Hispanic Students Research Articles

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.

National-Scale Assessment of Environmental Justice Trends in Public School Proximity to Industrial Lead Sources.

Lead poisoning can severely affect neurological development in small children. Communities with environmental justice concerns often face higher levels of lead exposure via multiple routes of exposure. School-aged children can be exposed to lead at their schools through the deposition of lead emissions onto soil over time. Public school students' demographics in 'proximate schools;' those within 1.5 km of facilities with lead emissions were compared to other schools in their area. The average proximate emissions per student were calculated for different demographic groups in various geographic areas. Schools in combined statistical areas within 1.5 km of lead facilities were found to be composed of significantly more Black (22%) and Hispanic (30%) students than other schools in the area (17% and 26% respectively). Meanwhile, schools close to lead sources tended to have smaller proportions of white students (37% in 'proximate schools', but 47% overall. When average emissions around students were calculated for a handful of combined statistical areas, inequality in lead exposure could be seen in almost every geographic area, across income and racial lines. Students of color consistently faced the highest emissions in every area, though amounts, inequities, and at-risk populations differed throughout the different geographic areas. The unique history of each location regarding immigration, discrimination, zoning laws, urban sprawl, and industrial past can contribute to this variety in inequities. These findings are not only consistent with environmental justice trends but also highlight other vulnerabilities for students like age and food security.

Inequities in Student Exposure to Lead in Classroom Drinking Fountains: Descriptive Evidence Comparing Students within and Across Schools in Portland, Oregon

We use novel information about fixture-specific water lead levels (WLLs) in Portland, Oregon schools to explore inequalities in students’ potential for exposure to lead in drinking water at school. We find that Black and Hispanic students were in classrooms with higher WLLs than white students primarily because they attended different schools. The elevated exposure of students with non-English first languages was also largely driven by sorting into different schools, although there were marginally significant differences between students within the same school. Our findings underscore the importance of broadly targeted remediation efforts like those implemented in Portland to address environmental injustices.

Positive Psychological Effects of School-Based Yoga and Mindfulness Programs for At-Risk Hispanic Adolescents.

This quasi-experimental study investigates differences in the impact of school-based yoga interventions and mindfulness practices on psychological well-being impact factors in at-risk Hispanic adolescent high school students compared to similar students enrolled in traditional physical education classes. Due to the global COVID-19 pandemic, experimental conditions were delivered virtually. The BRUMS and PANAS-C were utilized to assess psychological well-being constructs of mood and affect. Statistical analyses included Friedman’s test for nonparametric data, comparisons of pre post change scores between yoga and physical education classes, and longitudinal data trends for each subscale from the study’s inception to conclusion. The findings show that school-based yoga participants exhibited higher levels of improved mood and affect with large effect sizes than those enrolled in a standard physical education (PE) class during the 12 weeks of the intervention. Implications and further directions are discussed.

Understanding Latino/a/x Students’ Academic Success at a Hispanic-Serving Institution: The Significance of Personal Dispositions

ABSTRACT This study examines whether racial/ethnic differences in personal dispositions, such as self-efficacy, cultural orientation, habitual explanations for good or poor academic outcomes, and age (as an index of life experience) exist among students enrolled in a general education course at a Hispanic-serving institution (HSI). Furthermore, the study examines the extent to which such dispositions may contribute differently to the academic success of students at such an institution depending on their race/ethnicity. Although the study uncovered only minor racial/ethnic differences in student dispositions, dissimilar patterns of contributions to course-specific performance and cumulative performance (as measured by grade point average) were observed for Latino/a/x/Hispanic and White students. Taken together, these findings suggest the importance of assessing the contribution of variables to academic success above and beyond the mere measurement of group differences. Applications of our findings to students at minority-serving institutions are discussed.

A randomized controlled trial for reduction of risk factors for cardiovascular disease in young adults: Methods of the Aspire study

BackgroundBeing overweight or obese is a large public health problem, especially in the African American/Black and Hispanic communities. Having a body mass index (BMI) > 25 can lead to chronic health conditions, such as heart disease, stroke, and type 2 diabetes. The transition into adulthood may be an excellent time to intervene due to young adults gaining independence; however, little research has focused on community college students and weight change. The purpose of this randomized controlled trial is to test the efficacy of an intervention tool that is personalized for weight loss through healthy eating and increased physical activity in Black and Hispanic community college students. MethodsCommunity college students who identify as Black or Hispanic (N = 256) will be recruited and randomized 1:1 to a 12-month, health coach and smartphone application (app) driven intervention or an attention-control condition. The intervention is implemented by health coaches, trained in a health coach specialty program at a university. The intervention includes a Smartphone app for tracking dietary intake, a Fitbit Inspire 2 for tracking physical activity, and daily personalized text messages from a health coach. The main outcome is percent weight loss at 6- and 12-month follow-up assessments. Secondary outcomes include self-efficacy for eating and physical activity, adherence to self-monitoring, Healthy Eating Index scores, and physical activity levels. DiscussionIf the intervention is demonstrated to be efficacious, broader dissemination across college/university campuses to assist young adults to develop sustainable healthy habits may be possible.ClinicalTrials.gov Identifier: NCT04412954R01 Trial Number: 1R01NR018699–02.

