Hispanic Students Research Articles

First-Year College Achievement and Graduation Rates for Hispanic and Hispanic First-Generation Students

To increase persistence, many universities provide first-year seminars (FYS) for entering students. Although there have been consistent positive outcomes for FYS participants, many times, the research is based on short-term outcomes, or less rigorous analysis. This study assessed short- and long-term outcomes for Hispanic ( n = 456) and Hispanic first-generation students ( n = 350) who participated in a research-based academic FYS. FYS participants had significantly higher outcomes in first-term GPA, 1-year persistence and graduation rates.

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).

Neither a problem nor my problem: Risk factors for underage drinking disengagement among college students

Objective Underage drinking disengagement (UDD; cognitive restructuring/minimizing agency) measures attitudes about the acceptability and responsibility of drinking. We examined demographic correlates of UDD, as well as the moderating effects of legal drinking status on the association between UDD and drinking. Participants College student drinkers (n = 893; Mage = 19.48, range = 18–25; White = 74.1%; female = 68.1%) from a multi-site study. Methods An online confidential survey included the UDD Scale for College Students and the AUDIT-C. Results White and multiracial, underage students, or those living with others endorsed greater cognitive restructuring disengagement than Hispanic students, legal-age students, or those living alone or with parents, respectively. Greek membership and greater “party school” perceptions were related to more cognitive restructuring and minimizing agency. The associations between UDD and alcohol use were not moderated by legal drinking age status. Conclusion Identifying and educating students at risk for UDD on the ramifications associated with underage drinking could combat drinking.

The stickiness of pandemic-driven disenrollment from public schools

The extent to which pandemic-induced public school enrollment declines will persist is unclear. Student-level data from Michigan through fall 2021 yields three relevant findings. First, relative to pre-pandemic trends, fall 2021 enrollment had partially recovered for low-income, Black, and Hispanic students, but had declined further for non-low-income, White, and Asian students. Second, annual public school exit rates remained elevated for elementary students and accelerated further for middle school students. Third, public school exit is sticky and varies by chosen alternative. Only 21 percent of those who left for private schools in fall 2020 had returned by fall 2021, while 50 percent of those who left for homeschooling had returned. These findings suggest that pandemic-driven public school enrollment declines may persist, and more so among higher income families.

Examining the relationship between Hispanic Serving Community college Title III grants and STEM associate degree completion

AbstractHispanic‐Serving Community Colleges enroll and educate a large share of Hispanic postsecondary students. Due to work trends and demographic changes, Hispanic and other historically underrepresented students play a crucial role in shaping the next generation of Science, Technology, Engineering, and Math (STEM) scholars and practitioners. We use data from the National Center for Education Statistics and a difference‐in‐differences technique to estimate the association between federal capacity building grants aimed at improving STEM degree attainment outcomes and associate degree completion. We find receipt of a Title III grant was associated with about a 30% increase in the total number of STEM associate degrees awarded. Further, the grants nearly doubled the number of STEM associate degrees awarded to Hispanic students, on average. This positive relationship is driven by institutions receiving more than one grant. We conclude by discussing these findings and providing federal and institutional recommendations.

The influence of COVID-19 science views, risk perceptions, and group membership on socioscientific decisions

ABSTRACT The COVID-19 pandemic revealed how much the science education community has yet to understand about myriad variables that impact accurately informed socioscientific issue decision-making. Toward that end, this study investigated 415 university biology students’ COVID-19 behaviours and opinions regarding how COVID-19 mandates might be associated with their views about COVID-19 science and scientists, risk perceptions, race/ethnicity, gender, and political orientation. Science-supported actions and mandate support were more highly exhibited by Asian and Black non-Hispanic and Hispanic students compared to White non-Hispanic students. Science supported actions and mandate support were also significantly associated with increased COVID-19 risk perceptions and knowledge and confidence about COVID-19 science. Higher levels of political conservatism was significantly associated with lower levels of COVID-19 mitigating actions and mandate support. Political orientation appeared to mediate the relationship between views about COVID-19 science, COVID-19 actions, and mandate support. These and other findings demonstrate that cognitive and sociocultural factors associated with socioscientific decision-making are complex and vary across contexts. An implication of this study is that efforts to promote a pragmatic science literacy for accurately informed SSI decision-making will require multivariate and synergistic approaches.

