Mexican American College Students Research Articles

High risk behaviors in a sample of Mexican-American college students.

This study explored different types of high risk behaviors of Mexican-American college students attending a small university in south Texas. High risk behaviors for contracting HIV/AIDS examined in this study included unprotected sex, drug use, and alcohol abuse. In 1995 in the United States, HIV/AIDS is the leading cause of death in people between the ages of 25 and 44. Because use of alcohol and certain recreational drugs lowers inhibitions, their use could increase the possibility of having unprotected and unplanned sex with multiple partners. Thus, it was expected that Mexican-American college students who use drugs and alcohol would be more likely to engage in unprotected sex. Data were from 105 men and 211 women between the ages of 18 and 30 years. Drug use and alcohol abuse were significantly associated with high risk sexual behavior. Individuals in monogamous relationships were more likely to not use condoms than those involved in casual relationships. Self-reported religiosity was not correlated with high risk behaviors, although there were implications that stronger religious affiliation did alter sexual beliefs and practices. Lastly, parental communication was not significantly associated with high risk behaviors, but family unity did seem related to some risky sexual practices.

HIGH RISK BEHAVIORS IN A SAMPLE OF MEXICAN-AMERICAN COLLEGE STUDENTS

This study explored different types of high risk behaviors of Mexican-American college students attending a small university in south Texas. High risk behaviors for contracting HIV/AIDS examined in this study included unprotected sex, drug use, and alcohol abuse. In 1995 in the United States, HIV/AIDS is the leading cause of death in people between the ages of 25 and 44. Because use of alcohol and certain recreational drugs lowers inhibitions, their use could increase the possibility of having unprotected and unplanned sex with multiple partners. Thus, it was expected that Mexican-American college students who use drugs and alcohol would be more likely to engage in unprotected sex. Data were from 105 men and 211 women between the ages of 18 and 30 years. Drug use and alcohol abuse were significantly associated with high risk sexual behavior. Individuals in monogamous relationships were more likely to not use condoms than those involved in casual relationships. Self-reported religiosity was not correlated with high risk behaviors, although there were implications that stronger religious affiliation did alter sexual beliefs and practices. Lastly, parental communication was not significantly associated with high risk behaviors, but family unity did seem related to some risky sexual practices.

Fruit and Vegetable Consumption among Mexican-American College Students

Fruit and Vegetable Consumption among Mexican-American College Students

Reliability and Validity of the D-48 with Mexican American College Students

The D-48, a nonverbal test of general intelligence, is widely used in Europe and other areas of the world, but virtually unknown in the United States. In this study, the D-48 and the School and College Ability Tests (SCAT) were administered to a sample of 250 community college students who were continuing their studies at a large state university. Of the 250 students, 145 were Mexican American and 105 were Anglo. The results indicate no significant mean differences due to ethnicity, gender, or the interaction of the two. Both internal consistency and test-retest reliability were adequate. A step-wise regression analysis indicated an R2 of .36 with grade point average (GPA), with the D-48 entering as a second variable behind the SCAT Total. Finally, scores on the D-48 correlated modestly but significantly with GPA and with SCAT scores, indicating that the D-48 may be a useful adjunct to assess the capabilities of Mexican American students.

Counseling Expectations Among Mexican American College Students: The Role of Counselor Ethnicity

Sixty‐five Mexican American undergraduates completed a battery of tests, including the Expectations About Counseling‐Brief Form B and the Marlowe‐Crown Social Desirability Scale‐Form XX. Statistical analyses showed significant counselor ethnicity and participant gender main and interaction effects on EAC‐B ratings related to client attitudes and behaviors, counselor attitudes and behaviors, counselor characteristics, and counseling process.

Social desirability and Mexican American counselor preferences: Statistical control for a potential confound.

Mexican American college students (N = 90) were shown photographs and written descriptions of a Mexican American counselor and a European American counselor. Consistent with previous research, participants identified as low, medium, or high in acculturation expressed a strong preference for an ethnically similar over an ethnically dissimilar counselor as a helper for both an academic and a personal concern. However, statistical removal of variance attributed to social desirability as measured by the Marlowe-Crowne Social Desirability Scale (M-C SDS) canceled the counselor ethnicity effect. In 1 of 2 covariate analyses computed, the M-C SDS was effective in depressing the counselor ethnicity effect for only medium and high, but not for low, acculturation participants, raising interesting issues about the relationship between social desirability anal level of acculturation among Mexican Americans. Research and counseling implications are discussed.