Computer Science & Physical Activity In Elementary Schools: MoveSmart Initial Efficacy

Schools are ideal for promoting physical activity, given the ethnic disparities in participation, yet school-based physical activity programs compete for time with academic subjects like science and math. PURPOSE: Using a Research Practitioner Partnership (RPP), we tested the initial efficacy of Project moveSMART to increase physical activity (PA) and STEM knowledge among 4th-5th graders across two Title 1 schools. The secondary aim was to reduce ethnic disparities in STEM. METHODS: moveSMART is an online application where aggregate daily PA minutes and intensity propel students on a virtual journey across the US. At waypoints, standards-based STEM learning modules are unlocked and delivered as lessons in the classroom. Data sources were pre/post accelerometer data, SOFIT, learning artifacts, and app usage. RESULTS: Over 2 years, 290 elementary students (83% Hispanic; 9% non-Hispanic White, 8% non-Hispanic Black) participated. Classroom PA significantly increased by 10 minutes (SOFIT = Mpre = 2.01 ± 0.15, Mpost = 3.45 ± 0.43, p < .05). Total MVPA accelerometer data was significantly higher (Mpre = 9.7% ± 5.61%, Mpost = 39.3% ± 3.44%; p < .01). Active classrooms had significantly more PA check-ins per week (M1 = 4.01 ± 0.15, M2 = 1.02 ± 0.52). STARR test scores in STEM increased by 9%, and 83% of students used scratch coding to build accelerometers. Hispanic students had the greatest gains in PA (13%) and STARR testing (9%). CONCLUSION: Elementary students using scratch code to build accelerometers for collecting and interpreting data as citizen scientists led to increased PA minute/day and STEM knowledge. Facilitated learning through virtual applications has the potential to change behavior. When COVID reduced PA, moveSMART kept children moving!

What Makes a Difference in Achievement for Black and Hispanic Students: Identifying Factors of Influence Inside the Black Box of Schooling Production

By aligning factors that most commonly influence the achievement of Black and Hispanic students with the type of resources inside the black box of schooling, this study differentiated the achievement effect of school resources from what was brought by students to schools. The hierarchical regression results showed that minority students’ grade-repetition experience mattered substantially. But the differences between schools in poverty concentration, use of between-class and within-class tracking, class size, plus school discipline all contributed to the racial achievement gaps.

Stratified Trajectories: Charting Equity Gaps in Program Pathways Among Community College Students

A primary focus among colleges implementing student success reforms has been to increase overall rates of completing any credential and to reduce racial and socioeconomic equity gaps in such completion rates. The focus on general completion may overlook inequities in the type of program students complete, which is particularly significant given the wide variety of credentials offered at community colleges and the resulting variation in labor market returns among completers. Our study examines racial/ethnic stratification among community college students as they enter and progress through programs leading to higher or lower opportunities in the labor market. Using a discrete-time survival analysis and longitudinal enrollment and transcript data. We track enrollment, completion, and transfer for up to 9 years. We also measure achievement of academic milestones (such as credit accrual) along educational pathways associated with higher rates of credential completion and transfer over the long term. Results suggest that a significant gap in the likelihood of bachelor’s degree completion between Black and White students emerges episodically, while the gap between Hispanic and White students develops earlier and remains consistent over time. Results also suggest that, while all students generally benefit from attainment of academic milestones, doing so disproportionately benefits Black and Hispanic students.

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.

