Microsystem and Macrosystem Predictors of Latinx College Students’ Depression and Anxiety

Latinx college students experience depression and anxiety similarly to other groups. Systemic factors (e.g., discrimination, family support) may exacerbate or protect from symptoms. We incorporated an ecological framework to assess family cohesion, social networks, acculturative stress, perceived discrimination, and foreigner objectification as predictors of depression and anxiety for Latinx students at a Hispanic Serving Institution (HSI). Only discrimination predicted depression and anxiety after controlling for age, gender, and birthplace. Educational and counseling implications are addressed.

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Women’s interest development and motivations to persist as college students in STEM: a mixed methods analysis of views and voices from a Hispanic-Serving Institution

International Journal of STEM Education ◽

10.1186/s40594-017-0059-2 ◽

2017 ◽

Vol 4 (1) ◽

Cited By ~ 4

Author(s):

Kimberly Grau Talley ◽

Araceli Martinez Ortiz

Keyword(s):

College Students ◽

Mixed Methods ◽

Hispanic Serving Institution ◽

Interest Development ◽

Hispanic Serving

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Non-Medical Prescription Drug Use among Latino College Students at a Hispanic-Serving Institution

Journal of Latinos and Education ◽

10.1080/15348431.2019.1639508 ◽

2019 ◽

pp. 1-15

Author(s):

Chad L. Smith ◽

Hassan Tajalli ◽

Nathan W. Pino ◽

William De Soto

Keyword(s):

College Students ◽

Drug Use ◽

Prescription Drug ◽

Latino College Students ◽

Medical Prescription ◽

Hispanic Serving Institution ◽

Prescription Drug Use ◽

Hispanic Serving

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Grit and Retention Among First Year Hispanic College Students at a Hispanic Serving Institution

Hispanic Journal of Behavioral Sciences ◽

10.1177/0739986320910153 ◽

2020 ◽

Vol 42 (2) ◽

pp. 264-270

Author(s):

J. Derek Lopez ◽

Jennifer M. Horn

Keyword(s):

United States ◽

College Students ◽

First Generation ◽

First Year ◽

Student Orientation ◽

Hispanic College Students ◽

Hispanic Serving Institution ◽

New Student Orientation ◽

Hispanic Serving ◽

New Student

Hispanic college students attending a Hispanic Serving Institution (HSI) in the southwest United States were administered the short grit survey during new student orientation for 2 consecutive years ( N = 496) to ascertain the association with grit scores and retention after the first year of university attendance. Results indicate that there was a gender difference in grit scores and retention. Few grit survey items were associated with retention, thus suggesting that the grit survey may not be an appropriate predictor of retention for first-generation Hispanic college students.

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The relationship between psychosociocultural factors and 6-year graduation rates of Hispanic first generation college students at a Hispanic serving institution

10.17077/etd.005595 ◽

2020 ◽

Author(s):

Christian A. Latino

Keyword(s):

College Students ◽

Graduation Rates ◽

First Generation ◽

First Generation College Students ◽

Hispanic Serving Institution ◽

First Generation College ◽

Hispanic Serving ◽

The Relationship

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Peer Mentoring as Social Capital for Latina/o College Students at a Hispanic-Serving Institution

Journal of Hispanic Higher Education ◽

10.1177/1538192717702949 ◽

2017 ◽

Vol 17 (4) ◽

pp. 375-392 ◽

Cited By ~ 3

Author(s):

Roxanne V. Moschetti ◽

Scott W. Plunkett ◽

Rafi Efrat ◽

Dani Yomtov

Keyword(s):

College Students ◽

Social Capital ◽

Peer Mentoring ◽

Qualitative Data ◽

First Generation ◽

Academic Support ◽

Mentoring Program ◽

Peer Mentors ◽

Hispanic Serving Institution ◽

Hispanic Serving

An evaluation was conducted on a university peer mentoring program for Latina/o college students (mostly freshmen and first generation) at a Hispanic-Serving Institution. Data were collected across 3 years from 458 Latina/o students with mentors and 86 Latina/o students without mentors (Year 3). Quantitative and qualitative data indicated mentees viewed peer mentors as social capital (e.g., emotional and academic support). Mentees reported increased university integration and connection at posttest, significantly greater than nonmentored students.

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Communication Frequency and Types of Supportive Messages: A Mixed Methods Approach to Examining Mexican-Origin College Students’ Relationships With Their Mothers and Fathers

Journal of Hispanic Higher Education ◽

10.1177/1538192718772663 ◽

2018 ◽

Vol 19 (1) ◽

pp. 52-68

Author(s):

Edna C. Alfaro

Keyword(s):

College Students ◽

Mexican Origin ◽

Mothers And Fathers ◽

Mixed Methods Approach ◽

Hispanic Serving Institution ◽

Central Texas ◽

Communication Frequency ◽

Hispanic Serving ◽

Supportive Messages ◽

Parent Child Relationships

The current study examined communication between Mexican-origin college students ( n = 84) and their parents and the supportive messages that students received. Students attend a Hispanic Serving Institution in central Texas. Most students (96.4%) communicated weekly with parents. Females communicated more with their mothers. Relationship quality was positively related to communication with fathers. Parents’ supportive messages targeted characteristics of parent–child relationships and noncognitive predictors of academic outcomes. Findings demonstrate that parents are a viable focus for college retention efforts.

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