Effects of Cultural Orientation on the Perception of Conflict between Relationship and Education Goals for Mexican American College Students

Cultural factors internal to the ethnic group may exacerbate external and economic barriers to the pursuit of higher education for Mexican American students. In particular, cultural variables related to traditional, relationship-oriented behaviors and expectations may be perceived to conflict with educational pursuits. The present study examined the relationship between components of cultural orientation and attitudes and values that may create tension between relationship and educational goals for Mexican American men and women. Results of a survey that assessed cultural orientation and marriage and gender role attitudes of Mexican Americans (female, N = 356; male, N = 200) indicated that the ethnic-loyalty component of cultural orientation most consistently predicted adherence to beliefs that may lead to the perception of conflict between relationship and educational goals. Discussion centers on the role of ethnic loyalty as a risk factor for Mexican American men’s and women’s decisions to pursue and complete higher education.

Parental Influences on Career Development Perceived by African American and Mexican American College Students

This study examined parental factors that influence career development among African American and Mexican American college students. Analysis of student interviews revealed that parents are influential in the following career domains: encouragement, educational expectations, critical life events, vicarious learning, and work identity. Career development issues that counselors need to address are provided.

Mexican Americans' bilingual ability, counselor bilingualism cues, counselor ethnicity, and perceived counselor credibility.

In a completely crossed, factorial design, 186 Mexican American college students were exposed to a counselor introduction that identified her as either Mexican American or Canadian American, followed by an audiotape-recorded bogus counseling session in which the counselor either spoke English only or English combined with cues of Spanish-speaking ability. After listening to the tape-recorded counseling session, participants rated the counselor's credibility and cross-cultural competence. No effect was found on ratings for counselor language or counselor ethnicity. However, ratings of both counselor credibility and cross-cultural competence were found to be a function of participants' bilingual ability. Combined with evidence of a similar relationship between generation since immigration and ratings of the counselor, these findings suggest that, as Mexican Americans acculturate, their perceptions of counselor credibility and cross-cultural competence diminish.

Mexican American and European American College Students' Beliefs About Causes, Cures, and Sources of Help for Anxiety

Mexican American and European American college students rated an empirically derived list of the causes, cures, and sources of help for anxiety. Main effects were obtained for ethnicity on ratings related to cures and one source of help for anxiety. There were also significant differences in ratings of cause and cure beliefs for anxiety between men and women. Level of acculturation, however, was not found to be related to ratings among the Mexican American participants.

ETHNICITY AND THE GRIEF RESPONSE: MEXICAN AMERICAN VERSUS ANGLO AMERICAN COLLEGE STUDENTS

Responses of 39 Mexican American college students were compared with those of 61 Anglo students via the Grief Experience Inventory. All participants had experienced, within the prior 2 years, the death of an individual they regarded as "close."In comparisons of ethnic groups, significant differences were found on two scales: Loss of Control and Somatization. The Mexican American sample had higher scores on both scales. While significant gender-related differences were found on three scales, no interactions between ethnicity and gender were found.

Predicting the Academic Success of Mexican American and White College Students

This study examined whether the addition of college variables to a model consisting only ofprecollege variables would improve the prediction of the academic success of Mexican American and White college students. Participants were 225 Mexican American and 83 White first-year college students. A multiple regression analysis, which controlled for differences in high school academic background, indicated that three college variables (academic self-concept, education major, and social science major) were significantly related to grade point average for Mexican Americans. A logistic regression analysis, which also controlled for high school academic record, indicated that three majors (education, social sciences, and natural sciences) were significantly related to academic progressfor Mexican Americans. Overall, the collegefactors significantly enhanced the prediction of academic success for Mexican Americans but not for Whites. Results are discussed in terms of providing appropriate academic programs and support services for Mexican American students.

