Download or read book Relationship Between Familism and Academic Self efficacy Among Latino and Non Latino White University Undergraduate Students written by Lisa J. Shields and published by . This book was released on 2015 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt: Efforts to increase success rates for Latino college students require a better understanding of the connection between Latino student's connection to family (familism) and their general and academic self-efficacy in order to explore a culturally inclusive view of college success. The study's participants included Latino students (N = 234) and non-Latino white students (N = 125) who were ranked as freshmen and sophomores, enrolled in randomly selected general education English sections, at a southwestern land-grant university. The purpose for the study was to (1) determine whether the level of familism was more strongly present in the families of Latino students than in the families of non-Latino white students; and (2) whether familism contributed significant variance to academic self-efficacy and general self-efficacy among this same group of students. Familism was measured by the Attitudinal Familism scale that assessed four factors: (a) familial support, (b) familial interconnectedness, (c) familial honor, and (d) subjugation of self to the family. The College Academic Self-Efficacy Scale and New General Self-Efficacy scale measured self-efficacy. Results indicate that familism was stronger among Latino students when compared to non-Latino white students in three of the four factors. Only familial interconnectedness showed similar levels for both groups. Positive meaningful relationships were found between familism and academic self-efficacy and between familism and general self-efficacy among Latino students but not for non-Latino white students. These findings offer an opportunity for looking at college success among Latino students in a different or expanded way. Discovering addition factors related to student success can inform institutions of higher education when making decisions regarding a host of institutional functions. This study adds to the limited body of knowledge and encourages important cultural conversations that have been absent on many college campuses.

Download or read book The Differential Relationships of Familism Support and Familism Obligation Values with Academic Achievement and Mental Health Among Latina o Early Adolescents in a Charter School Network written by Kathleen M. Stanton and published by . This book was released on 2017 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt: U.S. born Latina/o adolescents have a disproportionately higher lifetime prevalence of mental health disorders, higher rates of school dropout, and score lower on academic achievement measures when compared to their Non-Latina/o, White or Asian peers. Given the substantial exposure to risk factors, identifying and understanding salient sources of resilience is essential to promoting and enhancing positive adjustment among Latina/o youth. Familism is a cultural value embraced by many Latina/os that has been associated with positive academic and psychosocial outcomes for Latina/os adolescents. When measured, familism commonly includes dimensions of obligation, support and family as referent. Previous studies have indicated that dimensions of familism, such as obligation and support, may differentially predict psychological well-being and academic achievement. No published studies to date have examined the differential relationships of the constructs of familism obligation and familism support values explicitly as separate predictors in the contexts of both mental health and academic achievement for Latina/o youth. The primary purpose of this quantitative study was to examine the differential predictive relationships of familism support and familism obligation values on mental health and academic achievement of Latina/o adolescents. A secondary purpose was to examine the potential moderating or mediating roles of family functioning and gender on these pathways. This study is consistent with the Cultural Ecological Transactional Theory of Resilience as a framework for describing how multiple factors may contribute to risk or resilience of Latino youth. Participants were 36 Latina/o youth between the ages of 11-15 years old in a Central Texas middle school. Results found evidence for the moderating role of family distress on the relationship between familism obligation values and GPA among both male and female Latino adolescents. Implications, limitations and areas for further research are discussed.

Download or read book Academic Achievement of First Generation Mexican American Males in a Community College written by Carlos C. Peña and published by Universal-Publishers. This book was released on 2012-12 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the complexities of successful attainment and achievement of 10 Mexican American males in a rural Southwest community college. This study strives to offer insights concerning the questions: (a) what behavioral patterns of current family, peers, and conditions in school have influenced the educational decisions of these Mexican American males? and (b) what social conditions motivate these Mexican American males to seek and achieve higher education despite adversity? This qualitative research was also aimed at establishing and understanding how a selected number of Mexican American males have achieved academic success. The researcher chose 10 men with either an associate of arts or an associate of science degrees for an in-depth interview and used a semi-structured interview guide in an effort to prompt oral discourse. The interviewer posed questions concerning academic conditions, family impact, college environment, and financial issues. The responses to the questions led to similar themes involved in these students' course completion and graduation. The researcher used a theoretical framework using Bandura's Social Learning Theory (1977) in which he suggests that not only environmental factors, but motivational factors along with self-regulatory mechanisms affect an individual's behavior. This research illustrated the conditions that facilitated reaching the participant's educational goal and mission, which was to complete a two-year degree at the community college. The inquiry examined the behavioral patterns that have been an influence on the educational decisions of these Mexican American males, and what social conditions have motivated them to seek and achieve higher education despite adversity.