“Not simply the act of enrolling”: Defining servingness at Hispanic‐serving community colleges

AbstractThe number of federally designated Hispanic serving institutions (HSIs) has almost doubled over the last 10 years. This shift has led researchers and policy makers alike to increasingly scrutinize what it means to be Hispanic serving, and not just Hispanic enrolling. In this study, we present perspectives from five Hispanic community college presidents who lead federally designated HSIs. Based on interviews we examine how community college presidents define servingness and what they view as critical to truly serving Hispanic students. Our findings indicate that servingness involves a focus on getting resources to students, intentional purpose‐driven programming, cultural knowledge training, and finding ways to include all students in HSI‐centered programming.

Analyzing Public School Education Inequalities in the Dallas-Fort Worth Metroplex

Purpose: This paper investigates the influences of racial and socioeconomic factors on public schools' performance in the Dallas-Fort Worth (DFW) Metroplex. Research Methods: I obtained data from the Texas Education Agency (TEA) and the American Community Survey (ACS), representing 366,568 students attending 239 public high schools in the DFW Metroplex, which included public schools located in Colin County, Dallas County, Tarrant County, and Denton County. I measured public school performance based on graduation rate metrics and average SAT scores from graduating students. Findings: I found a significant correlation between racial and socioeconomic factors on public school performance. I found that the percent composition of socioeconomically disadvantaged students was the highest correlator to decreased academic performance. Further, I found a positive correlation between the percentage of socioeconomically disadvantaged students attending a given high school in relation to the percentage of African-American and Hispanic students attending a given high school. Notably, I found that public schools in the DFW Metroplex were highly segregated by racial and socioeconomic factors. Implications: This study highlights the necessity for policy pushes to diversify public school districts. Many public schools in the DFW Metroplex remain extensively segregated by racial and socioeconomic factors, and our findings underscore the importance of ensuring equitable resource distribution amongst public schools, specifically in school systems with large percentages of African-American, Hispanic, and socioeconomically disadvantaged students.

Racial/ethnic differences in the bullying victimization-suicidality link among LGBQ high school students in the United States.

Although the relationship between bullying victimization and suicidal behaviors of lesbian, gay, bisexual, transgender, and questioning (i.e., unsure of their sexual orientation) students has been well documented in research, few studies have focused on how bullying victimization might be related to suicidal behaviors among youth with intersectional identities. This study examines associations between bullying victimization and suicidal behaviors across racial/ethnic groups in a sample of lesbian, gay, bisexual, and questioning (LGBQ) students. Data for this cross-sectional study were derived from the Center for Disease Control and Prevention's Youth Risk Behavior Survey combined data set (2003-2019), with a sample of 95,603 students who identified as LGBQ. Analyses included descriptive statistics and logistic regression. We found that homophobic bullying victimization was associated with higher odds of suicidal ideation and plans among the total sample and Black and Hispanic students. School-based bullying victimization was associated with higher odds of suicidal ideation, plans, and attempts among white and Hispanic students and higher suicidal ideation among multiracial-non-Hispanic students. Cyberbullying victimization was not associated with suicidal behavior among Asian students, but it was associated with all forms of suicidal behavior among youth of other racial/ethnic identities. Addressing bullying victimization and suicidality with culturally relevant, evidence-based violence prevention strategies is critical.

A Balancing Act: Pathways to Thriving for Adult Hispanic Students

This mixed methods study used structural equation modeling (SEM) to determine the fit of a model of thriving in 264 adult Hispanic undergraduates, then performed a content analysis of student comments. Thriving was defined as intellectual, interpersonal, and psychological engagement in the student experience. The student comments confirmed the SEM findings but also revealed areas around family and work support that remain unexplored in higher education assessment tools.

Classroom Placements of Students With Disabilities in Public Day Schools in a Large School District

This study used longitudinal special education record data from a large urban school district to review classroom placements of students in Grades 5 to 9 educated in traditional public schools ( N = 21,314). Results indicated that half of the students were educated primarily in general education classrooms ( n = 10,658), 9% of students had a primary placement of a special education classroom ( n = 1,977), and 41% ( n = 8,679) switched classroom placements between Grades 5 and 9. The highest rate of primary classroom switching to special education occurred in sixth grade and to general education in Grade 9. Results of a hurdle model showed that students educated with alternate curriculum, African American and Hispanic students, and those with an eligibility of Autism, intellectual disability, orthopedic impairment, or emotional disturbance spent less proportion of their school day in general education than students educated with general curriculum, White students, and those with learning disabilities, respectively.