Perceived Occupational Barriers Among Mexican-American College Students

Mexican-American college students completed a questionnaire about their perceptions of occupational barriers. Participants cited barriers associated with study skills, financial needs, and employme...

Cultural Awareness and Ethnic Loyalty: Dimensions of Cultural Variability Among Mexican American College Students

This study examined the adequacy of Keefe and Padilla's (1987) model of cultural orientation on a sample of Mexican American students enrolled either in a technical college (N= 125) or a state university (N= 239) in southern Texas. Specifically, the goodness of fit of the factor model for the Cultural Awareness and Ethnic Loyalty scales was tested using confirmatory factor analyses. Results indicated an excellent fit for the model, which suggests that cultural variables among Mexican American college students may be described in terms of these two dimensions. Implications of these findings for research and counseling with Mexican American populations are discussed.

Mexican American and European American Ratings of Four Alcoholism Treatment Programs

Mexican American and European American community college students were surveyed to determine the models of addiction to which they subscribed, their ratings of four alcoholism treatment programs, and, in the case of Mexican Americans, their scores on a measure of acculturation. Mexican American participants rated all four alcoholism treatment programs as more effective than did European Americans. Models of addiction to which participants subscribed were notfound to be related to either ethnicity or ratings of the four alcoholism treatments. Mexican Americans who scored lowest on the acculturation scale gave the highest ratings for allfour alcoholism treatment programs.

Development of the College Stress Inventory for Use with Hispanic Populations: A Confinnatory Analytic Approach

A 21-item College Stress Inventory was developedfor use with Hispanic students using confirmatory factor analytic techniques with a sample of 164 Mexican American and Laino American college students. As hypothesized, evidence for a three-factor solution consisting of Academic Stress, Social Stress, and Financial Stress was found The Academic Stress subscale addresses issues related to balancing academic and family responsibilities, taking exams, meetingfamily expectations, and handling the academic workload. The Social Stress subscale addresses issues related to meeting peers of one's own ethnicity, finding supportive relationships, and handling relationships. The Financial Stress subscale refers to issues involving paying academicfees, owing money, paying for rent and food, and having money for recreation activities. Additional analyses indicated that the Social Stress scale may be composed of two subfactors, one addressing general interpersonal issues, and one addressing interpersonal issues due to one's ethnicity.

Strategies of resistance by Type-A scoring Mexican-American college students.

In a sample of 134 Mexican-American college students, Type-A scores were positively correlated with active but not passive and third-party-appeal strategies of resistance to teachers' classroom on-task activity.

A Note on the Relationship between Acculturation and Socioeconomic Status

Studies investigating the acculturation of Hispanic-Americans often overlook socioeconomic status (SES) as an important correlate with acculturation. This study examined the relationship between acculturation and SES among a group of Mexican-American college students. A significant positive relationship was found between acculturation and SES even when SES was inferred via different indicators. The importance of accounting for SES when examining acculturation is discussed.

Mexican-Americans' performance on the Psychological Screening Inventory as a function of acculturation level.

The present study investigated 261 Mexican-American college students' performance on the Psychological Screening Inventory (PSI), a brief personality instrument designed to detect persons who might benefit from more extensive evaluations in mental health settings. In addition to providing PSI results against which other Hispanic-American populations can be compared, this study examined the relationship between the acculturation level of the subjects and their PSI performance. Only one of the five PSI subscales (Alienation) correlated significantly with acculturation, which suggests that increases in acculturation are associated with fewer feelings of alienation.

Coercive sexual behavior among Mexican-American college students

This study investigates the self-reported occurrences of coercive sexual behavior among Mexican-American college students and compares the results with Anglo-American college students. College class standing, income, total number in the household, the presence of male siblings, and age were used as independent variables. Two hundred and forty-two female college students (53% Mexican-American, 47% Anglo-American), from introductory psychology classes completed a survey concerning violence occurring in dating situations. Being the victim of date rape was reported by 11.4% of the Mexican-American students, while Anglo-Americans reported 16.4% incidence, this was not a statistically significant difference. Unwanted sexual advances, other than intercourse, were reported by 36.6% of all female respondents, and 48.8% had experienced at least one kind of physical violence or threat in dating situations. Similarities with other researchers' findings and implications are reported.