Perceived educational barriers, cultural fit, coping responses, and psychological well-being of latina undergraduates

Hispanic Journal of Behavioral Sciences

Volumn 27, Issue 2, 2005, Pages 161-183

  Gloria, Alberta M ^a,d   Castellanos, Jeanett ^b,e   Orozco, Veronica ^c  

^a UNIVERSITY OF WISCONSIN MADISON   (United States)

^b UNIVERSITY OF CALIFORNIA   (United States)

^c OHIO STATE UNIVERSITY   (United States)

^d Department of Counseling Psychology ^*  (United States)

^e Department of Social Sciences

Author keywords

Coping responses; Latina; Undergraduates

Indexed keywords

EID: 18844419284     PISSN: 07399863     EISSN: None     Source Type: Journal    
DOI: 10.1177/0739986305275097     Document Type: Article

References (69)

1. Aguirre, A., Jr., & Martinez, R. O. (1993). Chicanos in higher education: Issues and dilemmas for the 21st century [ASHE-ERIC Higher Education Report No. 3]. Washington, DC: George Washington University, School of Education & Human Development.
2. Allen, W. R. (1992). The color of success: African-American college student outcomes at predominantly White and historically Black public colleges and universities. Harvard Educational Review, 62, 26-34.
3. Benjamin, D., Chambers, S., & Reiterman, G. (1993). A focus on American Indian college persistence. Journal of American Indian Education, 32, 25-40.
4. Capello, D. C. (1994). Beyond financial aid: Counseling Latina students. Journal of Multicultural Counseling and Development, 22, 28-36.
5. Cardoza, D. (1991). College attendance and persistence among Hispanic women: An examination of some contributing factors. Sex Roles, 24, 133-147.
6. Carver, C. S., & Scheier, M. G. (1994). Situations coping and coping dispositions in a stressful transaction. Journal of Personality and Social Psychology, 66, 184-195.
7. Carver, C. S., Scheier, M. G., & Weintraub, J. K. (1989). Assessing coping strategies: A theoretically based approach, Journal of Personality and Social Psychology, 56, 267-283.
8. Casas, J. M., & Ponterotto, J. G. (1984). Profiling an invisible minority in higher education: The Chicana. Personnel and Guidance Journal, 62, 349-353.
9. Cokley, K. (1999). Reconceptualizing the impact of college racial composition on African American students' racial identity. Journal of College Student Development, 40, 235-246.
10. Constantine, M. G., Robinson, J. S., Wilton, L., & Caldwell, L. D. (2002). Collective self-esteem and perceived social support as predictors of cultural congruity among Black and Latino college students. Journal of College Student Development, 43, 307-316.
11. Constantine, M. G., & Watt, S. K. (2002). Cultural congruity, womanist identity attitudes, and life satisfaction among African American college women attending historically Black and predominantly White institutions. Journal of College Student Development, 43, 184-194.
12. Cuadraz, G. H. (1996). Experiences of multiple marginality: A case study of Chicana "scholarship women." In C. Turner, M. Garcia, A. Nora, & L. Rendón (Eds.), Racial and ethnic diversity in higher education (pp. 210-222). Needham Heights, MA: Simon & Schuster.
13. Gándara, P. (1982). Passing through the eye of the needle: High-achieving Chicanas. Hispanic Journal of Behavioral Sciences, 4, 167-179.
14. Gándara, P., & Osugi, L. (1994). Educationally ambitious Chicanas. Thought & Action, 10, 7-35.
15. García-Vázquez, E., Vásquez, L. A., & Huang, C. Y. (1998). Psychological factors and language: Impact on Mexican-American students. College Student Journal, 32, 6-18.
16. Gloria, A. M. (1997). Chicana academic persistence: Creating a university-based community. Education & Urban Society, 30, 107-121.
17. Gloria, A. M., & Castellanos, J. (2003). Latino/a and African American students at predominantly White institutions: A psychosociocultural perspective of educational interactions and academic persistence. In J. Castellanos & L. Jones (Eds.), The majority in the minority: Retaining Latina/o faculty, administrators, and students (pp. 71-92). Sterling, VA: Stylus.
18. Gloria, A. M., Castellanos, J., Lopez, A., & Rosales, R. (2005). An examination of academic nonpersistence decisions of Latino undergraduates. Hispanic Journal of Behavioral Sciences, 27, 202-223.
19. Gloria, A. M., Hird, J. S., & Navarro, R. L. (2001). Relationships of cultural congruity and perceptions of the university environment to help-seeking attitudes by sociorace and gender. Journal of College Student Development, 42, 545-562.
