Research Considerations and Theoretical Application for Best Practices in Higher Education: Latina/os Achieving Success

Journal of Hispanic Higher Education

Volumn 6, Issue 4, 2007, Pages 378-396

  Castellanos, Jeanett ^a   Gloria, Alberta M ^b  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b UNIVERSITY OF WISCONSIN MADISON   (United States)

Author keywords

cultura; educational success; Latina os; strength based practices; undergraduates

Indexed keywords

EID: 84990316867     PISSN: 15381927     EISSN: None     Source Type: Journal    
DOI: 10.1177/1538192707305347     Document Type: Article

References (32)

1. Arellano, A.R., & Padilla, A.M. (1996). Academic invulnerability among a select group of Latino university students. Hispanic Journal of Behavioral Sciences, 18, 485-507.
2. Board of Regents of the University of Wisconsin System. (2004). Outcomes assessments. Office of the Provost. Retrieved March 25, 2007, from http://www.provost.wisc.edu/assessment/manual/manual1.html
3. Bordes, V., & Arredondo, P. (2005). Mentoring and 1st year Latina/o collage students. Journal of Hispanic Higher Education, 4, 114-133.
4. Castellanos, J., Gloria, A. M., & Kamimura, M. (Eds.). (2005). Pathway the Latina/o PhD: Abriendo caminos. Sterling, VA: Stylus.
5. Castellanos, J., Gloria, A. M., & Kamimura, M. (Eds.). (2006). The Latina/o pathway to the PhD: Abriendo caminos. Sterling, VA: Stylus.
6. Falicov, C.J. (1998). Latino families in therapy: A guide to multicultural practice. New York: Guilford Press.
7. Gloria, A.M. (1997). Chicana academic persistence: Creating a university-based community. Education and Urban Society, 30, 107-121.
8. 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.
9. Gloria, A.M., & Castellanos, J. (2006). Sustaining Latina/o doctoral students: A psychosociocultural approach for faculty. In J. Castellanos, A. M. Gloria, & M. Kamimura (Eds.), The Latina/o pathway to the PhD: Abriendo caminos (pp. 169-187). Sterling, VA: Stylus.
10. Gloria, A.M., Castellanos, J., Lopez, A., & Rosales, R. (2005a). A psychosociocultural examination of academic persistence of Latina/o undergraduates. Hispanic Journal of Behavioral Sciences, 27, 202-223.
11. Gloria, A.M., Castellanos, J., & Orozco, V. (2005b). Perceived educational barriers, cultural congruity, coping responses, and psychological well-being of Latina undergraduates. Hispanic Journal of Behavioral Sciences, 27, 161-183.
12. 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.
13. 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.
14. 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.
15. 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.
16. Gloria, A.M., & Rodriguez, E.R. (2000). Counseling Latino university students: Psychosociocultural issues for consideration. Journal of Counseling and Development, 78, 145-154.
17. 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.
18. Hurtado, S. (1992). The campus racial climate: Contexts for conflict. Journal of Higher Education, 63, 539-569.
19. 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.
20. Johnson, W.B. (2007). On being a mentor: A guide for higher education faculty. Mahwah, NJ: Lawrence Erlbaum.
21. Jones, L., Castellanos, J., & Cole, D. (2002). Examining the ethnic minority student experience at predominantly White institutions: A case study. Journal of Hispanic Higher Education, 1, 19-39.
22. Kamimura, M. (2006). Find my way: Enculturation to the PhD. In J. Castellanos, A. M. Gloria, & M. Kamimura (Eds.), Pathway the Latina/o PhD: Abriendo caminos (pp. 191-199). Sterling, VA: Stylus.
23. Nora, A., Barlow, L., & Crisp, G. (2006) An assessment of Hispanic students in four-year institutions in higher education. In J. Castellanos, A. M. Gloria, & M. Kamimura (Eds.), Pathway the Latina/o PhD: Abriendo caminos (pp. 55-77). Sterling, VA: Stylus.
24. Quijada, P.D., & Alvarez, L. (2006). Cultivando semillas educacionales [Cultivating educational seeds]: Understanding the experiences of K-8 Latina/o students. In J. Castellanos, A. M. Gloria, & M. Kamimura (Eds.), Pathway the Latina/o PhD: Abriendo caminos (pp. 3-17). Sterling, VA: Stylus.
25. Ramirez, M. (1999). New development in Mestizo psychology: Theory, research, and application. Occasional Paper Series, 46, Julian Samora Research Institute.
26. Rosales, R. (2006). Manteniendo nuestra cultura [Sustaining our culture]: Cultural and social adjustments of Latina/os in doctoral programs. In J. Castellanos, A. M. Gloria, & M. Kamimura (Eds.), Pathway the Latina/o PhD: Abriendo caminos (pp. 201-208). Sterling, VA: Stylus.
27. Sanchez, C.G.V. (2006). Juggling intellectuality and Latino masculinity: La calle, mi familia, y la escuela [The streets, my family, and school]. In J. Castellanos, A. M. Gloria, & M. Kamimura (Eds.), Pathway the Latina/o PhD: Abriendo Caminos (pp. 233-240). Sterling, VA: Stylus.
28. Secada, W.G., Chavez-Chavez, R., Garcia, E., Muñoz, C., Oakes, J., Santiago-Santiago, I., et al. (1998). No more excuses: The final report of the Hispanic dropout project. Washington, DC: U.S. Department of Education.
29. Segura-Herrera, T.A. (2006). Querer es poder: Maintaining and creating familia as a doctoral student. In J. Castellanos, A. M. Gloria, & M. Kamimura (Eds.), Pathway the Latina/o PhD: Abriendo caminos (pp. 221-231). Sterling, VA: Stylus.
30. 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.
31. Solorzano, D.G., Villalpando, O., & Oseguera, L. (2005). Educational inequalities and Latina/o undergraduate students in the United States: A critical race analysis of their educational progress. Journal of Hispanic Higher Education, 4, 272-294.
32. Torres, V. (2004). Familial influences on the identity development of Latino first-year students. Journal of College Student Development, 45, 457-469.