Juan N. Franco

Ethnic and acculturation differences in self-disclosure

Summary Self-disclosure patterns of Anglo and Mexican Americans were analyzed according to frequency of reported self-disclosure, preferred topics (whether about taste, attitude, personality, or money) and preferred targets (whether to mother, father, male friend, or female friend). Administrator ethnicity and gender were varied so that the interaction of these examiner variables with S gender and ethnicity could be analyzed. Further, the relationship between degree of acculturation and reported self-disclosure was investigated. Results revealed that females reported significantly more disclosure than males. Interestingly, no overall ethnic differences in reported self-disclosure were obtained, although there were several significant administrator × S ethnicity interactions. Acculturation was significantly correlated to reported self-disclosure in some instances.

Assessment of College Adjustment in Three Freshman Groups

This is a report of the administration of the Student Adaptation to College Questionnaire at a university which has an enrollment of approximately 24% Hispanic and 69% AngloAmericans. The questionnaire was given to three groups of first semester freshmen: a general, comparison sample of 57 students, 24 students who voluntarily participated in a federally funded peer counseling program, and 68 students targeted as academically marginal and mandated into a remedial track. On all subscales—academic, social, personal-emotional, institutional attachment, and on the full scale—the academically marginal students scored significantly lower than the other two groups. The study provides additional normative data which suggest the instrument is appropriate for use with diverse populations.

Ethnicity, Division of Household Tasks and Equity in Marital Roles: A Comparison of Anglo and Mexican American Couples:

The purpose of this study was to compare Mexican American and Anglo couples on task division and perception of equity of the task division in the home. The sample consisted of 25 couples of each ethnic group. The Mexican American couples were also divided into high and low acculturated groups and compared on these variables. The subjects were students and their spouses from a southwestern university. An acculturation scale, a division of labor scale, and a perceived equity inventory were administered to each couple. Findings revealed no significant difference (p = .05) between the two cultural groups in task differentiation. The greatest difference was between husbands and wives (p < .0001), with wives responsible for the greater share of the household tasks regardless of whether they worked to support the family or were students. The findings from the Equity Scale do show a significant difference between ethnic groups, with Anglo males reporting that they should do more in the home to make the task division fairer. Also, female Mexican Americans reported that their husbands should do more to make the task division equitable.

A Developmental Analysis of Self-Concept in Mexican American and Anglo School Children.

Measures of self-concept and level of acculturation were obtained from 44 male and 48 female Anglo American and 103 male and 116 female Mexican American students from two school districts, one rural and one urban. The scores were then analyzed using the following independent variables: school setting (urban vs. rural), grade level (first, third, sixth, ninth, and twelfth), student ethnicity (Anglo vs. Mexican American), and level of acculturation (high vs. low). The major dependent variable was total self-concept score based on the Piers-Harris Childrens Self-concept Scale but the following self-concept subscales were also analyzed: Behavior, Happiness-Satisfaction, Intellectual and School Status, Physical Appearance, Anxiety, and Popularity The only significant main effect was level of acculturation, but this was more a function of highly acculturated Anglos! No overall ethnic differences were found. Third-grade Anglo students obtained higher self-concept scores than all other groups. Ethnic differences were found on one subscale, Behavior, but again these seem to be caused by highly acculturated third-grade Anglo students in the urban setting.

Sex differences in prediction of academic performance by the graduate record exam

The relationship between Graduate Record Exam (GRE) scores and graduate grade-point average (GPA) for Caucasian men and women in a Masters program in counseling was investigated. Scores on neither the Quantitative nor the Verbal scales of the GRE were correlated with GPA for men, but Quantitative scale scores were significantly correlated with GPA for women.

EFFECTS OF A BILINGUAL EDUCATION PROGRAM ON ACADEMIC ACHIEVEMENT AND SELF-CONCEPT

This study assessed the effectiveness of a bilingual education (Title VII) program. First, second, and third grade Title VII students (ns = 98, 90, and 51, respectively) were compared to same grade-level non-Title VII students (ns = 41, 40, and 47, respectively) on a nationally standardized, norm-referenced test. In addition, pre- and post-test measures of self-concept were obtained from the Title VII students. Further, mean obtained scores were compared with “expected” scores on a test of basic skills for third, fourth, and fifth grade Title VII students. Analysis indicated that this bilingual education program did significantly promote academic achievement and self-concept among the enrolled pupils.

A Model for Training Community Mental Health Researchers and Evaluators

A description is presented of a mental health evaluation and research training program at New Mexico State University. The program trains and prepares students to serve as evaluators for community mental health centers. The curriculum consists of coursework in statistics, computer science, sociology, and the behavioral sciences, supplemented by an internship or field training experience and newly developed courses in mental health evaluation. The program provides a 24-month study period culminating in a masters degree or a 42-month study period which culminates in a Ph. D.

Utility of the Mini-Mult in a Community Mental Health Setting

The usefulness of the Mini-Mult in a community mental health setting was investigated. The scale was administered to male and female suicidals, nonsuicidals, alcoholics, nonalcoholics, suicidal alcoholics, and suicidal nonalcoholics. The results indicate that the Mini-Mult may have some utility in a community mental health setting.

SYNTHESIS OF TRAINING PROGRAMS FOR MENTAL HEALTH EVALUATORS

A national survey was conducted of mental health program evaluation training programs. Commonalities between the various programs were identified and model programs are presented at the Masters, doctoral, and post-doctoral levels. Suggestions for specific courses are also given. In addition, some comments are made on what acceptable research should be in the field of evaluation.

A Computer Program for Scoring the Personal Orientation Inventory

A description of a program to score the Personal Orientation Inventory is presented. The program, written in FORTRAN, will, for each subject, assign an identification code, provide scores for each scale, and group subjects by school classification, gender, and ethnicity for research purposes. The scores can be either printed or keypunched on data cards.