Based on theoretical reasoning and empirical evidence, the present study examined the unique and shared effects of attachment anxiety, attachment avoidance, and acculturation on attitudes toward seeking professional help among Latino college students. The research participants included 149 bilingual Latino college students from a large, public southwestern university. Results of a multiple regression analysis indicated that attachment avoidance was positively associated with both the recognition of need for psychological help and stigma of seeking professional help. Acculturation to American society was found to be statistically insignificant in predicting help-seeking attitudes in this sample of the population. Findings from exploratory questions suggested that Latino individuals would most likely seek help from parents, close friends, and then professionals. This study suggested that Latino individuals with high attachment avoidance acknowledge the potential benefit of professional help-seeking but distrust the process of approaching others for help. Limitations, implications, and future research directions will be discussed.

The purpose of this is study is to investigate the experiences of students in Latino/Latina fraternities and sororities. Five students were selected to take part of the study and were interviewed using a qualitative case study methodology grounded in critical race theory. Five themes were identified: the support system that Latino Greek Lettered Organizations (LGLO) offer, going Greek, challenges, differences from other Greeks, and shifting identify of the organizations from Latino to multicultural. Student affairs practitioners, educators, and researchers will be able to use the findings from this study to better support LGLO's and consequently the success of Latino students on college campuses. / Graduation date: 2012

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 229-245). Available also in a digital version from Dissertation Abstracts.

Not available / text

Thesis (M.A.)--Michigan State University. Dept. of Psychology, 2006 / Title from PDF t.p. (viewed on Nov. 20, 2008) Includes bibliographical references (p. 90-99). Also issued in print.

Thesis (Ph. D.)--University of Texas at Austin, 1998. / Vita. Includes bibliographical references (leaves 311-324). Available also in a digital version from Dissertation Abstracts.

In Texas, Hispanic populations (people of Mexican, Puerto Rican, Cuban, Central or South American or other Spanish culture or origin, regardless of race) have increased from 6.7 million in 2000 to 7.4 million in 2005, or by approximately 10.5%. This growth trend is expected to continue with estimates that Hispanics will represent approximately 37% of the state's population by 2015. The problem this research addressed is that participation in higher education by Texas Hispanics is not keeping pace with the growth in the Texas Hispanic population. If allowed to continue, the state could be in danger of realizing devastating economic and societal consequences. The present study utilized regression analysis to determine how well four institutional characteristics explained the variance in Hispanic enrollment and graduation percentages of students attending public 4-year institutions in states with prevalent Hispanic populations. Findings indicate that while local Hispanic population is a strong, positive predictor of Hispanic enrollments, it has a negative impact on Hispanic graduation rates. The independent variables of average cost of attendance and average financial aid package are the strongest predictors of Hispanic graduation percentages. Implications for the state of Texas include stress on public 4-year institutions in coping with Hispanic population increases, possible enrollment overflows at the community college level, and need for additional allocations to state and institutional financial aid programs.

This study was conducted in order to more accurately understand the relationship between sense of belonging in the U.S., self-efficacy, outcome expectations, and mental health and well-being for Latinx DACA recipient college students in the United States. Additionally, results were intended to assist in providing critical information regarding: (a) adequate support to Latinx DACA recipient college students, (b) informed consulting for policy shifts and changes with legal status, and (c) ethical psychological care to Latinx DACA recipient individuals. Ten participants were interviewed and given self-report measures (BDI and BAI) in order to glean insight on the aforementioned relationship. Data analysis included consensual qualitative research (CQR) analysis for interview transcripts and averages of self-report measures as compared to general university student population scores (BDI and BAI). Qualitative results are organized under eight overarching themes. Clinical implications, considerations for immigration policies, and considerations for university policies are discussed and explored.

The purpose of this was study was to explore the use of two teaching practices (cognitively responsive subject matter and culturally responsive teaching) at Hispanic-Serving Institutions in the United States. The conceptual frameworks for this study were the Multi-Contextual Model of Diverse Learning Environments (MMDLE) (Hurtado et al., 2015), Blackwell and Lawrence’s (1995) framework on faculty work, and Neumann’s (2014) framework on cognitively responsive teaching practices and culturally responsive teaching (Ladson-Billings, 1994). Data for this study were culled from responses of full-time faculty to the University of California-Los Angeles Higher Education Research Institute’s 2013 faculty survey, a national, multi-institutional survey of faculty. Using ANOVAs and hierarchical linear models (HLM), the study estimated the effect of individual- and organizational-level variables on subject matter and culturally responsive teaching. The results of HLM models showed that women faculty, faculty who have won an award for their teaching, and those who believe all students can excel have higher culturally responsive teaching scores. In contrast, faculty who believe it is up to individual students to succeed, and those who teach a hard discipline as characterized by Biglan’s (1973) typology of disciplines, have lower culturally responsive teaching scores. Of the organizational-level predictors used in HLM models, the selectivity of an institution was negatively associated with culturally responsive teaching, as was the percentage of Latinx students enrolled. For subject matter teaching, women faculty, tenure-track faculty, faculty who believe all students can excel, and those who spend additional time weekly preparing to teach have higher subject matter teaching scores. Faculty who teach a hard discipline, as characterized by Biglan’s (1973) typology of disciplines, and those who believe it is up to individual students to succeed have lower subject matter teaching scores. Of the organizational-level predictors, the percent of Latinx students enrolled in an institution had a negative association with subject matter teaching practices.

The present study integrates Social Cognitive Career Theory and Psychology of Working Theory by considering the role of work volition within a social cognitive model of academic satisfaction. Vocational psychology research has highlighted the significance of sociocultural variables on career outcomes for Latinx young adults. This study explored a collectivistic familial perspective on career development for a sample of 224 Latinx college students. Ethnic identity, acculturation, enculturation and four family influence variables were exogenous variables while career decision self-efficacy, work volition, and academic satisfaction were endogenous variables. Results from a path analysis indicated that both acculturation and enculturation were associated with academic satisfaction. Higher endorsement of informational support was positively related to career decision self-efficacy and work volition while greater endorsement of family expectations was negatively related to career decision self-efficacy and work volition. Acculturation was positively related to career decision self-efficacy while financial support was positively related to work volition. Both career decision self-efficacy and work volition were positively associated with academic satisfaction, and career decision self-efficacy was positively related to work volition. Indirect relationships and an alternative model were examined. Implications for future research and clinical practice with Latinx college populations are discussed.