This study develops a model predicting academic self-confidence for 2nd-year Latina/o college students. Findings indicate that forms of academic, cultural, social, and intercultural capital (the capacity to negotiate diverse racial and ethnic environments) are positively associated with academic self-confidence. The prevalence of negative cross-racial interactions is negatively associated with academic self-confidence. The study's results suggest policy and programming implications to support the development of Latina/o students' academic self-confidence.
Este estudio desarrolla un modelo para predecir confianza académica propia en estudiantes universitarios latinas/os de segundo año. Hallazgos indican que formas de capital académico, cultural, social, e intercultural (la capacidad de negociar ambientes diversos raciales y étnicos) están asociadas positivamente con confianza académica propia. La prevalencia de interacciones negativas entre razas está asociada negativamente con confianza académica propia. Los resultados del estudio sugieren implicaciones políticas y de programación para desarrollar la confianza académica de los estudiantes latinas/os.
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