This study tested a path model of Latino college student outcomes (n=179). Four constructs were integrated into the model which predicted persistence intentions and health: self-efficacy (Bandura, 1986), stress, family support, and social integration (Tinto, 1987). As hypothesized, college self-efficacy was associated directly with stronger persistence intentions and associated indirectly with better health. Contrary to […]
This study examined the effect of ethnic group membership on ethnic identity, race-related stress, and quality of life (QOL). The Multigroup Ethnic Identity Measure, the Index of Race Related Stress-Brief Version, and the World Health Organization Quality of Life-Brief Version were administered to 160 male and female participants from 3 ethnic groups (African American, Asian […]
In this qualitative study, I use grounded theory methodology to investigate the influences on the ethnic identity development of 10 Latino/a students during their first two years at a highly selective college. The findings indicate that two categories were salient in the first two years: Situating Identity (conditions: environment where they grew up, family influence […]
The influence of cognitive development on ethnic identity development is investigated in the context of a qualitative longitudinal study of Latina/o college students. Findings indicate that when students reconstruct social knowledge their ethnic identity is positively influenced. Strategies and mechanisms for positively influencing identity development are discussed within a holistic development framework.
The authors present a longitudinal study aimed at understanding the factors that affect educational outcomes for Latinos. They explore Latino students’ perceptions of the campus climate, their sense of belonging in college, their analytical skills and abilities, and their development of a pluralistic orientation necessary to function in a diverse workplace. They conclude with a […]
We suggest that school spaces are racialized; that is, taken-for-granted notions of race mediate the relationship between the school and the actors that comprise it. Furthermore, we consider how racialization determines power in these relationships, and ultimately, how that power determines how policy is practiced in a school space.
This longitudinal study of Latino/a college students considers the influence of Latino/a college student experiences and ethnic identity on holistic development. Findings indicate that although similar characteristics are seen among Latino/a students, the role of recognizing and making meaning of racism is a significant developmental task. This is consistent with other ethnic and racial identity […]
The present study estimated the influence of academic and social collegiate experiences on Latino students’ sense of belonging, controlling for background differences, using hierarchical analysis techniques with a nested design. In addition, results were compared between Latino students and their White counterparts. Findings reveal that grades, time spent studying, and interactions with diverse peers affect […]
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 framework including perceptual and behavioral dimensions of campus climate […]
This article focuses on understanding how identity development is conceptualized in student affairs. The need to understand the person, context, and interactions between the two advances identity theories as relevant to student affairs practice. The more practitioners understand how students make meaning of their identities, the better they are able to assist in promoting student […]
This study develops a model predicting academic self-confidence for 2nd-year Latina/o college students. Findings indicate that forms of academic, cultural, social, and intercultural capital (the capacity to negotiate diverse racial and ethnic environments) are positively associated with academic self-confidence. The prevalence of negative cross-racial interactions is negatively associated with academic self-confidence. The study’s results suggest […]
This paper examines an often-overlooked contributing factor to minority student collegiate attrition: students’ limited knowledge of—and sometimes resistance to—the kinds of academic discursive practices they need to become “full participants” (Lave & Wenger, 1991) in the university setting. Adopting a Vygotskian view of sociolinguistics, we also posit that linguistic and communicative dissonance from the discourse […]
Knowledge is presently limited on experiences and outcomes at four-year Hispanic-Serving Institutions (HSIs) and emerging HSIs. Multiple regression analyses, performed on data from the Cooperative Institutional Research Program, illuminate how background characteristics and student experiences at four-year HSIs, emerging HSIs, and non-HSIs influence Latina/o academic self-concept. The sample included 2,123 Latina/os at 249 colleges and […]
In an ongoing effort to identify predictors of educational success and achievement, grit has emerged as a seemingly useful disposition. Grit is conceived as the combination of perseverance of effort and consistency of interest over time, but the predictive utility of these two dimensions has rarely been explored separately, and the limited research available has […]
This article challenges the notion of underachievement of Latino male collegians by examining those who successfully enter higher education. Using in-depth interviews, we analyze the way three different institutional types contribute to the racial/ethnic identity salience of Latinos, looking specifically at the curricular and co-curricular structures available at a Hispanic Serving Institution (HSI) and emerging […]