Latinx College Students Research Articles

COVID-19 stressors, ethnic discrimination, COVID-19 fears, and mental health among Latinx college students.

COVID-19 stressors, ethnic discrimination, COVID-19 fears, and mental health among Latinx college students.

Racial Micro-Affirmations: Latinx Close Friendships and Ethnic Identity Development

Through analysis of semi-structured interviews of 30 Latinx college students, we examined how Latinx students experience belonging, acceptance, and affirmations at a Hispanic-Serving Research Institution (HSRI) in California. Drawing from the theoretical perspectives of racial micro-affirmations, we uncovered two major themes: the importance of close friendships and the impact that ethnic studies courses have on ethnoracial identity development. This study contributes to the ongoing discussion of the on-campus experiences of underrepresented students as well as how to best serve and affirm them at HSRIs.

The relationships between fear of missing out and psychological and sociocultural factors in Latinx emerging adult college students.

The proliferation of social media has resulted in negative consequences such as fear of missing out (FoMO), the anxious feelings one has when others are having rewarding experiences. Few studies have assessed FoMO in Latinx emerging adult college students, none utilizing the socioecological framework. This study assessed the relationships between FoMO and psychological and sociocultural risk and protective factors. Latinx college students (n = 452; Mage = 19.97 years, SD = 1.89; 77.2% female) completed an online survey assessing demographics, FoMO, social media addiction, depression, anxiety, stress, Machiavellianism, narcissism, psychopathy, familism, and acculturation. Two multiple linear regressions assessed the associations between FoMO and psychological and sociocultural factors. Both regressions were statistically significant. First, FoMO was positively associated with social media addiction, depression, and Machiavellianism. Second, FoMO was positively associated with familial honor and negatively associated with familial interconnectedness and ethnic social relations. Associations between FoMO and psychological factors are consistent with past literature, yet they highlight the need for prospective studies to assess temporality. The fact that FoMO was related uniquely to familistic attitudes suggests the importance of family in FoMO perceptions and the need to assess these associations in a more nuanced manner. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Navigating intercultural misunderstandings: An examination of emotion brokering.

Communication difficulties are inevitable when individuals interact with members of a different culture. The experience of such communication barriers may be particularly salient for those from immigrant families who need to navigate multiple cultures. Youth from immigrant families are known to serve as cultural brokers to help their families navigate communication with those in the host culture. Most brokering research has examined language brokering (i.e., interpreting language for others). An unstudied brokering process and the focus of the present research is emotion brokering: the interpretation of emotion norms for others. In this investigation, we examined the occurrence of emotion brokering for close family members in a sample of Latinx college students. We conducted an exploratory survey to identify situations where participants perceived intercultural emotion-based misunderstandings and reported emotion brokering (Study 1). We then employed a more focused survey to further understand the contexts in which individuals brokered emotions (Study 2). Results revealed that many participants encountered intercultural emotion-based misunderstandings and experienced brokering emotions (Studies 1 and 2). Furthermore, the findings illustrated the typical contexts and emotions involved in the emotion brokering experience. The findings provide insight into a distinct form of cultural brokering. In addition, findings illustrate how cultural variation in emotion impacts daily social interactions. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Religiosity and Family Functioning as Predictors of Hope and Resilience during the COVID-19 Pandemic among African American and Latinx College Students with Asthma

Being resilient and hopeful in the face of adversity can promote health and academic outcomes. We sought to determine whether religiosity and family functioning pre-pandemic predicted resilience and hope during the pandemic in a sample of 105 African American and Latinx college students with asthma (Mage = 19.09 years, SD = 1.01). Participants completed an online survey prior to the pandemic and one during the pandemic. In simple regressions, controlling for age, race/ethnicity, gender, and asthma control, greater religious commitment, better family functioning, and less COVID-19 impact were associated with higher resilience scores. Only greater religious commitment was associated with higher hope scores. In a hierarchical regression predicting resilience from all variables, religiosity and family functioning were associated with resilience above and beyond COVID-19 impact and covariates. Findings highlight the importance of family functioning and religiosity—two cultural factors that are salient in African American and Latinx communities—in resiliency and hope.

