Thesis (Ph. D.)--Michigan State University. Dept. of Family and Child Ecology, 2006. / Title from PDF t.p. (viewed on Nov. 20, 2008) Includes bibliographical references (p. 136-146). Also issued in print.

Thesis (Ph. D.)--Michigan State University. Dept. of Higher, Adult, and Lifelong Education, 2008. / Title from PDF t.p. (viewed on July 23, 2009) Includes bibliographical references (p. 145-154). Also issued in print.

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: Lucia Gilbert. Vita. Includes bibliographical references. Also available from UMI.

Previous research has examined the influence of social support and family support on Latino college adjustment; however, few studies have examined the role of peer support on Latino college adjustment, and even fewer studies have focused exclusively on Mexican-origin students. The purpose of this study was to explore the importance of perceived peer support to Mexican-origin college students adjusting to a predominantly White university, with special attention given to the role of perceived peer support in the context of minority status stress and traditional college stress. Specifically, this study aimed to find whether perceived peer support contributed to Mexican-origin students' college adjustment. Given that many minority students attending a predominantly White university experience minority status stress and traditional college stress, this study also assessed the extent to which perceived peer support buffered Mexican-origin students from these stressors. A second goal of this study was to examine the heterogeneity of the Mexican-origin college student population to determine whether acculturation status influenced the relation between perceived peer support and several variables including minority status stress, traditional college stress, and college adjustment. Mexican-origin (N = 136 ) students were recruited from the Center of Mexican American Studies, the Latino Leadership Council, and the Educational Psychology subject pool at The University of Texas at Austin. Participants completed an online survey that included a demographic form and five questionnaires that assessed traditional college stress, minority status stress, acculturation, perceived peer support, and college adjustment. Several important findings were identified. Perceived peer support was associated with increased levels of traditional college stress, social adjustment, and attachment to the university. Traditional college stress, specifically the academic stress and social stress subscales, negatively predicted overall college adjustment. Of the five minority status stress subscales, achievement stress and interracial stress negatively predicted college adjustment while social climate stress positively predicted college adjustment. Finally, acculturation status negatively predicted all five types of minority status stress. Contrary to what was predicted, none of the interaction terms were significant, indicating that neither perceived peer support nor acculturation status moderated the effects of stress on adjustment. Theoretical and clinical implications of these findings are discussed. / text

Although Latinos are the largest minority group in the country, research examining how different psychological and cultural variables affect Latino individuals' wellbeing is disproportionately developed and cross-cultural comparison studies are particularly scarce. To address these issues, this dissertation research examined cross-cultural adult attachment-social self-efficacy-psychosocial wellbeing conceptual mediational model while investigating the moderator effects of country membership and familismo on the proposed mediational model using a cross-cultural sample of Mexican and Mexican-American university students. A total of 595 participants, including 360 Mexican students from Mexico and 235 Mexican-American students from the United States completed the research questionnaires. Results indicated that social self-efficacy was a significant mediator for the effects of insecure attachment on life satisfaction and conflict resolution in both cultural groups and for the links between attachment insecurity and depressive symptoms in the Mexican-American group. Additionally, moderated mediation analyses showed that country membership was a significant moderator for the links between attachment avoidance and social self-efficacy when life satisfaction, conflict resolution style, and depressive symptoms were the dependent variables, as well as for the direct link between attachment anxiety and physical health symptoms. Familismo was also found to be a significant moderator for the direct effects of attachment anxiety on physical health symptoms and life satisfaction in both groups. Findings are discussed from the attachment and cross-cultural perspectives. Counseling implications, limitations, and future research directions are offered.

Thesis (Ph. D.)--University of California, San Diego, 2000. / Vita. Includes bibliographical references (leaves 154-163).

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

The present study modified an intervention known as the expressive writing paradigm to assess its efficacy in reducing academic worry, general anxiety, and general psychological distress in a sample of Mexican origin college students. Traditionally, the expressive writing paradigm involves having participants write about a topic of concern for 15 consecutive minutes, 3 consecutive days, without attending to details about grammar or punctuation. The aim of the present study was to modify the writing paradigm into a more structured, problem-focused writing intervention and to assess whether this modification would facilitate the reduction of Latino participantsí academic worry and produce a reduction of their overall worry and psychological distress. The expressive writing paradigm was modified by incorporating components of cognitive behavioral therapy, and specifically cognitive restructuring, into the new writing intervention. It was hypothesized that by combining the writing paradigm and cognitive restructuring techniques, the benefits derived from the expressive writing paradigm would likely be enhanced. Participants were randomly assigned to one of three conditions ñ the traditional writing paradigm (TWP) condition, the structured writing intervention (SWI) condition, or to a control group condition. This study also assessed the relation of level of acculturation and traditional Mexican family values on the efficacy of the treatment interventions. Assessments were conducted at pre-treatment, post-treatment, two week follow-up, and one month follow-up. Results indicated that the TWP condition outperformed the SWI condition at post-treatment in reducing overall psychological distress. However, these effects did not last at follow up assessments. Additionally, family value scores served as a moderator of treatment effects. The results of this study highlight the importance of conducting culturally-informed intervention research to assess the validity of the assumption clinicians currently use to guide their treatments. These findings also highlight the importance of focusing on patients' values when formulating treatment interventions. Theoretical and clinical implications are discussed. / text

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Framed within a context of social justice, this ethnographic study queried seven Mexican American students who pursued teacher certification at a historically Black university (HBCU) in Central Texas. By examining the Mexican American students' perceptions, this study opens conversations to challenge the limited information known about Latino/as attending HBCUs and the programs that prepare preservice teachers of Color. Mexican American students and the HBCU both exist at a crossroads, an intersection of border spaces of race, class, ethnicity, gender, and ability. While border crossers defines the uniqueness of these Mexican American teacher candidates who live in contradictory realities, borderlands defines the HBCU as a site of resistance in the margins of higher education. A Black-White binary, therefore, not only is flawed but also obscures struggles common among Latinos, African Americans, and Others for an equitable education. Through interviews and small group sessions, the teacher candidates shared a high regard for educational achievement, work ethics, and teaching. From the coded data, their stories were analyzed through the lens of critical race theory, borderlands consciousness, and critical pedagogy. Although commonalities exist, each analytical perspective brought to the forefront variant aspects of race, class, gender, and abilities. Linked to these analytical frameworks was the notion of three selves: enduring, situated, and endangered, which helped to illuminate the nature of change and transformation. In tandem with the analyses were member and colleagues checks that helped to provide deeper interrogation and clarity. Findings reveal how race and class shape the teacher candidates' identities as well as the character of the university. Although the Mexican American preservice teachers bring rich cultural legacies and cross-cultural perspectives, their needs and interests are under-addressed by the institution. Yet for them, it was class disparities more than racial injustices that perpetuated problems inside and outside the HBCU. Nonetheless, these teacher candidates believe the validating experiences and cultural network, which they acquired at this HBCU, will support their teaching effectiveness in public schools. The strengths and findings of this study are therefore crucial to rethinking policies and practices as related to teacher education programs and HBCUs, and their impact on communities of Color. / text