Language Proficiency and Academic Success of Bilingual Hispanic Nursing Students along the US-Mexico Border

Background: The Texas Department of State Health Services reported an enrollment of 29.7% Hispanic heritage students in nursing schools in 2020. Hispanics comprise of 18.5% of the total US population. Hispanic communities are less likely to speak proficient English than non-Hispanic Whites due to lack of language concordance. A diverse nursing workforce is necessary to accommodate the changing community. English as an additional language is frequently identified as a barrier to a nursing degree. This study examined how English proficiency affects nursing academic success of non-BSN and BSN nursing students. Methodology: Non-experimental descriptive quantitative research with two open-ended questions were employed. Students from 27 non-BSN and BSN programs along the U.S.-Mexico border were surveyed. Participants (N = 158) self-reported Grade Point Average (GPAs) on a 4.0 scale and completed two language proficiency instruments, the Language Experience and Proficiency Questionnaire (LEAP-Q) and the English Language Acculturation Scale (ELAS). Participants responded to questions related to strategies that were either beneficial or barriers to their learning and success. Results: Regression of GPA on predictors of English proficiency yielded non-significant models. Convergent validity between the two language proficiency instruments was supported, and reliability was similarly high. MANOVA analysis revealed students on a BSN versus non-BSN program hold higher GPAs. Non-BSN students showed higher Spanish language proficiency than those on a BSN program. Seven themes emerged from the question data, three themes showed that English as an Additional Language (EAL) benefits students (support, communication, and academic resources) and four were barriers to learning (finances, time management, language, and self-perception). Conclusion: A diverse bilingual nursing workforce is essential to meet the future needs of the US. Even though language proficiency did not predict academic success, students enrolled in non-BSN and BSN students who utilized both languages were academically successful.

Profiles of Undergraduate Completers: Deconstructing the Heterogeneity

A person-centered approach identified five empirically unobserved student profiles of first-time full-time university students who shared similar academic patterns, performance measures, and demographic characteristics. Honors and Flourishing classes tended to graduate within 6 years of attempting their first-college mathematics course, earned a high grade in that course, and made continued degree progress. The Flourishing class had lower semester and first-college mathematics GPAs than the Honors class but higher GPAs than the Tenacious class. Placement in remedial mathematics alone did not determine class membership. The Honors class had an overrepresentation of White women, and an underrepresentation of Black men. Hispanic students were most prevalent in the Flourishing group while Black men were more prevalent in the Tenacious group. As a whole, men fared worse on outcomes than women.

Student Performance in Four Teaching Modalities and Covid-19 in a Research Course at a Hispanic Serving Institution

&#x0D; &#x0D; &#x0D; This study aimed to assess the differential outcomes of students at a Hispanic Serving Institution based on ethnicity, teaching modality, and pre-post pandemic. Descriptive statistics of students’ (N = 117) writing scores, course grades, and retention were reported. All student grades were best for the asynchronous modalities whether virtual or face-to-face. The Hispanic students’ grades were best in course sections with face-to-face interactions; they struggled more than others during the Covid-19 pandemic.&#x0D; &#x0D; &#x0D;

Comparison of Connectedness in Online, Blended, and Face-to-Face Research Methods Courses among Hispanic and Low-Income Students

&#x0D; &#x0D; &#x0D; When students feel connected to the instructor, they are more likely to remain motivated, engaged, and persist toward completing an online course. Rarely have studies compared connectedness in three modalities: online only, blended, and face-to-face. This study compared perceptions of connectedness among students (N = 27) from an Hispanic Serving Institution with their instructor and peers in a research methods course. The sample of students took the same course in three different sections- each taught in a different modality by the same white instructor. Connectedness and students’ grades were lower for students who took the course fully online. However, student ratings of teachings were highest for those who took the online-only section. Latinx students reported less connectedness in the online-only section than others. The results inform decisions about teaching modalities during the pandemic and in the future; synchronous learning is critical to obtain equitable connectedness among Latinx students.&#x0D; &#x0D; &#x0D;

Comparing National Trends in Hispanic and White College Student Six-Year Graduation Rates Using IPEDS Data

Six-year college graduation rates for Hispanic and White students from 17 cohorts were analyzed using data from the U.S. Department of Education’s IPED System. Results from regression analyses confirmed statistically significant positive linear trends for Hispanic and White students and statistically significant differences between the two regression lines, with the Hispanic rate of increase almost double that for White students. Adverse impact was found in 9/17 cohorts.

Ethnic/Racial Differences in Alcohol Use: Does Drinking Refusal Self-Efficacy Matter?