What’s the Right Move? The Relation Between Relocating and Psychosocial Outcomes Among Latinx College Students

What’s the Right Move? The Relation Between Relocating and Psychosocial Outcomes Among Latinx College Students

A Narrative Study Examining Latina Collegians’ Maternal Relationships and Their Influence on Educational Trajectories

ABSTRACT Scholarship on Latinx communities has consistently underscored the role that families play in college students’ educational aspirations and success. Forms of familial empowerment are particularly beneficial as Latinx college students encounter environments and individuals that do not account for their cultural knowledges. A subset of this literature has focused on the gendered dynamics that exist as Latina daughters navigate postsecondary education, especially as they employ lessons and strategies from their mothers. To add to this scholarship, this study engaged a narrative inquiry methodological approach to examine the stories of twelve Latina college students. Informed by a conceptual framework integrating community cultural wealth (CCW) and funds of knowledge, we were interested in how Latina daughters described the influence of their maternal relationships on their educational journeys. Findings illustrated how mothers translated their own funds of knowledge to their daughters; how daughters interpreted this knowledge and, in turn, gained capital; and how they mobilized these capitals to sustain the larger community. We then provide implications for future research and practice.

Supportive Programs and Financial Aid: Measuring Their Impact on Retention of Blacks and Latinx College Students in the New England Region

Enrollment in U.S. Higher Educational Institutions has declined over the last decade. Research on student retention suggests that the type of financial aid offered is related to student retention, as does the number of student support programs offered to students from different demographic backgrounds. Is there evidence that these factors are associated with student retention levels in the New England Region? We performed a T-test and Regression Analysis to examine these questions. Results provide evidence that need-based aid and the number of student support programs are positively associated with retention levels for Blacks, Latinx, and White students in this region.

“Where’s My People?”: An Investigation of the Structure and Content of Black and Latinx College Students’ Ethnic-Racial Identity Narratives

As attending college became a normative life experience in the U.S., society developed a cultural narrative about what a “good” college experience looks like. But, for racially minoritized college students, this master narrative often excludes their experiences. Integrating narrative and ethnic-racial identity, the current study investigates how a sample of 11 Black and Latinx students ( M age = 19.73) narrate their lives in college and make meaning of their racial experiences. Participants were prompted to construct their college story as if it were a book with chapters and describe the connections between those chapters. We analyzed students’ college stories and found that they used either chronological or thematic coherence to structure their narratives; this distinction in structure was related to the content of their stories. We discuss the theoretical and practical implications of using a racialized college story narrative to understand ethnic-racial identity for minoritized college students.

Factors Promoting Resilience Among Mexican American College Students Who Experienced Intimate Partner Violence

The literature on Latinx intimate partner violence (IPV) among college students has tended to focus on the risk factors for experiencing victimization, with much less emphasis on the potential factors fostering resilience. This study examines the factors that promote resilience in a sample of 90 Mexican American undergraduate college students (mean age was 23.33; SD = 5.69) attending a Hispanic Serving Institution who experienced IPV victimization in the last year. The research question was: What factors are associated with resilience in a sample of Latinx college students who experienced IPV? An analysis of regression with resilience as the outcome measure showed the following were positive predictors of resilience in this sample of Latinx college students who experienced IPV: frequency of religious service attendance, intrinsic religiosity, social support, familismo, and ethnic identity. The study also found two negative predictors of resilience: caballerismo and violence severity. Results are discussed in the context of service provision and IPV prevention for Latinx college students.

Gender and substance use among Latinx college students: An application of social structure social learning theory

Social structure social learning theory (SSSL) is a theoretical framework that has been used to understand gender differences in substance use. However, the Latinx community remains understudied in this body of research. Drawing on a Latinx college student sample, we tested the extent to which four social learning mechanisms specified by SSSL theory (positive definitions, neutralizing definitions, differential association, and differential reinforcement) explained gender differences in three substance use outcomes: alcohol intoxication, marijuana use, and illicit prescription drug use. We found that men reported greater levels of all three substance use outcomes, and that the social learning mechanisms mediated between 24% to 44% of these gender effects. We also found some evidence that the effects of differential association and differential reinforcement were stronger for men than women, suggesting that women may exhibit greater resilience when exposed to peer influence. We discuss the implications for SSSL theory and the study of substance use and gender differences in substance use among Latinx populations.

