Latinx College Students Research Articles

Acculturative stress, family relations, and depressive symptoms among Latinx college students: A cross-lagged study.

Acculturative stress, family relations, and depressive symptoms among Latinx college students: A cross-lagged study.

Coping with Ethnic-racial Discrimination: Short-term Longitudinal Relations Among Black and Latinx College Students.

Little is known about how Black and Latinx young adults cope with experiences of ethnic-racial discrimination, particularly over short periods of time. A multigroup path model examined the relations between discrimination and five strategies for coping with ethnic-racial discrimination (talking with others, being proud, working hard, being rude, and ignoring) among Black and Latinx young adults (N = 145) at two time points over a six-week period. Experiences of discrimination were positively associated with the coping strategies of being proud of oneself and working hard to prove discriminatory people wrong. There was moderate stability in coping strategy use over time. Models did not vary by race-ethnicity, suggesting discrimination related to coping in similar ways among Black and Latinx young adults.

Investigating reading motivation in Latinx college students: qualitative insights from bilingual readers

ABSTRACT The existing literature on reading motivation primarily focuses on monolingual children and adolescents using quantitative approaches. To date, there is an absence of qualitative studies exploring bilingual college students’ reading motivation that can provide details of participants’ views, beliefs, and experiences related to reading motivation. To meet this need, this qualitative study used the bioecological model of human development to explore sociocultural impacts on multidimensions of reading motivation in Latinx college students. Twenty-eight Latinx bilingual college students participated in individual and semi-structured interviews and generated written literacy journeys that focused on understanding factors affecting the multidimensionality of their reading motivation and ways to motivate them. Our data suggest Latinx college students’ reading motivation was influenced by the three systems of the bioecological model of human development: microsystem, exosystem, and macrosystem. Furthermore, we found that reflective, autonomous, and interactive learning environments were effective for enhancing their reading motivation.

Exploring Undergraduate Research Experiences for Latinx College Students from Farmworker Families.

Exploring Undergraduate Research Experiences for Latinx College Students from Farmworker Families.

The Educational Trajectories of Latinx Undocumented Students: Illegality and Threats to Emotional Well-Being

For undocumented students, the high school–to–college pipeline is filled with social, economic, and psychological stressors. Yet very little is known about the impact of legal status on the experiences of undocumented Latinx college students living in states without tuition equity policies. Using qualitative data from 37 interviews exploring undocumented college students’ educational trajectories in Massachusetts and North Carolina, the authors examine the impact of legal status on the emotional well-being of undocumented Latinx students, including those who benefited from Deferred Action for Childhood Arrivals. The findings show that even when undocumented students gain access to higher education, barriers to legal status generate chronic feelings of despair and hopelessness that persist throughout their educational trajectories. Additionally, the authors find that academic motivation and persistence do not always equate with emotional resilience. The authors propose strategies to help facilitate emotional well-being for undocumented students.

Ethnic identity commitment and socioemotional well-being among Latinx-origin college students: The influence of maternal and peer relationships

Purpose: Considerable research has noted the association between ethnic identity commitment, which refers to a positive affirmation, sense of belonging and heightened level of engagement to one’s ethnic group, and indices of well-being, but less is known in terms of factors that can explain this link. Research Design: The current study explored the relationship between ethnic identity commitment and indices of well-being, the mediating role of social relationships, and the moderating roles of gender and immigrant generation status. Study Sample: A sample of 707 Latinx college students (79% female, 21% male, M age = 19.08 years, SD age = 1.17, Range: 17.00–25.00) reported on ethnic identity commitment, maternal and peer relationship quality, self-esteem, depressive symptoms, and anxiety. Results: Results suggested that ethnic identity commitment was positively associated with socioemotional well-being. Although both types of relationships were significant mediators on their own, maternal relationship quality had a greater influence. Furthermore, gender and immigrant generation status were not significant moderators of these indirect effects. Conclusions: Findings indicate that committing to one’s ethnic identity enhances socioemotional well-being. They also demonstrate the complex interplay of social relationships and the enduring influence of maternal relationships during early adulthood. Results support the development of efforts geared toward facilitating ethnic identity commitment as well as leveraging the impact of social relationships in a manner that supports Latinx individuals.