Lived experience, power that a degree cannot give you: a phenomenological study of one Hispanic woman leader in academia

IntroductionStructural racism, bias, and discrimination within institutions of higher education prevent Hispanic women from becoming university leaders and professors, especially when they do not have a formal degree. Hispanic leaders in higher education often have lived experiences based on their cultural values, family connections, and time working in community settings. However, lived experience is not always viewed as an equal qualification to college degrees when it comes to teaching, leading, or managing programs and departments.MethodsThe purpose of this study is to present a case study of one program operations director (leader) working at a University who does not have a terminal or advanced degree but holds the lived and professional experiences of working in community health worker programs with minority and underserved populations. This study examined her experience as a Hispanic female leading in higher education. We used qualitative phenomenological methods grounded in a descriptive case study design to inform our work.ResultsThe themes from the analysis process represent how LE influences the participant’s work as a leader in academia and give insight into how she navigates academia without a college degree.DiscussionHigher education must meet the needs of Hispanic students and leaders. By elevating Hispanic women in leadership positions, even without degrees, institutions of higher education are demonstrating a commitment to Hispanic student support, development, diversity, and culture.

The effects of Student Success Skills on attendance and emotion regulation

AbstractThis study examines the effects of the Student Success Skills (SSS) intervention, an Advocating Student‐within‐Environment‐informed intervention, on Hispanic students’ (N = 681) school attendance and emotion regulation. The study variables reflected students’ attendance, self‐regulation, and test anxiety. The school counselors in the treatment group (n = 15) delivered the SSS program, while those in the control group (n = 15) did not. The results of multivariate analyses of covariance (MANCOVA) tests revealed significant differences in school attendance and test anxiety 30 weeks following the fifth SSS lesson. Statistical significance for self‐regulation was found only 2 weeks after the fifth SSS lesson.

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.

Food Insecurity within a Public University and the Role of Food Assistance Programs Amid the Global Pandemic

Food insecurity (FI) is a pressing concern among university students in the United States, and the COVID-19 pandemic has exacerbated this issue. Providing food assistance for university students has become more challenging due to pandemic-related consequences and interventions. This study aims to (1) analyze social inequalities in FI among university students in a large public university during the pandemic, (2) investigate the association of their utilization of campus, community, and federal food assistance programs (FAPs) and FI, and (3) understand the barriers students face in accessing FAPs. Survey questionnaires were distributed to students to gather their socio-demographics, FI, and usage of FAPs. Logistic regression was utilized to assess the relationship between students’ FI and their use of FAPs. Among the surveyed students (n = 282), 33.7% reported experiencing FI. Higher FI rates were observed among socially vulnerable student groups, for example, non-Hispanic Black (62.5%) and Hispanic students (38.7%), compared with non-Hispanic White students (32.1%). FAPs had a limited influence on students’ FI due to low utilization. The primary barriers to FAPs were insufficient information, ineligibility, and social stigma. The findings suggest it is crucial to reduce barriers to using FAPs and develop targeted interventions for marginalized students to address inequalities in FI.

School screening programs to identify hypertension in Hispanic youth

Elevated blood pressure during childhood can lead to hypertension in adulthood and is associated with an increased risk of future cardiovascular disease with early identification as the best option for prevention. This study examines the prevalence of hypertension in Hispanic and White youths and reports the ability of a school-based program to identify hypertension in school-aged children. Approximately 3.5 % of students had hypertension while 7.5 % of students had elevated blood pressure. Elevated body mass index (BMI) was the most common predictor of hypertension in all three grade levels (elementary: 5th grade, middle: 7th grade, and high school: 10th grade). In the elementary school age group, the significant predictors of hypertension were an elevated BMI, sex, and height. In the middle school age group, the factors that were significant predictors of hypertension included ethnicity, an elevated BMI, and height. In high school age students, the only significant predictor of hypertension was elevated BMI; ethnicity alone was not a significant predictor. The only group that ethnicity was a significant predictor of hypertension was the middle school age. Given that at all three grade levels, the Hispanic students had a higher percentage with elevated BMIs compared to White students, they should be considered at higher risk of hypertension.

