Latino College Students Research Articles

Information literacy and US Latino college students: a cross‐cultural analysis

PurposeThe purpose of the paper is to present a cross‐cultural analysis of information literacy and library use among Latino and white undergraduates in an American university.Design/methodology/approachA large‐scale, random sample survey of information literacy skills, and library instruction experiences and attitudes was undertaken at a large public university in the USA.FindingsMore white students accessed the internet from home than Latino students; however, both spent an equal amount of time searching the internet and library databases. Latino students used the physical library more than white students. More Latino than white students had formal library instruction. Over two thirds of the respondents agreed or strongly agreed that their research skills contributed to their academic success. Latino students did not perform as well as white students on the test questions on information literacy knowledge.Research limitations/implicationsWhile an argument over the relative merits of an objective test of information literacy versus direct assessment of student work is beyond the scope of this study, it would be worthwhile to undertake to see if the results would be different.Practical implicationsGiven the differences in test scores despite more Latinos attending library instruction, improvements in outreach, pedagogy, and assessment methodologies may be needed.Social implicationsAs there are over 220 Hispanic‐Serving Institutions of higher education in the USA, these findings could be applicable to other libraries.Originality/valueFew if any researchers have compared test scores on information literacy knowledge and library use based on a cross‐cultural analysis.

Perceived Academic Preparedness of First-Generation Latino College Students

First-generation Latino college students may be characterized as underprepared for college. Research points to low performance on placement tests. However, students may not perceive themselves as academically underprepared for college. This study explored first-generation Latino students’ perceptions of their academic preparedness. Seven students were interviewed with the following four themes to emerge—personal education planning, guides, academic skills, and personal impetus. Student answers show that they believed they were academically prepared for college.

“Mi'ja, You Should Be a Writer”: Latino Parental Support of Their First-Generation Children

This retrospective interview study investigated the role of parental support in the writing growth of eight first-generation Latino college students in the years prior to admission to a 4-year university. All of the students came from low-income households in urban settings and spoke zero English at the time they entered kindergarten. Participants provided a nuanced view of the ways parents simultaneously provided support and barriers to their writing growth prior to college. This article suggests the need for teachers and researchers to reexamine assumptions about the literacy experiences first-generation Latinos bring to the undergraduate writing curriculum from their home communities.

Ethnic-Racial Socialization and Adjustment Among Latino College Students: The Mediating Roles of Ethnic Centrality, Public Regard, and Perceived Barriers to Opportunity

Parents' efforts to socialize their children around issues of ethnicity and race have implications for well-being in several life domains, including academic and psychological adjustment. The present study tested a multiple mediator model in which parental ethnic-racial socialization was linked to psychological adjustment through two dimensions of ethnic identity (ethnic centrality and public regard) as well as two types of perceived barriers to opportunity (language and economic). Data were drawn from a sample of Latino students (N = 227; 65% women) attending a highly selective university. Results suggest that cultural socialization was related to self-esteem, depressive symptoms, and physical symptoms, and that part of its association with self-esteem was mediated by ethnic centrality beliefs. In contrast, preparation for bias had few direct associations with adjustment in this sample; this type of ethnic-racial socialization primarily functioned through its association with public regard and perceived language barriers to upward mobility. Moreover, in predicting self-esteem, public regard and perceived language barriers exhibited equally important roles as mediators of preparation for bias. These findings extend previous research, and implications for future research on ethnic-racial socialization among Latinos are discussed.

Erratum

In the article “Illness Beliefs Regarding the Causes of Diabetes Among Latino College Students: An Exploratory Factor Analysis” 395-412 (DOI: 10.1177/0739986309339911), by Silvia J. Santos, Maria T. Hurtado-Ortiz, and Carl D. Sneed, published in August 2009 issue (Volume 31, Number 3) of Hispanic Journal of Behavioral Sciences, there were a few corrections which were not transposed correctly.

