
What is the ISSN of Journal of Latinos and Education?
1532-771X, 1534-8431.
Who publishes Journal of Latinos and Education?
67.
What are Journal of Latinos and Education's metrics?
Impact Factor 0.9; H-index 32.
Where do I submit to Journal of Latinos and Education?
Via the official website.
Is Journal of Latinos and Education peer-reviewed?
Yes — it is a peer-reviewed scholarly journal indexed in major academic databases.
Verified field sources
- Journal Impact Factor: 0.9 — Official source; checked 2026-10-03. Publisher-reported Journal Impact Factor and year from Taylor & Francis About this journal information.
- Impact Factor year: 2025 — Official source; checked 2026-10-03. Publisher-reported Journal Impact Factor and year from Taylor & Francis About this journal information.
Source-backed journal facts
Topics in published research
Critical Race Theory in Education; Higher Education Research Studies; Parental Involvement in Education; Multilingual Education and Policy; Racial and Ethnic Identity Research; Diverse Education Studies and Reforms.
OpenAlex classifies topics from published works. These topics are not the publisher’s official aims and scope.
Source: OpenAlex source record. Retrieved 2026-10-03. Source record updated 2026-10-02. OpenAlex metrics are different from SCImago metrics and the Clarivate Journal Impact Factor.
Journal Metrics
Quartile, SJR and the listed SCImago H-index use the 2025 imported SCImago dataset. A quartile may vary by subject category. Values without a source or reporting year are unverified historical entries. Verify the current Journal Impact Factor with Clarivate or the publisher before using it.
Aims & Scope
The publisher’s official aims and scope have not yet been verified for this profile. Use the journal website to check subject fit and accepted article types before submitting.
Recent Research Articles
Latest publications matched automatically by ISSN.
Speaking for Others: A Mixed Methods Study of Hispanic Teachers’ Mental Health
Christopher J. Cormier, Lindsey Ogle, John McGrew, Lisa Ruble et al.
2026-10-06 · DOI: 10.1080/15348431.2026.2738437“Me siento como una sola persona”: Evaluaciones estandarizadas y biliteracidad en estudiantes latinos
Ángeles Muñoz Carranza
2026-10-05 · DOI: 10.1080/15348431.2026.2741582Undergraduate Students’ Perceptions of a Dual-Language English-Spanish Social Work Practice Seminar Series: A Focus Group Study
Evan Senreich, Julissa Adames-Torres, Joseph Quinones
2026-10-01 · DOI: 10.1080/15348431.2026.2738445GEAR UP and College Enrollment: Pathways Through College Applications, FAFSA, and ACT Scores Among Low-Income Hispanic Students
Julie Jaramillo, Yu-Yu Hsiao, Carolyn Hushman, Shengjie Lin et al.
2026-09-15 · DOI: 10.1080/15348431.2026.2729528Improving Engagement for Latinx Learners in a Middle School English Language Development Classroom: Effects of Class-Wide FIT
Allison N. Correa, Rebecca R. Winters, Paul Caldarella, Howard P. Wills et al.
2026-09-15 · DOI: 10.1080/15348431.2026.2733514The Impact of Language Barriers on Latino Parents’ Ability to Support Their Children’s Education at Home
Brenda Rojas, Belinda Gimbert
2026-09-06 · DOI: 10.1080/15348431.2026.2729529«Aquí en el corazón»: madres como portadoras de orgullo e identidad en la transmisión del Kaqchikel
Esmeralda Cartagena Collazo
2026-09-04 · DOI: 10.1080/15348431.2026.2719560Spatially Proximate but Culturally Distant: Language Hierarchies and Multicultural Education in Paraguayan Border Schools
Juan David Martinez Zayas, Bryan Mann
2026-09-03 · DOI: 10.1080/15348431.2026.2727531Leadership without Leverage: Structural Constraints of Latino/Hispano Educational Leadership
Pedro Vallejo
2026-09-03 · DOI: 10.1080/15348431.2026.2727528From Screens to Classrooms: How DLBE Teachers Sustained Language and Learning Through the COVID-19 Pandemic
Jesus Jacob Villa
2026-08-28 · DOI: 10.1080/15348431.2026.2725701Structural Vulnerability and Dropout Intention Among Engineering Students in Mexico: Preliminary Validation of a Multidimensional Framework for Latino Higher Education
René Flores-Godínez, Antonio Alarcón-Paredes, Iris Paola Guzmán-Guzmán, Yanik Ixchel Maldonado-Astudillo et al.
2026-08-24 · DOI: 10.1080/15348431.2026.2723056The Dirty Dozen: Systemic Barriers Affecting Mexican-Origin Students in Gifted and Talented Education, Special Education, and School Discipline
James Martínez
2026-08-19 · DOI: 10.1080/15348431.2026.2719569“You Need a Community”: Social Connectedness and the Experience of Latino Men Community College Transfer Students
Jana Valentine, C. Restrepo-Widney, C. Salinas, S. L. Rodriguez et al.
2026-08-18 · DOI: 10.1080/15348431.2026.2719561Religion as Resource and Risk: A Narrative Literature Review of Educational Resilience and Religious-Cultural Identity Among Latino and Chinese-Indonesian Minority Students
Rofiqi
2026-08-18 · DOI: 10.1080/15348431.2026.2719565Collaborative Reflections on Building Equitable and Sustainable Partnerships Under Executive Orders
Elena Foulis, Alexis Ximena Foulis
2026-08-17 · DOI: 10.1080/15348431.2026.2719554Shared Assessment-Governance Challenges in Caribbean and Latino-Serving STEM Higher Education: The STREAM Model
Winston Elibox, Koffka Khan
2026-08-15 · DOI: 10.1080/15348431.2026.2719557“Staying is Not Neutral”: Latinx Doctoral Persistence as Praxis and Leadership
Richard De La Garza
2026-08-10 · DOI: 10.1080/15348431.2026.2712960From the Editor’s Desk
Enrique G. Murillo
2026-08-08 · DOI: 10.1080/15348431.2026.2732520Promoting STEM Readiness and Retention Among Underrepresented Hispanic Students Through Culturally Responsive Pedagogical Support Systems
Maria de Lourdes Viloria, Ruvini Pathirana, Saqib Hussain, Norma Saikali et al.
2026-08-04 · DOI: 10.1080/15348431.2026.2712957Beyond Grit: Doctoral Persistence and Leadership as Praxis Among First‑Generation Latinx PhD Students
Richard De La Garza
2026-07-28 · DOI: 10.1080/15348431.2026.2708766Reviews
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Version History
October 10, 2026 at 2:06 am
October 2, 2026