‘I could see myself’: professors’ influence in first-generation Latinx college students’ pathways into doctoral programs

ABSTRACT Latinxs are the second largest racial-ethnic group in the United States, yet they make up only 7% of all doctoral degree recipients. Latinx undergraduates are predominantly first-generation college students, who often have limited professional networks to guide their pathways into graduate school. Drawing on interviews with 25 first-generation Latinx college students, this study examines the ways they narrate professors’ influence in their pathways towards enrolling in doctoral programs. We find that first-generation Latinx students’ pathways into doctoral programs are heavily shaped by professors in the following ways: 1) institutional support; 2) disrupting or perpetuating the doctoral student archetype and; 3) social location congruence. Our analysis underscores that professors’ of any social location can provide networks and instrumental support, but Latinx doctoral students’ narrate their social capital, is tied to, and strengthened by, their Latinx co-ethnic professors’ possession of instrumental support, social networks, and relevant experiential knowledge and a critical consciousness.

Impacts of the COVID-19 Pandemic on Food Security of Latinx Students at a Large, Hispanic-Serving, Public University in Central Texas

Describe facilitators and barriers to food security among Latinx college students in Central Texas.

Developing Critical Consciousness: The Gains and Missed Opportunities for Latinx College Students in a Sport-Based Critical Service-Learning Course

Developing Critical Consciousness: The Gains and Missed Opportunities for Latinx College Students in a Sport-Based Critical Service-Learning Course

The role of familism pride in maintaining family functioning for Latinx college students.

The role of familism pride in maintaining family functioning for Latinx college students.

Utilizing Latinx Cultural Capital for the Retention and Graduation of Latinx Students in Higher Education

ABSTRACT This article uses Yosso's (2005) framework of cultural capital and Matos's (2011, 2015, 2019) findings on cultural capital to examine how these frameworks can be used to recruit and retain Latinx college students. The article discusses the engagement of Latinx parents in higher education and offers suggestions on how higher education professionals can utilize these forms of capital to support Latinx students.

Beyond undocumented: Differences in the mental health of Latinx undocumented college students

Undocumented college students face several threats to their well-being and mental health. Different social locations, including whether students have Deferred Action for Childhood Arrival (DACA) status, students’ gender, and family factors may shape students’ ability to be well. How these factors work together to shape mental health outcomes among undocumented Latinx college students is not well understood. This study examines several factors (demographic, familial, immigration, and socioeconomic factors) associated with anxiety scores of undocumented Latinx college students who participated in the UndocuScholars Project national online survey in 2014. We observe three notable findings: (1) DACA recipients report heightened levels of anxiety, (2) women with DACA status report higher levels of anxiety compared to non-DACAmented undocumented college students and men with DACA, and (3) students whose families motivate them report lower levels of anxiety. Latinx undocumented college students are not a monolith; demographic, family, and socioeconomic factors matter.

Loneliness and psychological distress in everyday life among Latinx college students

Objective: Changes in surroundings and social relationships may heighten feelings of loneliness, suggesting the need to measure as a state. This study tested whether loneliness fluctuates within and across days and the resultant associations with psychological distress. Further it tested familism as a moderator as endorsing this cultural value may buffer the negative effects of state loneliness. Participants: Participants (n = 220) were Latinx undergraduate students. Methods: Students reported their loneliness levels and psychological distress twice a day for two weeks using an ecological momentary assessment approach. Results: Results showed that experiencing a higher than usual level of loneliness predicted greater sadness, stress, and anxiety at both the moment-to-moment and day-to-day level. Familism, measured at baseline, only moderated the relationship between loneliness and sadness. Conclusions: The findings suggest being in a lonely moment may lead to the initiation or amplification of psychological distress immediately and the effects may linger over the day. Supplemental data for this article can be accessed online at https://doi.org/10.1080/07448481.2021.1927051