The Role of Intragroup Marginalization in Latino College Student Adjustment

The purpose of this article is to examine how intragroup marginalization has a potential impact on Latino college students’ psychological adjustment. The concept of intragroup marginalization in this context relates to the perceived rejection of students by persons of their heritage culture group in response to the students’ acculturation efforts in regard to the college culture. Counselors can facilitate college success of Latino students by addressing acculturative stressors. Intragroup marginalization and its relationship to Latino college student adjustment is illustrated and discussed through a vignette.

Illness Beliefs Regarding the Causes of Diabetes among Latino College Students.

This study examined the validity of the Klonoff and Landrine (1994) illness-belief scale when applied to Latino college students (n=156; 34% male, 66% female) at high-risk for future diabetes onset. Principal factor analysis yielded four significant factors - emotional, folk-beliefs, punitive, gene/hereditary - which accounted for 64.5% of variance and provided a culturally-relevant Latino perspective of the causes of diabetes. Additional analyses by age, gender, immigrant status and psychological acculturation revealed significant differences by age on the emotional and folk illness factors and a negative correlation between assimilation and endorsement of the emotional factor. The implication of these four illness factors for predicting health-related behaviors and health-outcomes among young Latinos was discussed as were recommendations for future research.

Influence of an Identified Advisor/Mentor on Urban Latino Students' College Experience

This study considers the scales previously used by Nora, Kraemer, and Itzen (1997) and Torres (2006) as contributing to the retention of Latino/a college students. T-tests were used to compare the scale means between students with an identified advisor or mentor and those that have not identified one. The data is from Latino college students at three urban universities who were surveyed each spring for 3 years. Using longitudinal data, the results indicate that students with an advisor/mentor consistently have higher levels of institutional commitment, satisfaction with faculty, academic integration, cultural affinity, and encouragement.

“My Counselors Were Never There”: Perceptions from Latino College Students

Eight Latino college students were interviewed to determine their perceptions of the role of their high school counselors. The findings revealed the following themes: (a) inadequate advisement, (b) lack of availability, (c) lack of individual counseling, (d) differential treatment, and (e) low expectations or setting limits. Despite insufficient services from school counselors, participants developed a sense of resilience and succeeded in higher education. A discussion is provided and implications for school counselors are presented.

"My Counselors Were Never There": Perceptions from Latino College Students

Eight Latino college students were interviewed to determine their perceptions of the role of their high school counselors. The findings revealed the following themes: (a) inadequate advisement, (b) lack of availability, (c) lack of individual counseling, (d) differential treatment, and (e) low expectations or setting limits. Despite insufficient services from school counselors, participants developed a sense of resilience and succeeded in higher education. A discussion is provided and implications for school counselors are presented.

Neither colorblind nor oppositional: Perceived minority status and trajectories of academic adjustment among Latinos in elite higher education.

As more Latinos experience upward social mobility, it is increasingly necessary to challenge oppositional cultural assumptions to explain how perceived minority status barriers may influence their academic achievement. The present study builds on previous work that identified 3 distinct minority status orientations among Latino college students entering elite colleges-which the authors call assimilation, accommodation, and resistance. Using data from the National Longitudinal Survey of Freshmen, the authors examined how these orientations influence Latino students' academic and social adjustment from their freshman to junior years of college. Latino students who most strongly questioned the openness of the opportunity structure to ethnic minorities-resisters-reported similar grades and time spent studying as their counterparts who perceived less ethnic and racial inequities. In addition, resisters did not disengage from their social environment but rather became increasingly involved in campus activities outside the classroom during their college career. Implications for understanding ethnic minority individuals' interpretations of social stratification in well-resourced, high-achieving contexts are discussed.