20. Gloria, A. M., & Ho, T. A. (2003). Environmental, social, and psychological experiences of Asian American undergraduates: Examining issues of academic persistence. Journal of Counseling and Development, 81, 93-105.
21. Gloria, A. M., & Pope-Davis, D. B. (1997). Cultural ambience: The importance of a culturally aware environment in the training and education of counselors. In D. B. Pope-Davis & H. L. K. Coleman (Eds.), Multicultural counseling competencies: Assessment, education and training, and supervision (pp. 242-259). Thousand Oaks, CA: Sage.
22. Gloria, A. M., & Robinson Kurpius, S. E. (1996). The validation of the Cultural Congruity Scale and the University Environment Scale with Chicano/a students. Hispanic Journal of Behavioral Sciences, 18, 533-549.
23. Gloria, A. M., & Robinson Kurpius, S. E. (2001). Influences of self-beliefs, social support, and comfort in the university environment on the academic persistence issues for American Indian undergraduates. Cultural Diversity and Ethnic Minority Psychology, 7, 88-102.
24. Gloria, A. M., & Rodriguez, E. R. (2000). Counseling Latino university students: Psychosociocultural issues for consideration. Journal of Counseling and Development, 78, 145-154.
25. Gloria, A. M., & Segura-Herrera, T. M. (2004). Ambrocia and Omar go to college: A psychosociocultural examination of Chicanos and Chicanas in higher education. In R. J. Velasquez, B. McNeill, & L. Arellano (Eds.). Handbook of Chicana and Chicano psychology (pp. 401-425). Mahwah, NJ: Lawrence Erlbaum.
26. Gossett, B. J., Cuyjet, M. J., & Cockriel, I. (1998). African Americans' perception of marginality in the campus culture. College Student Journal, 32, 22-32.
27. Guinn, B., & Vincent, V. (2002). Determinants of coping responses among Mexican American adolescents. Journal of Social Health, 72, 152-156.
28. Heppner, P. P., Kivlighan, D. M., Jr., & Wampold, B. E. (1992). Research design in counseling. Pacific Grove, CA: Brooks/Cole.
29. Hernandez, J. (2000). Understanding the retention of Latino college students. Journal of College Student Development, 41, 575-588.
30. Huffman, T. E. (1991). The experiences, perceptions, and consequences of campus racism among Northern Plains Indians. Journal of American Indian Education, 30, 25-34.
31. Hurtado, S. (1994). The institutional climate for talented Latino students. Research in Higher Education, 35, 21-41.
32. Hurtado, S., & Carter, D. F. (1997). Effects of college transition and perceptions of the campus racial climate on Latino college students' sense of belonging. Sociology of Education, 70, 324-345.
33. Kahn, J. S., Wood, A., & Wiesen, F. E. (1999). Student perceptions of college counseling center services: Programming and marketing for a seamless learning environment. Journal of College Student Psychotherapy, 14, 69-80.
34. Kavanaugh, P. C., & Retish, P. M. (1992). Myth: America's public schools are educating Mexican American students. Journal of Multicultural Counseling and Development, 20, 89-96.
35. Lazarus, R., & Folkman, S. (1984). Stress, appraisal, and coping. New York: Springer.
36. Leong, F. T. L., Wagner, N. S., & Tata, S. P. (1995). Racial and ethnic variation in help-seeking attitudes. In J. G. Ponterotto, J. M. Casas, L. A. Suzuki, & C. M. Alexander (Eds.), Handbook of multicultural counseling (pp. 415-438). Thousand Oaks, CA: Sage.
37. Lujan, S., & Zapata, J. T. (1983). Personality difference among Mexican-American college freshman. Journal of College Students Personnel, 24, 105-111.
38. McWhirter, E. H. (1997). Perceived barriers to education and career: Ethnic and gender differences. Journal of Vocational Behavior, 50(1), 124-140.
39. Mena, F. J., Padilla, A. M., & Maldonado, M. (1987). Acculturative stress and specific coping strategies among immigrant and later generation college students. Hispanic Journal of Behavioral Sciences, 9, 207-225.
40. Murguía, M. (2001). Machismo, marianismo, and hembrismo, and their relationship to acculturation as predictors of psychological well-being in a Mexican and Chicana population. Unpublished doctoral dissertation, University of Wisconsin-Madison, Madison.
41. National Center for Education Statistics. (1995). Findings from the Condition of Education 1995: The educational progress of Hispanic students [NCES 95-767]. Washington, DC: Government Printing Office.
42. National Center for Education Statistics. (1997). Minorities in higher education [NCES 97-372]. Washington, DC: Government Printing Office.
43. National Center for Education Statistics. (2000a). The condition of education 1999 [NCES 2000-009], Washington, DC: Government Printing Office.
