Latino university students' responses to two surveys revealed three types: one recalls valuable family lessons, relates them to university experiences, and envisions how these experiences will have long-range benefits; the second is lonely, confused, and insecure; the third values cultural origins, but feels anxious and self-conscious. These types reflect the emergence of a bicultural identity and the importance of Latino student-support offices.
Respuestas de estudiantes universitarios latinos a dos cuestionarios revelaron tres tipos: uno recuerda lecciones familiares, las relaciona a experiencias universitarias, e imagina como estas experiencias tendrán beneficios a largo plazo; la segunda es soledad, confusión, e inseguridad; la tercera valora orígenes culturales, pero se siente ansiosa y consiente de sí misma. Estos tipos reflejan la emergencia de una identidad cultural y la importancia de oficinas de apoyo para estudiantes latinos.
Altshuler Learning Enhancement Center. (n.d.). How is college different from high school? Retrieved March 14, 2006, from http://www.smu.edu/alec/whyhighschool.html#teachers
2.
Anaya, A., & Cole, D.G. (2001). Latina/o student achievement: Exploring the influence of student-faculty interactions on college grades. Journal of College Student Development, 42, 3-14.
3.
Aylesworth, L.S., & Ossorio, P.G. (1983). Refugee: Cultural displacement and its effects . In K. E. Davis & R. M. Bergner (Eds.), Advances in descriptive psychology, Vol. 3 (pp. 45-93). Greenwich, CN: JAI Press.
4.
Barr, R.B., & Tagg, J. (1995, November/December). From teaching to learning: A new paradigm. Change, 13-25.
5.
Bartlett, T. (2001, February 1). Freshmen pay, mentally and physically, as they adjust to life in college. Chronicle of Higher Education , 48, A36.
6.
Barzun, J. (1968). The American university: How it runs, where it is going. New York: Harper & Row.
7.
Braxton, J.M., Bray, N.J., & Berger, J.B. (2000). Faculty teaching skills and their influence on the college student departure process. Journal of College Student Development, 41, 215-227.
8.
Dillman, D. (2000). Mail and internet surveys: The tailored design method. New York: Wiley.
9.
Dovidio, J.F., Gaertner, S.L., Niemann, Y.F., & Snider, K. (2001). Racial, ethnic, and cultural differences in responding to distinctiveness and discrimination on campus: Stigma and common group identity . Journal of Social Issues, 57, 167-188.
10.
Feagin, J.R., & Sikes, M.P. (1995). How Black students cope with racism on White campuses . Journal of Blacks in Higher Education, 8, 91-97.
11.
Gettman, J.G. (1992). In the company of scholars: The struggle for the soul of higher education. Austin: University of Texas Press.
12.
Henson, R.K. (2001). Understanding internal consistency reliability estimates: A conceptual primer on coefficient alpha. Measurement and Evaluation in Counseling and Development, 34, 177-189.
13.
Hong, Y., Morris, M.W., Chiu, C., & Benet-Martínez, V. (2000). Multicultural minds: A dynamic constructive approach to culture and cognition. American Psychologist, 55, 709-720.
14.
Hurtado, S. (1994). The institutional climate for talented Latino students. Research in Higher Education, 35, 21-41.
15.
Kreston, R. (2003). Disability as a part of the multicultural curriculum . In W. Timpson, S. Canetto, E. Borrayo, & R. K. Yang (Eds.), Teaching diversity: Challenges and complexities, identities and integrity (pp. 169-188). Madison, WI: Atwood.
16.
Kuo, P.Y., & Roysircar-Sodowsky, G. (1999). Political ethnic identity versus cultural ethnic identity: An understanding of research on Asian-Americans . In D. S. Sandhu (Ed.), Asian and Pacific Islander Americans: Issues and concerns for counseling and psychotherapy (pp. 71-90). Commack, NY: Nova Science.
17.
López-Mulnix, E.E., & Mulnix, M.W. (2006). Models of excellence in multicultural colleges and universities. Journal of Hispanic Higher Education, 5, 4-21.
18.
Manning, K., & Coleman-Boatwright, P.C. (1991). Student Affairs initiatives toward a multicultural university. Journal of College Student Development, 32, 367-374.
19.
Marin, G., & VanOss-Marin, B. (1991). Research with Hispanic populations. London: Sage.
20.
Maruyama, G., & Moreno, J.F. (2000). University faculty views about the value of diversity on campus and in the classroom. In Does diversity make a difference? Three research studies on diversity in college classrooms (pp. 9-36). Washington, DC: American Council on Education and American Association of University Professors.
21.
McEwen, M.K., & Roper, L.D. (1994). Incorporating multiculturalism into Student Affairs Preparation Programs: Suggestions from the literature. Journal of College Student Development, 35, 46-53.
22.
Meyer, K.A. (1998). Faculty workload studies: Perspectives, needs, and future directions (ASHE-ERIC Higher Education Report No. 1.). Washington, DC: George Washington University, Graduate School of Education and Human Development.
23.
National Center for Educational Statistics. ( 2000). Digest of educational statistics, 2000. Washington, DC: U.S. Department of Education.
24.
Nunnally, J.C. (1967). Psychometric theory. New York : McGraw-Hill.
25.
Oetting, E.R., & Beauvais, F. (1990). Orthogonal cultural identification theory: The cultural identification of minority adolescents. International Journal of Addictions, 25, 657-687.
26.
Ossorio, P.G. (1979). An assessment of mental-health-related needs among the Indochinese refugees in the Denver metropolitan area. Longmont, CO: Linguistic Research Institute.
27.
Pope, R.L. (1993). Multicultural-organization development in student affairs: An introduction. Journal of College Student Development , 34, 201-205.
28.
Readings, B. (1996). The university in ruins. Cambridge, MA: Harvard University.
29.
Sue, S., Mak, W.S., & Sue, D.W. (1998). Ethnic identity. In L. C. Lee & N. W. S. Zane (Eds.), Handbook of Asian-American psychology (pp. 289-323). Thousand Oaks, CA: Sage.
30.
Rogler, L.H. (1999). Methodological sources of cultural insensitivity in mental health research. American Psychologist, 54, 424-433.
31.
Tierney, W.G. (1992). Official encouragement, institutional discouragement: Minorities in academe-the Native American experience. Norwood, NJ: Ablex.
32.
Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of Educational Research, 45, 89-125.
33.
Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. Chicago: University of Chicago Press.
34.
Tinto, V. (2000). Linking learning and leaving: Exploring the role of the college classroom in student departure. In J. M. Braxton (Ed.), Reworking the student departure puzzle (pp. 81-94). Nashville, TN: Vanderbilt University Press .
35.
Yang, R.K., Byers, S.R., & Ahuna, L.M., & Castro, K.S. (2002). Asian-American students' use of university student-affairs office. College Student Journal, 36, 448-470.
36.
Yang, R.K. (2003a). Socratic and therapeutic underpinnings of self-disclosure in the classroom. In W. Timpson, S. Canetto, E. Borrayo, & R. K. Yang (Eds.), Teaching diversity: Challenges and complexities, identities and integrity (pp. 77-90). Madison, WI: Atwood.
37.
Yang, R.K. (2003b). Analysis: Safety is the leitmotif. In Timpson, W.,Canetto, S.,Borrayo, E., & Yang, R. K. (Eds.). Teaching diversity: Challenges and complexities, identities and integrity (pp. 263-274). Madison, WI: Atwood.
