Hispanic College Students Research Articles

Social Comparison, Belongingness, Self-Doubt, and Stress: The Case of Hispanic Students at Hispanic Majority Institutions

Social comparison processes can affect academic and interpersonal outcomes for minoritized college students. However, the literature has not addressed how these processes play out for Hispanic students who attend Hispanic Majority Institutions, in which Hispanic students comprise more than 50% of the population. In this study, such students ( N = 191) completed online assessments for social comparison orientation (SCO), belongingness, academic self-concept, and perceived stress. Results showed that, regarding belongingness, SCO was positively correlated to rejection/exclusion, but not acceptance/inclusion. Regarding academic self-concept, SCO was positively correlated to self-doubt, but not self-confidence. Mediation analyses showed that perceived stress fully mediated the relationship between SCO and rejection/exclusion, and partially mediated the relationship between SCO and academic self-doubt. In other words, SCO was associated with increased stress, which was then associated with increased feelings of rejection/exclusion and self-doubt about academic abilities. These findings offer additional insight into Hispanic college students’ experience.

Contextualizing linguistic acculturation and alcohol use among Hispanic college students in the social digital environment.

Linguistic acculturation is a predictor of alcohol use among Hispanic college students, but existing linguistic acculturation measures do not capture language use in the social digital context (e.g., social media). Guided by erosion theory and past empirical findings, this study operationalized two dimensions of social digital linguistic acculturation (SDLA) and examined the interactive effects of SDLA with immigration generation-a demographic proxy for acculturation-in relation to alcohol use intentions and behaviors. Online questionnaires were completed by 246 Hispanic college students in central Texas between the ages of 18 and 29 (Mage = 21.0, SD = 2.4; 82.1% female) who reported current alcohol use. Measures included two dimensions of SDLA (SDLA-English and SDLA-Spanish) with items developed for this study and supported by exploratory factor analysis, immigration generation as a demographic proxy for acculturation, and three alcohol outcomes (intentions to use alcohol, alcohol consumption, and binge drinking). We specified three regression models in which immigration generation moderated the pathways between SDLA-English and SDLA-Spanish and each alcohol outcome. Contrary to hypotheses, lower rather than higher SDLA-English was related to greater intentions to use alcohol, greater alcohol consumption, and more frequent binge drinking when immigration generation was higher rather than lower. More aligned with expectations, lower SDLA-Spanish was related to more frequent binge drinking when immigration generation was higher. The link between SDLA and alcohol engagement is nuanced. This study's findings may be partially explained by acculturative stress in the context of social digital engagement, warranting further exploration. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Sociocultural, Behavioral, and Physical Correlates of Excessive Social Media Use, Addiction, and Motivation Toward Reduction in a Hispanic College Student Sample.

Social media use has been associated with adverse health consequences. However, there is limited research assessing correlates of social media use, addiction, failure to control use, and motivation to reduce use in a Hispanic sample. This study aimed to fill this gap by assessing factors within the National Institute of Minority Health and Health Disparities Research Framework. Participants were Hispanic college students (n = 273) residing either in the United States or Mexico who completed an online survey. Univariate analyses determined independent variables to be assessed in four linear regression models. Results indicated that weekly social media use was negatively associated with sex, attentional impulsivity, and social comparison and positively associated with social media craving (SMC). Social media addiction was positively associated with frequency of posting in Spanish, Fear of Missing Out, SMC, and home restriction of social media use. Social media self-control failure was negatively associated with acculturative language and positively associated with frequency of posting in English, attentional impulsiveness, SMC, and home restriction of social media use. Motivation to reduce social media use was positively associated with residing in the United States. Clinical implications include targeting key factors through tailored interventions aimed at promoting adaptive social media use patterns.

Addressing Susceptibility to Non-Prescription Substances for Weight Loss Among Immigrant Hispanic College Students: A Pilot Study

Addressing Susceptibility to Non-Prescription Substances for Weight Loss Among Immigrant Hispanic College Students: A Pilot Study

Microaggressions and Life Satisfaction Among Hispanic College Students at an HSI: The Moderating Effect of Cross-Cultural Comfort

Microaggressions and Life Satisfaction Among Hispanic College Students at an HSI: The Moderating Effect of Cross-Cultural Comfort

An exploratory analysis of drinking motives and alcohol-related problems among Hispanic college students

The increase in college enrollment for Hispanic college students warrants increased attention to their health and wellness. Given that a common threat to health and well-being in college students is alcohol use and that Hispanic college students are at elevated risk for alcohol-related problems, it is essential to investigate factors that might lead to heightened alcohol-related problems among this population. The present study is a secondary data analysis of an NIAAA-funded study investigating brief interventions for alcohol use among 583 heavy-drinking college students. Specifically, we examined the relationship between Hispanic student status and alcohol-related problems measured one month later. Additionally, we examined the indirect effects of Hispanic status on alcohol-related problems through drinking motives. Analyses revealed a significant association between Hispanic status and alcohol-related problems at baseline but no association between Hispanic status and problems at 1-month, controlling for baseline problems. An indirect effect of the prospective association between Hispanic student status and alcohol-related problems was evident for only one of the four drinking motives (coping). Our findings suggest that reducing coping motives for drinking among Hispanic college students may reduce alcohol-related problems.