The Relationship Among Child Maltreatment, Parental Bonding, and a Lifetime History of Major Depressive Disorder in Latino College Students

ABSTRACT This study examined the relationship among child maltreatment, parental bonding, and a lifetime history of major depressive disorder (MDD) in a sample of 119 Latino students. Forty-five students reported a lifetime history of MDD and 74 reported not having a lifetime history of MDD. The results indicated that emotional abuse and maternal overprotection were significantly associated with having a lifetime history of MDD. The findings support the importance of examining these factors among depressed Latinos. Future research should continue to explore both the role of child maltreatment and parental bonding in relation to a lifetime history of MDD in this population.

Mi Voz, Mi Vida: Latino College Students Tell Their Stories (review)

Reviewed by: Mi Voz, Mi Vida: Latino College Students Tell Their Stories Vasti Torres Andrew Garrod, Robert Kilkenny, and Christina Gómez. Mi Voz, Mi Vida: Latino College Students Tell Their Stories. Ithaca, NY: Cornell University Press, 2007. 260 pp. Cloth: $55.00. ISBN: 978-0-8014-7386-9. The interest in understanding the college experiences of Latino/a college students has generated [End Page 151] much attention recently in the literature. Mi Voz, Mi Vida consists of 15 stories of self-identified Latino/a college students from Dartmouth College. The students were drawn from a sociology course taught by Andrew Gómez or an education course taught by Christina Garrod, two of the three editors. In both courses, students were expected to focus on some issue of race or ethnicity. To understand the contribution this book has within higher education as well as the positionality of the editors, it is important to note that the same primary editor has also published similar books with stories of Asian Americans (Garrod & Kilkenny, 2007), Native Americans (Erdich, Garrod, & Larimore, 1997), and African Americans (Garrod, 1999). The structure of the book groups the stories by four themes: (a) resilience: the struggle to be strong, (b) biculturalism: on both sides of the border, (d) mentoring: the “someone in my life,” and (d) Latino identities: becoming and unbecoming Latino. Each of these themes represents the “challenges of growing up Latino” (p. 2). In their introduction, the editors provide some insight into how the stories were written and some vague information about how they were selected for inclusion. The editors describe the need for these stories to be told as being linked to a shared “identity as Latinos in a time and place where little is expected from them” (p. 2). Of the 15 stories, men wrote 10 and five were by women. They all share the personal experiences and challenges that eventually brought them to their Ivy League college. While the stories are interesting to read, the depth and richness varies greatly. One of particular interest that would lend itself well to the classroom was José García’s “The Hatred Within.” It’s a good example of what many theorists and researchers posit about the identity of an individual from a marginalized group. García writes with great passion of the conflicts that emerge during this identity development process. Other stories focus on the college years while still others deal with pre-college years. Issues of alcoholism, abuse, and poverty come up in the stories; and at times, the experiences are those of any college student, not just Latino/a college students. Each of the stories includes descriptions of challenges the students found in their environments and, for some, the role that low socio-economic status played in their lives. All of these students had high levels of academic achievement, which certainly influenced their potential for success. It was disappointing not to see this issue of academic success more thoroughly discussed in the context of overcoming the challenges students faced. The editors “hope that readers of this anthology are engaged by the particularity and detail of these stories while at the same time connecting with the individual human experience” (p. ix). The term “anthology” is the best description of this book, since it only organizes the stories but does not attempt to provide any of the insights that researchers and faculty in higher education might expect. The lack of information about how the stories were selected or the positionality of the editors in choosing the stories they did represents another limitation, since such information is important to researchers and faculty, also providing insight into the editors’ intent of how these stories could be used as educational tools. Instead this volume just tells the stories. While the stories alone may be of interest, another missing element is interpretation or guidance about how these students managed their own developmental issues or the types of things institutions could do to enhance their adjustment and academic success. Some of the stories could serve as examples of the Latino/a college student experience in classroom settings. For those enjoying personal narrative without interpretation, this book will be of great...