303 Sleep Midpoint and Efficiency Moderate the Link Between Stress and Academic Cognitions in Latinx College Students

Abstract Introduction Latinx students are the largest ethnic/racial minority group in higher education, but are also the group least likely to graduate from a four-year institution. Research suggests that heightened stress perceptions may impede college students’ ability to perform well academically. Poorer sleep may compound the impact of stress on academic functioning. The present study examined the multiplicative effect of college-stress and actigraphy-measured sleep on academic cognitions within-and-across semesters. Methods 209 Latinx college students (Mage=18.95; 64.4% female, 85.1% Mexican descent) were assessed in the spring of the first year of college (T1) and fall of the second year (T2). At T1, participants wore an actigraph watch for 7 nights to measure total sleep time, sleep efficiency, and sleep midpoint. College-stress was assessed at T1 using the College Stress Scale. At T1 and T2, participants completed the Behavioral-Emotional-Cognitive School Engagement Scale, the Academic Self-Efficacy Scale, and a scale assessing academic motivation. Confirmatory factor analysis (CFA) was conducted to assess the model fit of a two-factor model representing academic cognitions (engagement, self-efficacy, motivation) at T1 and T2. Latent variable path analysis models testing for moderation were conducted using Mplus. Results The CFA indicated excellent fit (χ2(5)= 2.91, p=.71, RMSEA=.00, CFI=1.00, TLI=1.01, SRMR=.02). College-stress was concurrently (β=-.19, p=.02), but not longitudinally, associated with academic cognitions. Sleep midpoint predicted academic cognitions at T1 (β=-.24, p<.01) and T2 (β=-.18, p=.03). Sleep efficiency (β=.18, p=.01) and sleep midpoint (β=-.17, p=.02) moderated associations between college-stress and T2 academic cognitions. Higher college-stress was longitudinally linked with lower academic cognitions for students with lower sleep efficiency (b=-.12, p=.01) and later sleep midpoints (b=-.14, p=.01). Conclusion Greater college-stress is concurrently linked with lower academic cognitions, whereas later sleep timing has both immediate and enduring consequences on students’ academic mindsets. The impact of college-stress on academic cognitions may depend on the quality and timing of sleep at the time of these stress perceptions. Programs that address stress reduction and sleep health may be promising interventions for improving academic well-being among first-year Latinx college students. Support (if any) This work was supported by a William T. Grant Foundation Scholars Award (184370) to L.D. Doane.

Relations among acculturative stress, internalizing symptoms, and prosocial behaviors in Latinx college students.

Relations among acculturative stress, internalizing symptoms, and prosocial behaviors in Latinx college students.

Social support protects against symptoms of anxiety and depression: Key variations in Latinx and non-Latinx White college students.

Social support protects against perceived stress and its harmful effects on psychological well-being. College students in general are at high risk for mental health disorders, and Latinx college students face unique stressors placing them at greater risk of psychological distress. Social support may be a key construct in improving outcomes for college students; however, few studies have empirically tested whether the protective effect of social support is equivalent across racial/ethnic groups. Using a series of regression models, we investigated whether social support moderates the relationship between perceived stress and endorsement of depression and anxiety symptoms in Latinx (n = 265) and non-Latinx White college students (n = 216) and whether this moderating effect varied by group membership. Participants completed a series of questionnaires measuring social support, perceived stress, and depression and anxiety symptoms. The moderating effects of social support varied by group membership and outcomes (i.e., depression and anxiety). Social support moderated the relationship between perceived stress and depression symptoms for both Latinx and non-Latinx White students. However, social support only buffered the effect of perceived stress on anxiety symptom endorsement for Latinx college students. These findings suggest that social support does not function uniformly across racial/ethnic groups or the endorsement of depression and anxiety symptoms. Social support may be particularly important for Latinx students by providing a buffer between perceived stress and symptoms of anxiety.

