This article describes the implementation and evaluation of a pilot mentoring program that provided support for Latino college freshmen at risk for poor academic outcomes. Latino is a term used in the United States to identify persons of Spanish-speaking origin or descent who designate themselves as Mexican American, Chicano, Puerto Rican, Cuban, or of some other Hispanic Origin. The study illustrates specific ways in which a mentoring program can promote positive academic outcomes by targeting students at high psychosocial risk.
Este artículo describe la ejecución y evaluación de un programa piloto de apoyo para estudiantes universitarios de primer año con riesgo de pobre logro académico. Latino es un término usado en los EUA para identificar personas con origen o descendencia de pais de lengua española o que se identifican como méxico-americanos, chicanos, puertorriqueños, cubanos o de algún otro origen hispano. Este estudio ilustra formas específicas en las que un programa de apoyo puede promover logros académicos positivos al concentrarse en estudiantes de alto riesgo psicosocial.
Allen, D. (1999). Desire to finish college: An empirical link between motivation and persistence. Research in Higher Education, 40(4), 461-485.
2.
Archer, J.J., & Lamnin, A. (1985). An investigation of personal and academic stressors on college campuses. Journal of College Personnel, 26, 210-215.
3.
Astin, A. (1993). An empirical typology of college students. Journal of College Student Development, 34, 36-46.
4.
Azmitia, M., & Cooper, C. (2001). Good or bad? Peer influences on Latino and European American adolescents' pathways through school. Journal of Education for Students Placed at Risk, 6(1&2), 45-71.
5.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
6.
Booker, K.C. (2004). Exploring school belonging and academic achievement in AfricanAmerican adolescents. Curriculum and Teaching Dialogue , 6(2), 131-143.
7.
Bordes, V., & Arredondo, P. (2005). Mentoring and 1st year Latina/o college students . Journal of Hispanic Education, 4(2), 114-133.
8.
Brooks, J.H., & DuBois, D.L. (1995). Individual and environmental predictors of adjustment during the first year of college. Journal of College Student Development, 36(4), 347-360.
9.
The California State University CSUMentor. (n.d.). Retrieved December 20, 2006, from http://www.csumentor.edu/planning/eop/
10.
Caplan, N.S., Choy, M.H., & Whitmore, J.K. (1991). Children of the boat people: A study of educational success. Ann Arbor: University of Michigan Press.
11.
Carrasquillo, A.L. (1991). Hispanic children and youth in the United States: A resource guide. Reference books on family issues (Vol. 20). Garland Reference Library of Social Science (608 vols.). New York: Garland.
12.
Castillo, L.G., & Hill, R.D. (2004). Predictors of distress in Chicana college students . Journal of Multicultural Counseling and Development, 32, 234-248.
13.
Ceballo, R. (2004). From Barrios to Yale: The role of parenting strategies in Latino families. Hispanic Journal of Behavioral Sciences , 26(2), 171-186.
14.
Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24, 385-396.
15.
Consolvo, C. (2002). Building student success through enhanced, coordinated student services. Journal of College Student Development, 43(2), 284-287.
16.
Cote, J.E., & Levine, C. (1997). Student motivations, learning environments, and human capital acquisition: Toward an integrated paradigm of student development . Journal of College Student Development, 38(3), 229-243.
17.
Crawford, L. (1999, March). Extended opportunity programs and services for community college retention. Paper presented at the annual California Community Colleges Chancellor's Office Statewide Conference, Monterrey, CA.
18.
Dennis, J., Phinney, J.S., & Chuateco, L.I. (2005). The role of motivation, parental support, and peer support in academic success of ethnic minority first-generation college students. Journal of College Student Development, 46(3), 223-236.
19.
Eastman, W.A., Cummings, M.N., Peterson, G., & VanLeeuwen, D. (2006). Recruiting and retaining students in family and consumer science education: El Puente Para El Futuro (The bridge to the future) Mentoring Program. Family and Consumer Sciences Research Journal, 35(1), 7-23.
20.
Fashola, O.S., & Slavin, R.E. (1998). Effective dropout prevention and college attendance programs for students placed at risk. Journal of Education for Students Placed at Risk, 3(2), 159-183.
21.
Fazio, N., & Palm, L.J. (1998). Attributional style, depression, and grade point averages of college students. Psychological Reports, 83(1), 159-162.