Introduction: College students—including those of Hispanic backgrounds—are at risk for hazardous drinking. Research has shown robust group differences between Hispanic and White individuals in alcohol use outcomes. The ability to resist alcohol consumption can be leveraged to reduce hazardous drinking; however, little research has examined Hispanic-White differences and whether drinking refusal self-efficacy accounts for group differences in hazardous drinking. Considering Hispanic individuals make up the largest ethnic/racial minority group in the United States, it is important to identify malleable psychological factors that prevent and reduce drinking problems. Method: Hispanic and White college students at two predominantly White institutions (N = 389; 58.6% women, Mage = 20.22) completed measures assessing drinking refusal self-efficacy, hazardous drinking, and negative drinking consequences. Results: Hispanic students reported lower levels of hazardous drinking, alcohol-related problems, and drinking refusal self-efficacy than White students. Drinking refusal self-efficacy was found to partially explain Hispanic-White differences in the levels of hazardous drinking and drinking-related problems. Specifically, drinking refusal self-efficacy was associated with alcohol use outcomes only among White students and not Hispanic students. Conclusion: The correspondence between drinking refusal self-efficacy and actual behaviors to turn down drinks, ethnic/racial distinctiveness in ratings of self-efficacy and cultural orientations, and situational contexts that surround drinking should be examined in future research.

A Universal Mental Health Promotion Program that Demonstrates Psychosocial Benefits for Elementary School Students Who Perceive Low Emotional Self-Efficacy

ABSTRACT Using a quasi-experimental design with no control groups, this pilot study aimed to test the effectiveness of a universal mental health promotion program for elementary school students in an underserved United States-Mexico border community. A total of eighty-five fifth and sixth grade students participated in this program and completed the emotional domain of the Self-Efficacy Questionnaire for Children before and after the intervention. Preliminary program benefits were identified among students who perceived low emotional self-efficacy prior to program participation. The program satisfaction rate was over 60%. About 70% of the participants expressed both confidence and competence in using calming tools for future stressful events. This study supports the use of occupational- and activity-based programs in public elementary schools that serve predominantly Hispanic students from low socioeconomic households. Implications for future occupational therapy practice and research are discussed.

The Culture of Control in Schools: How Punitive and Disadvantaged Spaces Impact Race-Specific Suspension Rates

Across American societal institutions, a punitive culture of control and surveillance has manifested in a variety of ways, including exponential growth in incarceration rates and school suspension rates over the last four decades. To date, much of the scholarship exploring the relationship between criminal justice outcomes and school-based outcomes has focused primarily on how school punishment is consequential for future involvement in the justice system. What remains unclear, however, is whether an alternative relationship exists. That is, does a culture of control foster an environment where punitiveness in the criminal justice system is mirrored by punitiveness within schools? Drawing on carceral perspectives and place-based stratification theories and analyzing a random sample of Florida middle and high schools combined with school district data, several key findings emerge. Specifically, Black and Hispanic students are more likely to be suspended in places with higher incarceration rates; all students are more likely to be suspended in places with greater concentrated disadvantage; and Black and Hispanic students are significantly more likely to be suspended when attending schools in places with high incarceration rates and greater concentrated disadvantage. These findings highlight the interconnectedness of place and social control in the school setting.

Engaged Learning as a Pathway Towards Supporting Hispanic Students at Urban Universities

Supporting nontraditional students within the student lifecycle is one of the major challenges faced by urban universities. This study presents a pedagogical intervention in which a group of Hispanic students participated in an engaged learning project with a bilingual newspaper. Findings indicate that this project motivated students to complete their degree, helped them develop transferrable skills, led to higher academic engagement, and increased their sense of belonging to the local Hispanic community. These results highlight the importance of engaged learning as one of the tangible tools teachers can use to support nontraditional and minority students in urban tertiary institutions.

Access to eye care and prevalence of refractive error and eye conditions at a high school–based eye clinic in southeastern Michigan

To analyze clinical and demographic data from a twice monthly optometrist-run comprehensive eye program at a high school in a community with high rates of poverty. Students received comprehensive eye examinations. We collected demographic and ocular data on 429 initial visits from February 2015 to July 2019. Follow-up visits were excluded. The average student age was 14.2 ± 2.7 years. Of the total, 55.7% were female, 59.7% were Black, and 61.7% had Medicaid. Of the total, 70.2% had a previous eye examination, 60.8% had worn glasses previously, and 24.1% still wore glasses. Hispanic students were less likely than non-Hispanic students to have had a prior eye examination (59.1% vs 75.3% [P = 0.022]) or worn glasses (47.8% vs 63.8% [P= 0.035]). Black students had significantly worse presenting visual acuity in the better seeing eye than White students (logMAR 0.22 vs 0.13 [P = 0.0004]). Of the 256 Black students, 62.7% had improvement of two or more lines, compared with 42.9% of White students (P = 0.01). Of the students who participated, 74.0% received glasses following their examination, and 21 required referrals to ophthalmologists, of whom 13 attended the appointment. The high school-based clinic identified high rates of uncorrected refractive error, highlighting the benefit of a school-based eye clinic in a population with high rates of poverty. There were concerning racial and ethnic disparities in prior eye care.