Examining Black and Latinx College Students’ Perceived Stress, Resilience, and Networking Efficacy: A Social Capital Perspective

Black and Latinx college students often have disparate access to social capital opportunities and experience more stress in comparison to their White counterparts. However, many students are resilient. The aim of this study was to examine the relationship between perceived stress, resilience, and networking efficacy in a sample of predominantly Black and Latinx students (N = 114). The results of the linear regression indicated that resilience mediated the negative influences of perceived stress in relation to networking efficacy. Implications are discussed for how college career counselors can (a) help Black and Latinx students increase resiliency, (b) address stress, and (c) build social capital.

The Role of Racial Microaggressions and Ethnic Racial Identity Affirmation on Sense of Belonging Among Black and Latinx College Students

Growing evidence suggests that racial microaggressions negatively impact psychological and physical well-being. However, despite this work, few studies have explored the role of racial microaggressions in college students’ sense of belonging and the protective role of emerging adults’ ethnic racial identity (ERI) affirmation. Utilizing a weekly diary design, the current study examined Black and Latinx emerging adults ( N = 139, Mage = 20 years, SD = 1.16) experiences of racial microaggressions and their relation to belonging with peers, faculty, and administrators, and how ERI affirmation may mitigate the negative effects of these encounters. Results indicated that week-to-week fluctuations in racial microaggressions were negatively associated with belonging with peers, but not with faculty or administrators. ERI affirmation did not moderate weekly associations between racial microaggressions and sense of belonging. Findings highlight the salience of racial microaggressions on college campuses and the role they play in emerging adults’ sense of belonging.

“Dando gracias”: Gratitude, social connectedness, and subjective happiness among bilingual Latinx college students.

“Dando gracias”: Gratitude, social connectedness, and subjective happiness among bilingual Latinx college students.

Examining the Trump Presidency’s Impact on Latinx Undergraduate Students at an Elite 4-year University

In recent years, the 45th President of the United States has used language that some regard as offensive towards the Latinx community. This study seeks to understand how Latinx college students during the Trump era have been affected by the political climate. Specifically, this investigation aims at (a) sharing how the Trump presidency has impacted Latinx students’ educational experience at a prestigious public university, including their mental health and well-being, and (b) comparing feelings/sentiments of the 2016 election to that of 2020. This study will be based upon surveys that have been distributed to Latinx undergraduate students. The survey also includes 2 open-ended questions that are designed to include student narratives. This report will show that Trump’s presidency has had a negative impact on Latinx students’ educational experiences and well-being; which in turn helps in understanding Latinx students’ perseverance in higher education.

The Complexities of Mental Health Help Seeking Among Latinx College Students: Qualitative Inquiry Using the Theory of Planned Behavior

Current Latinx college students seek mental health treatment at much lower rates compared to the general student population. This is particularly concerning, as these rates have remained stubbornly low, even as the COVID-19 pandemic exacerbated existing sources of anxiety. Thus, university officials and mental health practitioners across the country have emphasized the need for interventions encouraging these students to utilize campus mental health resources. However, additional research is needed to form a foundation of knowledge for help seeking interventions. This investigation applies the theory of planned behavior to understand Latinx students’ help-seeking perspectives. Findings revealed that Latinx students viewed campus mental health resources as lacking value for them. Additionally, cultural norms established by family members represented a barrier to help seeking. Finally, Latinx students faced steep challenges navigating US health care systems and felt that mental health resources were not designed to serve minorities. This key insight can guide mental health help-seeking interventions.