Eating expectancies among trauma-exposed Latinx college students: The role of mindful attention

Objective: Emergent research suggests that trauma-exposed Latinx college students are a particularly at-risk group for eating-related problems. For this reason, there is a need to further understand the cognitive processes that may underpin maladaptive eating among this vulnerable segment of the population. Participants: Participants included 304 trauma exposed Latinx college students (84.5% females; Mage = 22.8 years, SD = 5.79). Methods: The current study examined the role of mindful attention in relation to several distinct expectancies related to eating. Results: Results indicated that lower reported levels of mindful attention were associated with greater levels of expectancies of eating to help manage negative affect, expectancies that eating will alleviate boredom, and expectancies that eating will lead to feeling out of control. Conclusions: These findings suggest that it may be beneficial to assess for mindful attention among Latinx college students with a history of trauma exposure presenting with problematic eating behaviors.

Examining parental permissiveness toward drinking and perceived ethnic discrimination as risk factors for drinking outcomes among Latinx college students

BackgroundDespite almost 1 in 5 college students being Latinx, research examining risk factors for college alcohol misuse and consequences to inform prevention efforts for Latinx is limited. The current study attempts to address a health disparity among Latinx college students by examining the effects of parental permissiveness of underage drinking and perceived ethnic discrimination on drinking outcomes. MethodsLatinx students from three large and geographically diverse public universities (N = 215; 73% female) completed measures during the fall of their first (T1) and second (T2) years. Analyses used moderated regression with bootstrapping to obtain asymmetrical 95% confidence intervals. Parental permissiveness of underage drinking and perceived ethnic discrimination were assessed as predictors at T1. Drinking outcomes were assessed at T2 as typical weekly drinking, peak blood alcohol content (BAC), and alcohol-related consequences. ResultsT1 permissiveness was significantly positively associated with T2 peak BAC. T1 discrimination significantly moderated the association between T1 permissiveness and T2 peak BAC as well as T2 consequences. The effects of T1 permissiveness on T2 peak BAC and T2 consequences were stronger among Latinx who experienced above-average levels of T1 discrimination. ConclusionsResults suggest that among Latinx parental permissiveness of underage drinking and perceived ethnic discrimination are risk factors for peak BAC and alcohol-related consequences. The positive associations between parental permissiveness and peak BAC/consequences were stronger among Latinx students who experienced high levels of ethnic discrimination. Efforts to address these risk factors in future culturally sensitive parent-based interventions for Latinx college students are warranted.

Latinx Community College Students on Academic Probation: Struggles and Success

Latinx undergraduate students on academic probation after their first semester of community college risk further course failure and dropping out. As the largest minority on college campuses, it is important to understand Latinx college students' experiences with academic probation during freshman year to develop strategies that can support them in the community college context. Using Schlossberg's and Tinto's transition theories, we explored nine Latinx community college students' perceptions after being placed on academic probation during freshman year. Findings indicate that challenges managing employment, coursework, family obligations, and academic and social integration, as well as difficulties navigating the college system, contributed to academic probationary status. Furthermore, these participants developed significant emotional stress, transformational experiences, and new behaviors due to academic probation.

"Waking Up Every Day With the Worry": A Mixed-Methods Study of Anxiety in Undocumented Latinx College Students.

To date, little research has taken a mixed-methods strategy to consider the ways in which living “in the shadows” without recognized legal status may affect mental health. In this study, we took this approach, to examine how legal status, as well as stressors (deportation worries, financial concerns) and potentially protective factors (faculty support, peer support), affect anxiety levels of undocumented Latinx undergraduates from colleges across California. We surveyed 486 participants including both standardized measures as well as open-ended responses. We found that rates of self-reported anxiety between undocumented females were 4 times that of the norm population and that of male undocumented students were 7 times higher as measured by the GAD-7 in the moderate and severe ranges. Our predictive models suggested that participants' rates of anxiety were in large part related to worries about financing their education and their daily living expenses as well as detainment and deportation; having an institutional agent such as a professor whom they can turn to for support served to buffer the effects of anxiety. Qualitative findings triangulated the quantitative findings and provided further insights into the experience of living with the stresses of social exclusion and liminal status.