22.
French, B.F., & Oakes, W. (2004). Reliability and validity evidence Institutional Integration Scale. Educational and Psychological Measurement , 64(1), 88-98.
23.
Fry, R. (2002). Latinos in higher education: Many enroll, too few graduate. Washington, DC: Pew Hispanic Center.
24.
Fuligni, A.J. (1997). The academic achievement of adolescents from immigrant families: The roles of family background, attitudes, and behavior. Child Development, 68, 351-363.
25.
Fuligni, A.J., & Tseng, V. (1999). Family obligation and the academic motivation of adolescents from immigrant and American-born families. Advances in Motivation and Achievement, 11, 159-183.
26.
Gutiérrez, P.S. (2002). In search of bedrock: Organizing for success with diverse needs children in the classroom. Journal of Latinos and Education, 1(2), 49-64.
27.
Guzmán, G. (2001). The Hispanic population. Washington, DC: U.S. Government Printing Office.
28.
Heiligenstein, E., & Guenther, G. (1996). Depression and academic impairment in college students. Journal of American College Health, 45(2), 59-64.
29.
Hurtado, S., & Ponjuan, L. (2005). Latino educational outcomes and the campus climate . Journal of Hispanic Higher Education, 4(3), 235-251.
30.
Kanner, A.D., Coyne, J.C., Schaefer, C., & Lazarus, R.S. (1981). Comparison of two modes of stress measurement: Daily hassles and uplifts versus major life events. Journal of Behavioral Medicine, 4(1), 1-39.
31.
Keating, L.M., Tomishima, M.A., & Foster, S. (2002). The effects of a mentoring program on at-risk youth. Adolescence, 37(148), 717-734.
32.
Kenny, M.E., & Stryker, S. (1996). Social network characteristics and college adjustment among racially and ethnically diverse first-year students. Journal of College Student Development, 37, 649-658.
33.
Kohn, P.M., Lafreniere, K., & Gurevich, M. (1990). The inventory of college students' recent life experiences: A decontaminated hassles scale for a special population. Journal of Behavioral Medicine, 13(6), 619-630.
34.
Larsen, D.L., Atkisson, C.C., Hargreaves, W.A., & Nguyen, T.D. (1979). Assessment of client/patient satisfaction: Development of a general scale. Evaluation and Program Planning, 92, 197-207.
35.
Maldonado, D.E.Z., Rhoads, R., & Buenavista, T.L. (2005). The Student-initiated Retention Project: Theoretical contributions and the role of self-empowerment. American Educational Research Journal, 42(4), 605-638.
Meier, K.J., & Stewart, J., Jr. (1991). Un paso pa'lante y dos pa'tras [The politics of Hispanic education]. Albany: State University of New York Press.
38.
Michigan Families Medicaid Project. (n.d.). Use and validation of the Edinburgh Postnatal Depression Scale. Retrieved March 5, 2006, from http://www.ihcs.msu.edu/documents/EdinburghScaleUseandValidityoftheEdinburghPostnatalDepressionScale.pdf
39.
Okagaki, L., & Frensch, P.A. (1998). Parental support for Mexican-American children's school achievement. In H. I. McCubbin , E. A. Thompson, A. I. Thompson, & J. E. Fromer (Eds.), Resiliency in Native American and immigrant families (pp. 325-342). Thousand Oaks, CA: Sage.
40.
Olivia, M., & Nora, A. (2004). College access and the K-16 pipeline: Connecting policy and practice for Latino student success. Journal of Hispanic Higher Education, 3(2), 117-124.
41.
Pajares, F., & Miller, M.D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Journal of Educational Psychology, 86, 193-203.
42.
Perez, R.E. (1999). Engendering student success: A study of Long Beach City College EOP&S students. Unpublished dissertation, University of California-Los Angeles.
43.
Perkins, D.F., & Villaruel, F.A. (2000). An ecological, risk-factor examination of Latino adolescents; engagement in sexual activity. In F. A. Villaruel (Ed.), Making invisible Latino adolescents visible (pp. 83-106). New York: Falmer Press.
44.
Phinney, J.S., Dennis, J., & Osorio, S. (2006). Reasons to attend college among ethnically diverse college students. Cultural Diversity and Ethnic Minority Psychology , 12(2), 347-366.
45.