Download or read book The Relationship of College generational Status to Psychological and Academic Adjustment in Mexican American University Students at a Predominantly White University written by Nanci Lisset Argueta and published by . This book was released on 2010 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: The literature on Latino college students, particularly at Predominantly White Universities, suggests that they are enrolling at higher rates at the beginning of the first year in college than prior years, but dropping out at higher rates than any other racial/ethnic group. For students whom are the first in their family to attend college, attrition rates are even more pronounced. In the present study, based on Bourdieu's Social Capital Theory, group differences based on race/ethnicity and college-generational status were examined for reported anxiety, depression, and academic problems at the beginning and end of the first semester of students' first year at a university. The results indicated that differences in reported outcome measures were greater when examined between college-generation Mexican American groups, rather than between racial/ethnic groups more generally. Additionally, it was hypothesized that for Mexican American first-generation college students, perceived family support at the beginning of the semester would mediate the relationship between academic self-efficacy and academic problems at the end of the semester. The results of the study provided support for this hypothesis, suggesting that perceived support from family, even when it is not entirely instrumental, offers benefits for first-generation Mexican American college students. Implications for future interventions, both pre and post-college entry are discussed.

Download or read book The Relationship Between Psychosocialcultural Factors and Mexican American College Student Academic Achievement written by Nadia Nicole Cano and published by . This book was released on 2014 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: Previous research has noted the importance of investigating contextual factors and their effect on non-persistence (Gloria, 1997; Gloria & Ho, 2003; Gloria & Robinson Kurpius, 2001) but has not investigated their effects on academic achievement. The current study provides support for including psychosocialcultural (PSC) factors and the PSC framework (Gloria & Rodriguez, 2000) in research with Mexican American college students and specifically in the area of understanding the many factors that affect GPA. The current study examined the relationship between the variables of ethnic identity, college course self-efficacy, social support of family and friends, cultural congruity and university environment and the degree to which they predict GPA. Participants of the study consisted of 100 Mexican American undergraduate college students attending a Hispanic-serving university in the southwest. Participants completed a demographic questionnaire and the University Environment Scale (UES; Gloria & Robinson, 1996), College Self-Efficacy Inventory (CSEI: Solberg, O'Brien, Kennel, & Davis, 1993), Perceived Social Support from Family and Friends (PSSFa & PSSFr: Procidano & Heller, 1983), Ethnic identity Scale (EIS; Umaña-Taylor, Yazedjian & Bamaca-Gomez, 2004) and Cultural Congruity Scale (CCS: Gloria & Robinson Kurpius, 1996) online. The hierarchical regression model used to predict GPA was statistically significant, with 19% of the variance in GPA accounted for (R2 = .19, F = 2.71, p = .01). In the first step of the hierarchical regression, college self-efficacy was a significant predictor, accounting for 5% of the variance in GPA (R2 = .05, F = 5.45, p = .02). Exploratory analyses showed correlations between GPA and CSEI course scale (r = .23, p

Download or read book The Relationship Among Familism Family Conflict and Depression in Latino College Students written by Roberto Munoz (Graduate student) and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Relationship of Perceived Parent and Family Support Support of University Environment and Academic Self efficacy on the Academic Achievement of Latino College Students written by Eugenia E. Mejia Arias and published by . This book was released on 2006 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Psychosociocultural Predictors of Academic Persistence Decisions for Latino Adolescents written by Elisa M. Castillo and published by . This book was released on 2002 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Mexicans and United States Whites Commitment to Familism and Its Relation with Psychosocial Adjustment written by Rachael Ann Lunt and published by . This book was released on 2010 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research has demonstrated that family of origin environment impacts outcomes for individuals; however, the extent to which attitudes toward family impact outcomes is less clear. One construct stemming from family studies is related to the importance and value individuals place on their nuclear and extended families of childhood. The construct, known as familism, encompasses multiple aspects of individuals' relationships with their childhood families. It has been suggested by some that cultures that tend to be collectivistic (e.g., on-European-based cultures) tend to value family unity and loyalty relatively more than individualistic cultures (e.g., European-based cultures). The purpose of this study was to examine familism from a cross-national perspective. Specifically, Mexicans and non-Latino White Americans were compared on their levels of familism in relation to psychosocial adjustment. Broadly speaking, the goal was to determine if distinct cultural groups differ on familism, and if familism--feeling supported and a sense of solidarity with one's family--is associated with a less problematic behaviors and higher psychological adjustment. Individuals completed measures assessing familism as well as psychological adjustment and problematic behaviors (psychological well-being, empathy, and symptoms of anxiety, depression, somatization, alcohol misuse, aggressiveness, antisocial features, and history of criminal acts). Interestingly, results suggested that, in practical terms, Whites and Mexicans did not differ in their endorsement of levels of familism. For both groups, familism was correlated with psychological well-being and problem behaviors. Implications of these findings and areas for future research will be discussed.