Cultural stress among immigrants in the workforce.

Previous research has investigated cultural stress and well-being among individuals such as Hispanic college students and immigrants from other countries. However, there is a need to explore the impact of cultural stress among immigrants with a focus on the workforce. Drawing from cultural stress theory, we present a theoretical framework that considers workplace context while exploring strategies that may mitigate the impact of cultural stress in the workplace, such as promoting diversity and inclusion, addressing biases and discrimination, and supporting employee mental health. We provide actionable steps that can guide leaders to work toward a workplace where individuals develop a sense of belonging. This article provides a novel perspective on workplace diversity and inclusion that emphasizes the importance of considering cultural context in understanding and addressing workplace stress, with implications for psychology in the workplace. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Mental health among Hispanic college students during the COVID-19 pandemic: Concurrent and predictive effects of negative and positive COVID-19 changes

Objective: We generated items to assess COVID-19 changes among Hispanic college students and examined the concurrent and predictive effects of these changes vis-à-vis mental health. Participants: The sample consisted of 559 Hispanic first-year (69% women; age range 18–22; 88.1% U.S.-born; 84% Mexican/Mexican American) attending a public university in Texas. Methods: Students participated in a three-wave longitudinal online survey assessing stressors, COVID-19 changes, anxious and depressive symptoms, hope, and self-esteem. Results: Students experienced negative changes across six life domains as a result of the pandemic-related lockdowns: education; health; relationships; finances; social issues; death/loss. They also reported positive changes during the lockdowns. Negative changes were positively correlated with higher, and positive changes with lower, acculturative and perceived stress. Negative COVID-19 changes predicted lower mental health. Conclusions: Hispanic students experienced both negative and positive COVID-19 changes, which were related to their mental health. Results can guide research and decision-making during future pandemics.

Examining acculturation at the daily level: Adding nuance to acculturation scholarship

The present article reviews the growing literature on micro-level (daily or situation-specific) acculturation processes and provides new empirical evidence regarding the link between macro-level (general) and micro-level acculturation indices. The review covers the evolution of acculturation theory and research to focus on separate heritage and destination cultural dimensions and on specific domains (e.g., practices, values, identifications), to include longitudinal research designs, and to incorporate daily diary methodologies. The empirical study includes 824 Hispanic college students in Miami (76.1 % female) who participated in a 12-day diary study. General (macro-level) acculturation measures were administered on Days 1 and 12, and daily (micro-level) acculturation measures were administered on Days 2–11. Each of six acculturation components (dimension-domain pairings) – U.S. practices, Hispanic practices, individualist values, collectivist values, U.S. identity, and ethnic identity – was assessed using full scales on Days 1 and 12 and using single items on Days 2–11. Daily means and daily fluctuations, computed as the standard deviation of Day 2–11 scores, were included during the daily portion of the study. Analyses examined the extent to which earlier macro-level acculturation scores would predict daily means and fluctuations, as well as the extent to which these daily means and fluctuations would predict later macro-level acculturation scores. For each acculturation component, daily means were related to Day 1 and Day 12 scores, though the strengths of these associations varied across components. Daily fluctuations were negatively associated with Day 1 and 12 scores for U.S. and Hispanic practices, but these associations were less consistent for the values and identifications components. These results are discussed in terms of the overlap between micro and macro level acculturation processes, and in terms of the future of acculturation research.

Cultural stress, personal identity development, and mental health among U.S. Hispanic college students.