Phinney, J.S., & Haas, K. (2003). The process of coping among ethnic minority first-generation freshmen: A narrative approach. The Journal of Social Psychology , 143(6), 707-726.
46.
Phinney, J.S., Ong, A., & Madden, T. (2000). Cultural values and intergenerational value discrepancies in immigrant and non-immigrant families. Child Development , 71, 528-539.
47.
Pliner, J.E., & Brown, D. (1985). Projections of reactions to stress and preference for helpers among students from four ethnic groups. Journal of College Student Personnel, 26, 147-151.
48.
President's Advisory Commission on Educational Excellence for Hispanic Americans. (2003). From risk to opportunity: Fulfilling the educational needs of Hispanic Americans in the 21st century . Washington, DC: White House Initiative on Educational Excellence for Hispanic Americans.
49.
Robbins, S.B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin , 130(2), 261-288.
50.
Rodriguez, N. (1996). Predicting the academic success of Mexican American and White college students. Hispanic Journal of Behavioral Sciences, 18(3), 329-342.
51.
Ross, S.E., Niebling, B.C., & Heckert, T.M. (1999). Sources of stress among college students. College Student Journal, 33(2), 312-317.
52.
Santos, S.J., & Reigadas, E.T. (2002). Latinos in higher education: An evaluation of a faculty mentoring program. Journal of Hispanic Higher Education, 1(1), 40-50.
53.
Sedlacek, W. (2004). Beyond the big test: Non-cognitive assessment in higher education. San Francisco: Jossey-Bass.
54.
Sherer, M., Maddux, J.E., Mercandante, B., Prentice-Dunn, S., Jacobs, B., & Rogers, R.W. (1982). The self-efficacy scale: Construction and validation . Psychological Reports, 51, 663-671.
55.
Solberg, S.V., Valdez, J., & Villarreal, P. (1994). Social support, stress, and Hispanic college adjustment: Test of a diathesis-stress model. Hispanic Journal of Behavioral Sciences, 16, 230-239.
56.
Strage, A. (2000). Predictors of college adjustment and success: Similarities and differences among Southeast-Asian-American, Hispanic, and White students. Education, 120(4), 731-740.
57.
Suarez-Orozco, M.M. (1989). Central American refugees and U.S. high schools: A psychosocial study of motivation and achievement. Stanford, CA: Stanford University Press.
58.
Terenzini, P.T., Springer, L., Yaeger, P.M., Pascarella, E.T., & Nora, A. (1996). First-generation college students: Characteristics, experiences, and cognitive development. Research in Higher Education, 37(1), 1-22.
59.
Thile, E.L., & Matt, G.E. (1995). The Ethnic Mentor Undergraduate Program: A brief description and preliminary findings. Journal of Multicultural Counseling and Development, 23(2), 116-126.
60.
Thompson, B.R., & Thornton, H.J. (2002). The transition from extrinsic to intrinsic motivation in the college classroom: A first year experience . Education, 122(4), 785-793.
61.
Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. Chicago: University of Chicago press.
62.
Tipton, R.M., & Worthington, J.R. (1984). The measurement of generalized self-efficacy: A study of construct validity. Journal of Personality Assessment, 48(5), 545-548.
63.
Tseng, V. (2004). Family interdependence and academic adjustment in college: Youth from immigrant and U.S.-born families. Child Development, 75(3), 966-983.
64.
U.S. Census Bureau. (2004). Educational attainment in the United States: 2003. Washington, DC: Author.
65.
U.S. Department of Education. (1992). Dropout rates in the United States, 1991. Washington, DC : U.S. Government Printing Office.
66.
Vallerand, R.J., Pelletier, L.G., & Blais, M.R. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003-1017.
67.
Wawrzynski, M.R., & Sedlacek, W.E. (2003). Race and gender differences in the transfer student experience. Journal of College Student Development, 44(4), 489-501.
68.
Wood, R.E., & Locke, E.A. (1987). The relation of self-efficacy and grade goals to academic performance. Educational and Psychological Measurement , 47, 1013-1024.
69.
Ying, Y., Lee, P.A., & Tsai, J.L. (2004). Inventory of college challenges for ethnic minority students: Psychometric properties of a new instrument in Chinese Americans . Cultural Diversity and Ethnic Minority Psychology, 10(4), 351-364.