44. National Center for Education Statistics. (2000b). The condition of education 2000 [NCES 2000-062], Washington, DC: Government Printing Office.
45. National Center for Education Statistics. (2002). The condition of education 2002 [NCES 2000-025]. Washington, DC: Government Printing Office.
46. Niemann, Y. F. (2001). Stereotypes about Chicanas and Chicanos: Implications for counseling. The Counseling Psychologist, 29, 55-90.
47. Pew Hispanic Center Fact Sheet. (2002). U.S.-born Hispanics increasingly drive population developments. Los Angeles: Annenburg School for Communication, University of Southern California.
48. Ponterotto, J.G. (1990). Racial/ethnic minority and women students in higher education: A status report. New Directions for Student Services, 52, 45-59.
49. Quevedo-García, E. L. (1987). Facilitating the development of Hispanics college students. New Directions for Student Services, 38, 49-63.
50. Quintana, S. M., & Maxwell, S. E. (1999). Implications of recent developments in structural equation modeling for counseling psychology. The Counseling Psychologist, 27, 485-527.
51. Quintana, S. M., Vogel, M. C., & Ybarra, V. C. (1991). Meta-analysis of Latino students' adjustment in higher education. Hispanic Journal of Behavioral Sciences, 13, 155-168.
52. Rodriguez, A. L., Guido-DiBrito, R., Torres, V., & Talbot, D. (2000). Latina college students: Issues and challenges for the 21st century. NASPA Journal, 37, 511-527.
53. Ryff, C. D. (1989). Happiness is everything, or is it? Exploration on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57, 1089-1081.
54. Ryff, C. D., & Keyes, L. M. (1995). The structure of psychological well-being revisited. Journal of Personality and Social Psychology, 69, 719-727.
55. Salles, G. A. (1993). An investigation of Black student attrition at a large, predominantly White, Midwestern university. The Western Journal of Black Studies, 17, 179-182.
56. Sanchez, A. R., & Atkinson, D. R. (1983). Mexican-American cultural commitment, preference for counselor ethnicity, and willingness to use counseling. Journal of Counseling Psychology, 30, 215-220.
57. Santiago-Rivera, A. L., Arredondo, P., & Gallardo-Cooper, M. (2002). Counseling Latinos and la familía. Thousand Oaks, CA: Sage.
58. Sidle, A., Moos, R., Adams, A., & Cady, P. (1969). Development of a coping scale: A preliminary study. Archives of General Psychiatry, 20, 226-232.
59. Smart, J. F., & Smart, D. W. (1995). Acculturative stress of Hispanics: Loss and challenges. Journal of Counseling and Development, 73, 390-396.
60. Solberg, V. S., & Villareal, P. (1997). Examination of self-efficacy, social support, and stress as predictors of psychological and physical distress among Hispanic college students. Hispanic Journal of Behavioral Sciences, 19, 182-201.
61. Suzuki, B. H. (1994). Higher education issues in the Asian American community. In M. J. Justiz, R. Wilson, & L. J. Björk (Eds.), Minorities in higher education (pp. 258-285). Phoenix, AZ: Oryx.
62. Therrien, M., & Ramirez, R. R. (2000). The Hispanic population in the United States: March 2000. Current population reports, P20-535. Washington, DC: U.S. Census Bureau.
63. Torres, J. B., & Solberg, V. S. (2001). Role of self-efficacy, stress, social integration, and family support in Latino college student persistence and health. Journal of Vocational Behavior, 59, 53-63.
64. Vasquez, M. J. T. (1982). Confronting barriers to the participation of Mexican American women in higher education. Hispanic Journal of Behavioral Sciences, 4, 147-165.
65. Vázquez, L. A., & García-Vázquez, E. (1995). Variables of success and stress with Mexican American students. College Student Journal, 29, 221-226.
66. Watson, L. W., Terrell, M. C., Wright, D. J., Bonner, F. A., II, Cuyjet, M. J., Gold, J. A., et al. (2002). How minority students experience college. Sterling, VA: Stylus.
67. Wycoff, S. E. M. (1996). Academic performance of Mexican American women: Sources of support that serve as motivating variables. Journal of Multicultural Counseling and Development, 24, 146-155.
68. Young, G. (1992). Chicana college students on the Texas-Mexico border: Tradition and transformation. Hispanic Journal of Behavioral Sciences, 14, 341-352.
69. Zea, C. M., Jarama, L., & Blanchi, F. T. (1995). Social support and psychosocial competence: Explaining the adaptation to college of ethnically diverse students. American Journal of Community Psychology, 23, 509-531.