Alberta M. Gloria

An Examination of Academic Nonpersistence Decisions of Latino Undergraduates

This study assessed the extent to which university comfort, social support, and self-beliefs were interrelated and subsequently predictive of academic nonpersistence decisions for 99 Latina/o undergraduates. The majority of the sample was female, traditional college aged, second generation, and of Mexican heritage. Previously used or specifically developed standardized instruments for Latina/o college students were implemented. The three constructs were significantly interrelated and predictive of academic nonpersistence decisions. Social support was the strongest predictor of academic nonpersistence decisions, followed by university comfort. Individual variables of perceived social support from friends, perceived mentorship, and perception of the university environment had the strongest predictive value. Implications for recruitment and retention of Latina/os and programming directives for university personnel are provided.

Perceived Educational Barriers, Cultural Fit, Coping Responses, and Psychological Well-Being of Latina Undergraduates

Given the unique educational experiences and disproportional representation of Latinas in higher education, this study examined how Latinas’ perception of educational barriers and cultural fit influenced their coping responses and subsequent well-being in college. Participants (N = 98) were primarily second-generation Mexican-heritage women who were highly motivated to pursue advanced graduate training. Differences by generation and educational characteristics were not found. Cultural congruity and the coping response of taking a planned, positive action were the strongest predictors of psychological well-being accounting for 31% of the variance. The study’s findings challenge stereo-types of Latina students in higher education, as they valued higher education, believed that they could overcome any barriers to achieve their educational goals, and used active coping responses, which informed their positive and healthy functioning.

Influences of self-beliefs, social support, and comfort in the University environment on the academic nonpersistence decisions of American Indian undergraduates

This study investigated the influence of self-beliefs, social support, and comfort in the university environment on the academic nonpersistence decisions of 83 American Indian undergraduates. The self-belief construct comprised self-esteem and 2 dimensions of college-related self-efficacy. The social support cluster consisted of 3 variables: family support, friend support, and perception of being mentored. The 3rd cluster, comfort in the university environment, was measured by perceptions of university environment, cultural congruity, and college stress. Although each of the 3 constructs significantly accounted for academic nonpersistence decisions, social support was the strongest predictor, followed by comfort in the university environment, and then self-beliefs. Students who perceived being mentored were more likely to report decreased nonpersistence decisions. Similarly, students who had more positive perceptions of the university environment were more likely to make fewer nonpersistence decisions. Finally, higher self-esteem and greater college-related self-efficacy were associated with decreased nonpersistence decisions. Research-informed practice implications for increasing the academic persistence of American Indian students include fostering mentoring relationships and providing interventions to increase social support, self-esteem, and self-efficacy.

Counseling Latino alcohol and other substance users/abusers cultural considerations for counselors

This article presents a sociocultural alcohol/drug counseling model for counselors working with Latino users/abusers. Intended to supplement different treatment models, this model addresses pre-treatment issues of Latino users/abusers. A demographic overview of Latinos and a discussion of selected Latino cultural values and issues as they relate to substance use/abuse are included. These cultural values include Simpatía, Personalismo, Familismo, Gender Roles (Machismo and Hembrismo/Marianisimo), Vergüenza, and Espiritismo. Along with identifying misperceptions and issues that may occur within the counseling session, specific recommendations and interventions for counselors are provided.

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

This scholarly article addresses the Latina/o undergraduate experiences proposing a (re)definition of educational success. Discussing strength-based practices of familia, mentorship, cultural congruity, and professional development from a psychosociocultural (PSC) approach, the article presents practical recommendations and directions for university personnel. The authors centralize culture through use of common dichos and everyday examples to illustrate effective and Latina/o student-focused practices. Resumen: Este artículo académico se ocupa de las experiencias de latinas/os de pregrado y propone una re-definición del éxito educacional. Se discuten prácticas de apoyo familiares, tutoría, congruencia cultural, y desarrollo profesional desde una perspectiva cultural y psicosocial (PSC). Se presentan además recomendaciones prácticas y direcciones para el personal universitario. Los autores materializan la cultura a través del uso de dichos comunes y ejemplos diarios para ilustrar prácticas efectivas enfocadas en estudiantes latinas/os.

Chicana Academic Persistence: Creating a University-Based Community.

Xoci, a Chicana, attends a predominately White university in her hometown. She lives at home with her family, where she is responsible for her younger siblings and many household duties. The first in her family to attend college, Xoci is having difficulty managing her academic demands and home obligations; she has not been completing her class readings, homework assignments, or necessary household tasks. She is considering dropping out of school as she feels alone on campus and unsure of how to balance her home and school life. Her parents encourage her but can offer little advice beyond telling her to try harder. She has not confided in her instructors; she does not feel they would understand her.

The Factor Structure Underlying Three Self-Report Multicultural Counseling Competence Scales.

This study examined the extent to which 3 self-report multicultural scales were measuring the predominant 3-factor conceptualization of multicultural counseling competence as consisting of multicultural attitudes/beliefs, knowledge, and skills. Results of a confirmatory factor analysis revealed that the 3-factor model was not fully supported. An exploratory factor analysis identified a 2-factor structure (i.e., self-perceived multicultural counseling skills and multicultural counseling attitudes/beliefs) underlying these instruments. Implications of the findings for clinical practice, training, and research are discussed.

Desafíos y Bendiciones: A Multiperspective Examination of the Educational Experiences and Coping Responses of First-Generation College Latina Students

Taking a multiperspective approach, seven Latina students, two student services personnel, and one mental health service provider are interviewed to gain different stakeholder perspectives regarding Latina first-generation college educational and coping experiences. Familial involvement and connections with family, peers, and university personnel are critical to the educational coping of Latina first-generation college students. The students provide consejos for other Latina first-generation students to navigate college successfully. Practice implications and directives for future research are provided.

Examining Supervisors' Multicultural Competence in Racially Similar and Different Supervision Dyads

Abstract This study examined differences in multicultural supervision competence between White and racial/ethnic minority (REM) supervisors in racially similar and different supervisor-supervisee dyads. Overall, REM supervisors reported more multicultural supervision competence than White supervisors. In racially similar dyads, REM supervisors spent significantly more time addressing cultural issues in supervision than White supervisors. White supervisors also discussed cultural issues significantly more with racially different supervisees than racially similar supervisees. Supervisors differed in which cultural issues they discussed and considered applicable to supervision. Results were discussed relative to the implications to supervision and directions for future research.

Apoyando Estudiantes Chicanas: Therapeutic Factors in Chicana College Student Support Groups.

Abstract This article describes a support group for Chicana college students. Central to the groups theoretical conceptualization are Yaloms therapeutic factors as they relate to cultural values and the academic persistence of Chicanas in higher education. In particular, cultural valuesof personalismo, respeto, simpatia, dignidad, confianza, and familismo are discussed. Finally, recommendations that integrate cultural values are provided for group facilitators who work with Chicana college students.