Vasti Torres

Influences on Ethnic Identity Development of Latino College Students in the First Two Years of College

In this qualitative study, I use grounded theory methodology to investigate the influences on the ethnic identity development of 10 Latino/a students during their first two years at a highly selective college. The findings indicate that two categories were salient in the first two years: Situating Identity (conditions: environment where they grew up, family influence and generational status, and self-perception of status in society) and Influences on Change (conditions: psychosocial and cognitive development). Conditions and subprocesses involved in each of the categories are discussed.

Identity Development Theories in Student Affairs: Origins, Current Status, and New Approaches

Enhancing the development of students has long been a primary role of student affairs practitioners. Identity development theories help practitioners to understand how students go about discovering their “abilities, aptitude and objectives” while assisting them to achieve their “maximum effectiveness” (American Council on Education, 1937, p. 69). The tasks involved in discovering abilities, goals, and effectiveness are part of creating a sense of identity that allows the student to enter adult life. Identity is shaped by how one organizes experiences within the environment (context) that revolves around oneself (Erikson, 1959/1994). Across academic disciplines, the view of how individuals organize experiences takes on varying definitions. Within the student affairs literature, identity is commonly understood as one’s personally held beliefs about the self in relation to social groups (e.g., race, ethnicity, religion, sexual orientation) and the ways one expresses that relationship. Identity is also commonly understood to be socially constructed; that is, one’s sense of self and beliefs about one’s own social group as well others are constructed through interactions with the broader social context in which dominant values dictate norms and expectations (see Gergen, 1991; McEwen, 2003). Examples of these broader social contexts include both institutions such as education and work, as well as systems of power and inequality such as race, social class, and gender (Anderson & Collins, 2007). Social construction of identity occurs in different contexts on campus such as in how student organizations are created and which students are drawn to them, or in the social identities among those in leadership positions and those not, as well as in issues of institutional fit within access and retention. One of the components of identity development that arises quickly on most campuses is the process of students learning how to balance their needs with those of others (Kegan, 1982, 1994; Kroger, 2004). In working to create community and mutual respect on campus, student affairs professionals help students to understand this balance between self and others as well as expose students to the varied nature of what is encompassed in the “other.” A common program used to illustrate this process revolves around diversity issues. These programs often focus on exposure to other social groups and an understanding of how history supports society’s view of these groups. This influence of the other contributes to the social construction of identity; in other words, the context and interactions with others—including other people, societal norms, and/or expectations that evolve from culture—influence how one constructs one’s identity (Jones, 1997; McEwen, 2003; Torres, 2003; Weber, 1998). In addition, several researchers embrace a developmental approach to describe the shift that occurs when students

The Influence of Ethnic Identity on Self-Authorship: A Longitudinal Study of Latino/a College Students.

This longitudinal study of Latino/a college students considers the influence of Latino/a college student experiences and ethnic identity on holistic development. Findings indicate that although similar characteristics are seen among Latino/a students, the role of recognizing and making meaning of racism is a significant developmental task. This is consistent with other ethnic and racial identity theories, yet this model considers all three dimensions of holistic development: cognitive, identity (intrapersonal), and interpersonal.

Reconstructing Latino Identity: The Influence of Cognitive Development on the Ethnic Identity Process of Latino Students

The influence of cognitive development on ethnic identity development is investigated in the context of a qualitative longitudinal study of Latina/o college students. Findings indicate that when students reconstruct social knowledge their ethnic identity is positively influenced. Strategies and mechanisms for positively influencing identity development are discussed within a holistic development framework.

A Mixed Method Study Testing Data-Model Fit of a Retention Model for Latino/a Students at Urban Universities

This study presents the conceptualization and subsequent model fit analysis of a retention model for Latino/a students at urban commuter universities. the three institutions involved in the study represent different environments for Latino/a students. two are Hispanic Serving institutions (HSi) and the third represents a predominantly White environment. the model emerged from a concurrent nested mixed method design and reflects the influence of social cognitive theoretical foundations. Using structural equation modeling, the model that emerged from the qualitative data was found to have a good fit and explained 33% of the variance on the intent to persist in college variable.

Familial Influences on the Identity Development of Latino First-Year Students

Eighty-three first-year Latino students from seven institutions participated in this qualitative study of the familial influences on identity development. Using grounded theory methodology, the category of Situating Identity is further explored by looking specifically at the condition called Generation in the United States and Familial Influences and the impact this condition has on how Latino first-year students situate their ethnic identity. The condition is described through three properties that explain the continuous dimension: Acculturated Parents, Less Acculturated Parents, White Parent or Parents.

Influence of an Identified Advisor/Mentor on Urban Latino Students' College Experience

This study considers the scales previously used by Nora, Kraemer, and Itzen (1997) and Torres (2006) as contributing to the retention of Latino/a college students. T-tests were used to compare the scale means between students with an identified advisor or mentor and those that have not identified one. The data is from Latino college students at three urban universities who were surveyed each spring for 3 years. Using longitudinal data, the results indicate that students with an advisor/mentor consistently have higher levels of institutional commitment, satisfaction with faculty, academic integration, cultural affinity, and encouragement.

The Developmental Dimensions of Recognizing Racist Thoughts

This study focuses on understanding the developmental process that occurs when racist ideas are recognized as a part of college students’ thought processes. Longitudinal data were collected from 29 Latino/a college students in order to illustrate how these students made meaning of racist thoughts when they began to recognize it. The framework of self-authorship is used as an analytic tool to view the different developmental dimensions.

Hispanic-Serving Institutions: Patterns, Predictions, and Implications for Informing Policy Discussions

This article seeks to identify and assess the readiness of Potential Hispanic-Serving Institutions (HSIs)—institutions located within Latino communities projected to increase the number of Latino/a high school graduates. Institutions are described based on evaluation of institutional missions, planning documents, programs, and marketing strategies—resulting in three institutional categories: unaware, aware, and committed institutions.

Recent Immigrant Students at Research Universities: The Relationship Between Campus Climate and Sense of Belonging

Immigration issues continue to generate attention and vigorous debate at national and international levels; some of these discussions involve immigrant students and issues pertaining to higher education (e.g., DREAM Act). Camarota (2007) noted that from 2000 to 2007, 10.3 million immigrants arrived—the highest 7-year period of immigration in United States history. According to the Center for Immigration Studies, 24.3 million immigrants were reported in 1995; that number grew to 31.8 million in 2001, and is at 37.6 million for 2010 (Camarota, 2010). Based on these immigration trends, immigrant students (defined broadly to include recent immigrants born abroad as well as refugees) will continue to pursue post-secondary education. Many of these individuals will be ethnic minority immigrants who are first-generation college students (Erisman & Looney, 2007). According to figures from the National Center for Education Statistics, more than 12% of the total undergraduate population is comprised of immigrant students (Kim, 2009); yet, research on this growing population remains scant and the literature on student development issues of immigrant groups is still emerging. Research suggests that immigrants’ college experiences are unique from other students and merit further inquiry (Szelényi & Chang, 2002). The purpose of this study was to examine the relationship between campus climate and sense of belonging for recent immigrant generations (i.e., foreign born) who attend large, public research institutions located in the United States.