Asian American and Latina/o College Students’ Life Stories

Book Review| July 01 2008 Asian American and Latina/o College Students’ Life Stories Balancing Two Worlds: Asian American College Students Tell Their Life Stories, Andrew Garrod and Robert Kilkenny.Mi Voz, Mi Vida: Latino College Students Tell Their Life Stories, Andrew Garrod, Robert Kilkenny and Christina Gómez. Mario Rios Perez; Mario Rios Perez Search for other works by this author on: This Site Google Sharon S. Lee Sharon S. Lee Search for other works by this author on: This Site Google Journal of American Ethnic History (2008) 27 (4): 107–113. https://doi.org/10.2307/27501855 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Mario Rios Perez, Sharon S. Lee; Asian American and Latina/o College Students’ Life Stories. Journal of American Ethnic History 1 January 2008; 27 (4): 107–113. doi: https://doi.org/10.2307/27501855 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All Scholarly Publishing CollectiveUniversity of Illinois PressJournal of American Ethnic History Search Advanced Search The text of this article is only available as a PDF. Copyright 2008 Board of Trustees of the University of Illinois2008 Article PDF first page preview Close Modal You do not currently have access to this content.

Adjustment of Undergraduate Latino Students at a Southeastern University

College campuses in the southeast United States are striving to understand and serve their newly arriving Latino students to promote adjustment and academic success. The purpose of this article is to outline the cultural components of academic and social integration of Latino college students at one southeastern campus, based on descriptive survey results. Participant responses reflected relatively smooth academic integration but some complications in the social/cultural areas. Implications for student affairs professionals are discussed.

The Relationship Between Parental Bonding and a Lifetime History of Major Depressive Disorder in Latino College Students

ABSTRACT The purpose of this study was to examine the relationship between perceptions of parental bonding and a lifetime history of major depressive disorder (MDD) in a sample of 119 Latino students attending a large university in the northeastern United States. Participants included 45 students with a lifetime history of MDD and 74 students without a lifetime history of MDD. The results, utilizing hierarchical multiple logistic regression analyses, indicated that only maternal overprotection was a significant predictor for having a lifetime history of MDD. These findings are not consistent with the broader literature on parental bonding and support the importance of examining these factors among Latinos. Implications for the mental health field are discussed underlining the importance of developing and providing culturally competent treatment for major depressive disorder among Latinos.

Under-represented college students and extracurricular involvement: the effects of various student organizations on academic performance

Several studies indicate that students who are involved in extracurricular activities during college are more academically successful than are those who are not; however, most studies do not distinguish between different types of activities nor do they adequately consider the unique experiences of under-represented college students. Drawing on Ogbu’s theory of oppositional culture and Tinto’s theory of educational departure, I examine the effect of involvement in six different types of student organizations, as well as involvement in a co-ethnic student organization, on the academic performance of African American and Latino college students attending 27 different selective colleges. I find that student organizations differentially affect academic performance, depending on the type of organization and the race and gender of the students.

Family conflict and intragroup marginalization as predictors of acculturative stress in Latino college students.

Family conflict and intragroup marginalization as predictors of acculturative stress in Latino college students.

Cultural Values and Racial Identity Statuses Among Latino Students

The authors investigated the content and structure of cultural value orientations associated with how cultural groups view relationships, time, nature, and activity in a group of 107 Latino college and graduate students. The study employed the Visible Racial Ethnic/Identity Attitude Scale and Intercultural Values Inventory. A regression analysis revealed racial identity status attitudes predict value orientation preferences of human nature as evil, lineal and collateral social relationships, and a belief in harmony with nature. Five repeated measures multivariate analysis of variance revealed a mixed and good view of human nature, a sense of harmony with nature and a future preference. More complex preferences were found with respect to the activity and social relations orientations, reflecting a blending of Eurocentric and Latino cultural values.

The Health Challenges of Urban Latino College Students as Revealed Through Student Journaling

Because of the unique health risks faced by the Hispanic population and the notoriously poor health habits of college students, this study examines the health challenges faced by Latino college students enrolled at an urban commuter institution. A thematic analysis reveals the top themes for males and females as healthy eating, weight management, and exercise. Alcohol use management is a theme for males, whereas stress management is found as a theme for females.