Download or read book Relations of Academic Achievement Motivation and Interpretations of Family Caring Among Low Socioeconomic Status White and Mexican American Adolescents written by Rebecca Ann Bell and published by . This book was released on 2004 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Examining the Effect of Familism and Racial Identity on Latino College Students Academic Motivation written by and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Inconsistent Hispanic Latino Self identification in Adolescence and Academic Performance written by Lindsey Nicole Wilkinson and published by . This book was released on 2008 with total page 346 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation uses data from the National Longitudinal Study of Adolescent Health and the linked Adolescent Health and Academic Achievement transcript study to explore how self-identifying as Hispanic/Latino in school but not at home in adolescence is related to academic achievement at the end of high school and educational attainment by young adulthood. It also explores how the relationship between inconsistent Hispanic/Latino self-identification and academic performance varies by Latino family origin and what factors act to mediate this relationship. Finally, it investigates how using school versus home reports of Hispanic/Latino ethnicity in adolescence impacts the measurement of Latino educational progress. This research draws on education literature exploring racial and ethnic differences in academic performance to suggest how and why an inconsistent Hispanic/Latino self-identification might be related to academic performance. This literature is categorized into two broad lines of research, structural and socio-cultural, and suggests two competing understandings of the relationship between inconsistent Hispanic/Latino self-identification and academic performance as well as the factors that may mediate this relationship. This research finds a strong and negative relationship between Hispanic/Latino self-identification in school but not at home and academic performance and that this relationship varies by Latino family origin. It is only among adolescents who do not report Latino family origins that an inconsistent Hispanic/Latino self-identification is negatively associated with academic performance. This research also finds that factors related to socio-cultural explanations of school performance as well as prior academic experiences help to mediate the negative relationship between inconsistent Hispanic/Latino self-identification and academic performance among adolescents who do not report Latino family origins. Additional findings suggest that using home versus school reports of ethnicity may impact estimates of Latino/non-Latino white differences in educational outcomes and Latino generational decline. Results suggest that within schools, a Hispanic/Latino identity, one separated from Hispanic family and community ties, is associated with poor academic performance and resistance to schooling. In addition, this research confirms the fluid and complex nature of racial and ethnic self-identification and suggests using caution when relying on self-reports of race and ethnicity in quantitative data analysis.

Download or read book Individual and Environmental Differences Between Academically High achieving and Low achieving Michigan Latino Students written by Cidhinnia M. Torres Campus and published by . This book was released on 2003 with total page 372 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Role of Family and Academic Support in the Relationship Between Gender Role Beliefs and Psychosocial Distress Among Latina College Students written by Allison Janine Niebes-Davis and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: College is a time marked by a significant level of stress, especially for Latina students. One of the changes that often occurs during an individual's time in college involves one's gender role beliefs, shifting from traditional gender role beliefs to more liberal beliefs. Though a great deal of research has been done to show that college attendance plays an important role in the liberalization of gender role beliefs, little is known about this relationship for Latina students. This is particularly problematic as Latina students face unique challenges on the college campus, including issues relating to acculturation. Because the Latino cultural norms often dictate women to be dependent on their family, a move towards nontraditionalism can create family conflict and intragroup marginalization, both of which can contribute to psychosocial distress in ethnic minority groups. As Latina students face unique educational challenges, and may develop family conflicts, a supportive academic environment may serve to buffer some negative effects. This study conceptualizes this supportive environment as "academic families" which foster family like relationships in the college setting. This study examined the relationships between gender role beliefs, family conflict, family intragroup marginalization, academic family support, and psychosocial distress among a sample of 170 Latina college students to get a clearer picture of how changing gender roles impact this population. A statistically significant relationship was found between gender role beliefs and family intragroup marginalization, as well as between gender role beliefs and family conflict, though different from initially hypothesized. A statistically significant relationship was also found between family conflict and psychosocial distress, though academic family support was not shown to moderate this relationship. Implications for researchers and educators are also discussed.

