This article provides a case history of the development of Hispanic Student Organizations (HSO) by examining the contextual factors (e.g., demographic, historical, organizational) that impacted HSO development at the University of Florida from the 1970s to 2003. We trace the formation of HSO of cultural, professional, and Greek affiliations. We examine institutional involvement and some recent hate crimes directed at HSO at the university and conclude with future directions and research implications.
American Psychological Association (2003). Guidelines on multicultural education, training, research, practice and organizational change for psychologists. American Psychologist, 58, 377-402.
2.
Baker, G. F., Dassler, B., Davis, C., Delgado-Romero, E. A., Dickinson, S., Diekow, L., et al. (2002). Committed to community: University of Florida campus climate report. Gainesville: University of Florida.
3.
Bernal, G. (1982). Cuban families. In M. McGoldrick, J. K. Pearce, & J. Giordano (Eds.), Ethnicity and family therapy (1st ed., pp. 187-207). New York: Guilford.
4.
Bernal, G., & Gutierrez, M. (1988). Cubans. In L. Comas-Díaz & E. E. H. Griffith (Eds.), Clinical guidelines in cross-cultural mental health (pp. 233-261). New York: Wiley.
5.
Bernal, G., & Shapiro, E. (1996). Cuban families. In M. McGoldrick, J. K. Pearce, & J. Giordano (Eds.). Ethnicity and family therapy (2nd ed., pp. 155-168). New York: Guilford.
6.
Delgado-Romero, E. A. (2001). Counseling a Hispanic/Latino client - Mr. X. Journal of Mental Health Counseling, 23, 207-221.
7.
Delgado-Romero, E. A., Flores, L., Gloria, A., Arredondo, P., & Castellanos, J. (2003). The majority in the minority: Developmental career challenges for Latino and Latina psychology faculty. In L. Jones & J. Castellanos (Eds.), The Majority in the minority: Retaining Latina/o faculty, administrators, and students in the 21st century (pp. 257-283). Sterling, VA: Stylus Books.
8.
Delgado-Romero, E. A., & Hernandez, C. A. (2002). Empowering Hispanic students through student organizations: Competencies for faculty advisors. Journal of Hispanic Higher Education, 2, 144-157.
9.
Dunkel, N. W., & Schuh, J. H. (1998). Advising student groups and organizations. San Francisco: Jossey-Bass.
10.
Esquivel, A. (2003). On whose terms? The (in)visibility of the Latina/o community at the University of Illinois at Urbana-Champaign. In G. R. López & L. Parker (Eds.), Interrogating racism in qualitative research methodology (pp. 123-144). New York: Peter Lang.
11.
Fukuyama, M. A., & Delgado-Romero, E. A. (2003). Against the odds: Implementing multicultural competencies in a counseling center on a predominantly White campus. In G. Roysircar-Sodowsky, D. S. Sandhu, & V. E. Bibbins (Eds.), A guidebook: Practices of multicultural competencies (pp. 205-216). Alexandria, VA: ACA Books.
12.
Hurtado, S., & Carter, D. F. (1997). Effects of college transition and perceptions of the campus racial climate on Latino’s students’ sense of belonging. Sociology of Education, 70, 324-345.
13.
Jones, L., Castellanos, J., & Cole, D. (2002). Examining the ethnic minority student experience at predominantly White institutions: A case study. Journal of Hispanic Higher Education, 1, 19-39.
14.
Montelongo, R. (2003). Chicana/o and Puerto Rican experiences with Latina/o and minority college student organizations at predominantly white institutions and the potential effects of these experiences on student outcomes. Unpublished doctoral dissertation, Indiana University, Bloomington.
15.
U.S. Bureau of the Census. (2001). Overview of race and Hispanic origin: Census 2000 brief. Washington, DC: Department of Commerce.