The present study examines the extent to which culturally stressful experiences may predict impaired well-being, increased internalizing symptoms (depression and anxiety), and increased externalizing problems (social aggression, physical aggression, and rule breaking) among a sample of Hispanic college students in Miami across a 12-day period. The predictive effects of cultural stressors on these outcomes were examined both (a) directly and (b) indirectly through daily fluctuations in students' personal identity synthesis and confusion. Results indicated direct predictive effects of cultural stress on four forms of well-being (self-esteem, life satisfaction, psychological well-being, and eudaimonic well-being), on symptoms of depression and anxiety, and on physical aggression and rule breaking. The predictive effects of cultural stress on all four forms of well-being and on symptoms of depression and anxiety were partially mediated through daily fluctuations (instability) in students' sense of personal identity synthesis. Findings were consistent across genders and between U.S.- and foreign-born students. Results are discussed in terms of implications for intervention and for policy. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Cultural Stressors and Cultural Identity Styles Among Hispanic College Students

Research shows that cultural identity styles (CIS; i.e., hybrid identity style [HIS] vs. alternating identity style [AIS]) and cultural stressors (i.e., discrimination, negative context of reception, and bicultural stressors) are associated, but the directionality of this association remains unclear. Using a 2-wave, self-report dataset and a cross-lagged design, we examined the directionality of the associations between cultural stressors and CIS among 824 first- and second-generation U.S. Hispanic college students over a 12-day period. Across two waves, results of our path analysis indicated that in particular CIS temporally predict cultural stressors rather than vice versa. Whereas AIS predicted higher levels of perceived cultural stressors, HIS predicted lower levels of perceived cultural stressors. Moreover, contrary to our expectations, we also found a small negative effect of perceived discrimination on AIS. These findings suggest that HIS may play a more favorable role than AIS for bicultural identity formation and for decreasing cultural stressors.

A Cultural Communication Perspective on Hispanic Students’ College Experiences

ABSTRACT Guided by the theoretical assumption that college life is a culturally situated, symbolic process of interaction between students and various others, this qualitative study attempts to explore how minority students’ home culture, which is different from the dominant college culture, helps them make sense of their college experiences. The respondent interviewing method was used to obtain Hispanic students’ responses to questions that allow them to share their experiences, which were centered around student-professor interactions. A total of 112 Hispanic college students from a comprehensive university in South Texas participated in the study. Results confirmed the significance of examining minority students’ college experiences in light of their home culture as they indicated that student experiences were strongly influenced by their Hispanic cultural values. In this study, suggestions for improving Hispanic college experiences are provided.

Self-Efficacy Buffers Against Belonging Loss for Hispanic Students During the First Semester of College

<p style="text-align: justify;">Hispanic college students typically report a lower sense of belonging than their White peers, citing challenges related to first generation student status, low-income family backgrounds, and academic underpreparedness. The present study asked whether Hispanic students would have a lower sense of belonging than non-Hispanic White students and whether academic self-efficacy would be able to provide a greater buffer against belonging loss for Hispanic students compared to their non-Hispanic White peers. The participants of this study were Hispanic (n = 68) and non-Hispanic White (n = 420) first year students at a predominantly White small liberal arts college. Academic self-efficacy was a significant predictor of change in belonging for Hispanic students but not for non-Hispanic White students. These results suggest academic self-efficacy is a worthwhile target of belonging interventions for Hispanic students. </p>

Distinct co-occurrence patterns of acculturation and perceived context of reception between weekdays and weekends among Hispanic college students.

The present study was designed to examine distinct co-occurrence patterns of acculturation and perceived context of reception between weekdays and weekends among Hispanic college students in Miami and their influences on psychosocial maladaptation. We conducted a 12-day diary study with a sample of first- and second-generation Hispanic college students in Miami (n = 864). Depressive symptoms and physically aggressive behaviors were assessed on Days 1 and 12, and acculturation components and perceived negative context of reception were measured using single items on Days 2-11. We examined the overlap between weekday and weekend patterns of acculturation and negative context of reception, as well as links of this overlap with depressive symptoms and with physically aggressive behaviors. Overall, six distinct co-occurrence patterns of acculturation and perceived contexts of reception emerged from the analysis. Four of these appeared to represent stable co-occurrence patterns regardless of weekdays and weekends and two indicated changing co-occurrence patterns between weekdays and weekends. Students in patterns of the Moderate Biculturalism-High Negative Context of Reception regardless of weekdays and weekends reported high depressive symptoms and physically aggressive behaviors. Also, for the two changing co-occurrence patterns, students in patterns of the Changes in both Acculturation and Negative Context of Reception between weekdays and weekends reported high scores on both depressive symptoms and physical aggressive behaviors. Both stable and changing patterns in acculturation and context of reception co-occurrences between weekdays and weekends predicted psychosocial maladaptation.