Download or read book If You Don t Help Me Then Who Else Will The Impacts of Familismo on First Generation Latino College Students written by Joanna Aguayo and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Being the first student from a Latino family to navigate the demands of academia comes with unique challenges due to the pressure to uphold the familistic values of: a) providing family assistance, b) family respect, and c) future family support. Therefore, this study sought to identify the impacts of familismo on Latino college students throughout their college experience. Qualitative research methods, specifically survey research (N=219), were employed, and data analysis was conducted through a thematic analysis approach which allowed themes to emerge from the survey responses. Findings stemming from the survey data indicate that the commitment to family encourages these student participants to be self-sacrificing due to a variety of familial pressures. Although families were supportive of students' academic endeavors, the values imposed by familismo can complicate the meaning of "support". Students shared that family members lacked empathy in their struggles and instead invalidated, blamed, and judged students' feelings when they communicated their challenges in balancing school and family pressures. This lack of support and non-supportive communication regarding students' needs ultimately complicates our understanding of familismo and its role in students' lives.

Download or read book The Impact of Parenting Style on Latinos Level of Education and Self efficacy written by Mariabril Hernandez and published by . This book was released on 2013 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Latinos, the largest minority group in the United States, have the lowest level of college degree attainment relative to the total population. Education is often an indicator for future prospects in society. The present study examined how different parenting styles among Latino families affect individual's development in terms of self-efficacy and academic achievement as an adult. The study included 199 participants between the ages of 25-79. The results indicated a significant negative relationship between permissive parenting and the participants' level of education. The results also indicated a positive correlation between both parents' level of education and the participants' level of education. Additionally, the study found that later generation Latinos reported higher levels of education than first generation. The implications, limitations, and suggestions for future research are discussed.

Download or read book Exploring the Influence And or Impact of Family on the Attainment of Higher Education for Latino Students written by Josue Leonardo Acosta and published by . This book was released on 2015 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: The attainment of higher education for Latinos has been a popular topic of discussion in current years. In less than 40 years, Latino students have gone from being an almost unobserved racial/ethnic group to being the largest and fastest growing racial/ethnic group in the United States (Humes, Jones, & Ramirez, 2011). In their senior year of high school, 53% of underrepresented students expect to receive a bachelor's degree compared to 90% of their peers. Only 31.9% of Latinos aged 18 to 24 enroll in higher education compared to 38% of African American, 43.3% White, and 62.2% Asian students (Pew Hispanic Center, 2011). California has the second lowest high school graduating rate for Latinos in the country. The Master Plan in California specifically outlines that the top 12.5% of all high school graduates are eligible for the University of California (UC) system (Solorzano & Ornelas, 2004). During the past 40 years, the Latino population has increased their graduation rate from 9% to only 11% (U.S. Census Bureau, 2010). Therefore, improving the educational success of the Latino population is imperative to ensure America's future prosperity. The purpose of this study was to understand the role of family in the attainment of higher education for Latino students. Family composition and cultural expectations affect the decisions Latinos make as they pertain to higher education, regardless of their aspirations. Understanding the Latino culture is needed by educational leaders to tackle the barriers this population encounters through education. The mixed-methods study took place at a 4-year university campus in Northern California. The sample was comprised of Latino students enrolled in their second semester or later at the university. A questionnaire, including questions related to the educational experience and family involvement, was sent out to 52 Latino students who were members of a Latino Greek organization on the campus. From that population, six students then participated in a one-on-one interview pertaining to their personal educational experience. Findings from the study showed that even though many Latino parents are not educated on the college process, their support is crucial in the success of their students. Most students agreed that family was one of the main reasons they were successful in attaining a higher education. The study showed that persistence is a factor that contributes to the attainment of higher education for Latino students. Despite difficulties in attaining a higher education, persistence is needed for students to have interest in looking for programs or services to help guide them through the process. One recommendation for future studies is to gather information from community colleges and compare family involvement to see if there is a difference in family influence. Finally, future researchers should consider gathering data from parents or guardians to consider their experiences and learn about their needs regarding their student's education.