Paradoxical Narratives About Online Learning During the COVID-19 Pandemic: The Struggle Was Real, but so Was the Resilience

ABSTRACT Though the COVID-19 pandemic presented ongoing challenges for the entire nation, it wreaked unprecedented havoc on communities of color. Despite the turbulence and upheaval, this exploratory study illustrates that first-gen Latinx college students at an HSI in South Texas persevered and even thrived. Undergraduate teacher candidates participated in focus group sessions to examine their lived experiences as online students from March 2020 to August 2021. Their narratives reveal paradoxical perspectives regarding online learning v. face-to-face instruction and the role of family during this era. More than half the participants were also mothers. Their stories of juggling their own classes while simultaneously caring for and managing online learning for their children provide the audience with a glimpse into the complex lifeworlds of the courageous and resilient students. Implications for university faculty and staff who work with Latinx student mothers and first-generation college students are discussed.

Discrimination and Perceived Cultural Mismatch Increase Status-Based Identity Uncertainty.

Periods of social mobility, such as attending college, can challenge one's status-based identity, leading to uncertainty around one's status in society. Status uncertainty is associated with poorer well-being and academic outcomes. Little is known, however, about what experiences lead to status uncertainty. The current longitudinal study investigated discrimination experiences and cultural mismatch as predictors of status uncertainty. We propose that discrimination indirectly predicts increased status uncertainty by increasing perceived cultural mismatch with the university. Participants were Latinx college students, all of whom were low-income and/or first generation to college. Discrimination experiences were measured at the end of participants' first year. Cultural mismatch and status uncertainty were measured at the end of Year 2. Status uncertainty was measured again at the end of Year 3. Results indicated that students who experienced more frequent discrimination felt more cultural mismatch 1 year later, and, in turn, reported increased status uncertainty over the following year.

Telehealth Psychoeducational Groups With Latinx College Students: Findings From Focus Groups

ABSTRACT The literatures examining psychoeducational groups and telehealth services have demonstrated positive results but less is known about the efficacy of psychoeducational telehealth groups. This study examines the perspectives of 105 Latinx college students who participated in an 8-session psychoeducational group via a telehealth platform during the COVID-19 pandemic. The research questions included (a) What was the experience of these Latinx college students participating in telehealth psychoeducational groups? and (b) What were the potential perceived advantages and disadvantages of implementing telehealth psychoeducational groups? Postintervention, a total of 16 focus groups were convened with a total of 105 Latinx college students (average number of participants per group = 6). Interviews were coded using conventional qualitative analysis and yielded four main themes: (1) group cohesion, which involved group members feeling that they were connected and that the group was a safe space; (2) group leaders, which involved leaders’ preparation and knowledge and their ability to foster a safe environment); (3) cultural issues, which involved cultural values and acculturative and first-generation stress.; and (4) telehealth implementation, wherein participants described advantages and disadvantages of the telehealth approach. We discuss study limitations and directions for future research.

Latinx College Students’ Strategies for Resisting Imposter Syndrome at Predominantly White Institutions

ABSTRACT Traditionally, imposter syndrome is defined as feelings of inferiority regardless of one’s accomplishments and experiences. Imposter syndrome is often viewed as an experience that racially minoritized populations in higher education must encounter. But these traditional understandings frame imposter syndrome as a personal flaw rather than a product of structural oppression. Consequently, these limited and deficit focused ideas of imposter syndrome urge scholars and practitioners to disrupt normative conceptualizations of imposter syndrome by examining the phenomenon from a structural lens and to expand the literature on the experiences of Latinx college students at PWIs. As such, the purpose of this phenomenological study was to illuminate Latinx students’ strategies to cope with imposter syndrome within the hostile and unwelcoming environments of predominantly white institutions. Three major themes emerged from the data: a) code-switching, b) consejo de las personas más cercanas, and c) strategic consciousness: committing to survive the toxicity of imposter syndrome at PWIs; these findings highlight three major ways that Latinx students cope with feelings of imposter syndrome. Implications for future research and practice are outlined to further explore how institutions of higher education can dismantle structures, systems, policies, and procedures that perpetuate imposter phenomenon.