Parent perceptions of school meals and how perceptions differ by race and ethnicity.

Parental perceptions of school meals can affect student participation and overall support for school meal policies. Little is known about parental school meal perceptions under universal free school meals (UFSM) policies. We assessed California parents' perceptions of school meals during the COVID-19 emergency response with federally funded UFSM and whether perceptions differed by race/ethnicity. Among 1110 California parents of K-12 students, most reported school meals benefit their families, saving them money (81.6%), time (79.2%), and stress (75.0%). Few reported that their child would be embarrassed to eat school meals (11.7%), but more parents of White students than Hispanic students reported this. Many parents reported that their child likes to eat lunch to be with friends (64.7%); about half felt their child has enough time to eat (54.2%). Fewer parents perceived school lunches to be of good quality (36.9%), tasty (39.6%), or healthy (44.0%). Parents of Hispanic and Asian students had less favorable perceptions of school meal quality, taste, and healthfulness than parents of White students. Parents report that school meals benefit their families, but policy efforts are needed to ensure schools have the resources needed to address cultural appropriateness. Schools should address parental perceptions of meals to optimize participation, nutrition security, and health.

Challenges and opportunities for minority students at police academies: A national sample

This article examines institutional factors influencing graduation rates for police trainees of different races and ethnic groups. The study is based on the Census of Law Enforcement Training Academies data collected in 2013 and 2018. It uses both analysis of variance and ordinary least squares regressions to analyze the data. Overall, the article reports a statistically significant improvement for Hispanic trainees’ graduation rates when comparing 2013 and 2018. However, the same was not true for Black students at the police academies who continued to trail in 2018 compared with both White and Hispanic students. Our findings show that the length of the program and the location of the academy in the South were negatively influencing the graduation rates for all groups of cadets in both datasets. Other findings show that minority trainees were more likely to succeed where minimum education requirements for the instructors were in place, academies were affiliated with academic institutions, field training was the preferred mode of instruction, and where dormitories were not present.

Predictability of Personality Traits and Perfectionism Types on Test Anxiety in College Students

This research was to understand how personality and perfectionism traits function together to affect test anxiety in college students. We compared personality, perfectionism, and test anxiety scores between male and female students and between Hispanic and non-Hispanic students. Our results showed significant differences in emotional stability, rigid perfectionism, self-critical perfectionism, and overall test anxiety. Regression and correlation analyses were used to assess the relationships between the Big Five Personality, the Big Three Perfectionism, and test anxiety. These factors collectively accounted for significant amounts of variance in test anxiety scores (33% - 65%). Comparison analyses were performed to determine whether there were prediction differences by sex and ethnicity. Female students’ test anxiety was significantly predicted by self-critical perfectionism, extraversion, and emotional stability, the same could not be said for male students. We share some limited findings regarding the male students in our sample but stop short of claiming that personality and perfectionism traits are not predictive of test anxiety in the population due to much smaller representation relative to female students. In our group of Hispanic students, self-critical perfectionism, rigid perfectionism, extraversion, and emotional stability all provided unique prediction of test anxiety. Non-Hispanic students’ test anxiety was predicted by self-critical perfectionism, extraversion, and emotional stability; however, narcissistic perfectionism emerged as a significant predictor only for this group. If universities are concerned with implementing effective initiatives for support of student learning and success, it is imperative that intentional consideration of the impact of non-cognitive skills and intersectional identities be considered.

Differential Prediction for Disadvantaged Students and Schools: The Role of High School Characteristics

Validity studies of college admissions tests have found that, on average, students who are Black or Hispanic earn lower freshman grade-point averages (FGPAs) than predicted by these test scores. This differential prediction is used as a measure of bias. These studies, however, conflate student and school characteristics. The differential prediction affecting minoritized groups may arise in part because they attended high schools in which college enrollees, regardless of race, perform worse than predicted. Using data on students who graduated from New York City public high schools in 2011 and enrolled in the City University of New York, we examined this using college admissions and high school test scores. There was no differential prediction based on race/ethnicity among students within high schools when school characteristics were accounted for. Instead, overprediction of FGPA was associated with the school proportion of enrolled Black and Hispanic students. Overprediction was larger in models with high school test scores.