Predictors of Homophobia in Hispanic College Students Majoring in Allied Health Disciplines

The purpose of this study was to examine the attitudes of Hispanic pre-service allied health professionals toward gay and lesbian individuals. The sample consisted of 286 Hispanic students enrolled in the rehabilitation services, communication disorders, and nursing programs at a large public university located in a southwestern state in the United States. A 3 (academic major) x 2 (sex) factorial analysis of variance and a hierarchical regression analysis were used to compare the differences in the levels of acceptance among the different allied health majors and to predict the factors that influence these views, respectively. The results showed that the female students were less accepting of sexual orientation and gender diverse clients/patients than their male counterparts. Male students in the rehabilitation services program reported the least accepting attitudes while male students in the communication disorders program reported the most accepting attitudes. Religiosity, prior interaction with sexual orientation and gender diverse individuals, and church attendance were statistically significant predictors of acceptance. The implications of the findings are discussed.

Cultural stress, daily well-being, and internalizing and externalizing symptoms among Hispanic college students.

The present study was designed to examine the extent to which, in a sample of 873 Hispanic college students, daily levels of, and variability in, well-being would mediate the predictive effects of culturally related stressors (discrimination, negative context of reception, and bicultural stress) on internalizing and externalizing symptoms 11 days later. A 12-day daily diary design was utilized, where reports of cultural stressors were gathered on Day 1, daily well-being reports were gathered on Days 2-11, and outcomes were measured on Day 12 (with controls for Day 1 levels of these same outcomes). Structural equation modeling results indicated that daily means of, and variability in, well-being significantly mediated the predictive effect of Day 1 ethnic/racial discrimination, negative context of reception, and bicultural stress on Day 12 symptoms of anxiety and depression. No effects emerged for externalizing symptoms. When we decomposed the latent well-being variability construct into its component indicators (self-esteem, life satisfaction, psychological well-being/self-acceptance, and eudaimonic well-being), daily variability in life satisfaction and self-acceptance appeared to be primarily responsible for the mediated predictive effects we observed. These results are discussed in terms of implications for further research, for counseling practice, and for the development of more inclusive university practices and policies. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Hispanic students in higher education: A case for trauma informed approaches

ABSTRACT This secondary study focused on Hispanic college students’ experiences with the COVID-19 pandemic and their academic success with instructors who implemented trauma-informed approaches and sought to add to the knowledge base of the literature to support the necessity of establishing trauma-informed policies and pedagogical practices in Hispanic Serving Institutions (HSIs). Data from an exploratory study conducted in the summer 2020 semester at a small, private, HSI was utilized (N = 309). Most participants were Hispanic Nonwhite (65%). Results indicate that among all racial/ethnic group participants, Hispanic participants were more likely to have experienced a family member or close friend who died from the COVID-19 virus, X 2 (3, N = 297) = 10.1, p= .017. Additionally, Hispanic participants reported an increase in stress (44%), anxiety (38%), and depression (29%). Finally, there was a statistically significant difference in Hispanic participant expected grade outcomes compared to all other races when instructors implemented trauma-informed practices X2 (1, N = 234) = 5.964, p = .01. The ultimate goal of higher education institutions is to ensure academic success for students. Utilizing trauma-informed approaches in higher education will help generate safe, supportive, and respectful environments that have been shown to positively effect academic success.

Self-construal predicts reading motivation: A comparison between Hispanic American and Japanese college students

Self-construal predicts reading motivation: A comparison between Hispanic American and Japanese college students

Analysis of Food and Housing Insecurity among University Students at a Public Hispanic-Serving Institution

ABSTRACT This study explores food and housing insecurity among university students at a public Hispanic-Serving Institution (HSI) located in the U.S.-Mexico border region. Classification and regression trees were used to identify the principal factors leading to food or housing insecurity in a predominately Hispanic student population. An analysis of Hispanic university students is needed to better understand the challenges of the fastest growing group with the highest enrollment gain. Findings will inform decision makers and faculty in their efforts to address food and housing insecurity and enhance the responses necessary to better serve Hispanics and all students.

How did the COVID-19 Lockdown Affect Hispanic University Students’ Daily Life?

Objective: COVID-19 has changed dramatically, including the schedules of university students. We wanted to see what and how have been changed. Methods: We designed a questionnaire including multiple choice questions and fill in questions about student well-being before and during the COVID-19 lockdown to students at Texas A&M International University located in South Texas and analyzed the changes we observed in their daily food intake, physical activity, and sleep patterns. The questionnaire also included demographic questions. 393 students were sent the questionnaire in total. After cleaned the outlier, 387 entries were kept for data analysis. Results: Our results indicate that the COVID-19 lockdown decreased the time that students spent on physical activities and sleep per week. By contrast, we found no association between lockdown and body mass index (BMI) changes. Conclusion: Our results suggest that local university needs to provide free fitness classes and events to encourage student’ physical activity. The university can also host free workshops to guide students toward healthier sleep patterns. Cafeteria department on campus should design healthy meal plans so students are given the option of a more balanced daily dietary intake.