Perceived Educational Barriers, Cultural Fit, Coping Responses, and Psychological Well-Being of Latina Undergraduates

Datos Bibliográficos

ID7792840
AutoresAlberta M Gloria (0000-0003-3288-697X, University of Wisconsin–Madison), Jeanett Castellanos (0000-0002-7687-1860, University of California, Irvine), Veronica Orozco (The Ohio State University)
Año2005
Volumen27
Número2
Páginas161-183
Fecha de publicación2005-05-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaHispanic Journal of Behavioral Sciences (JOURNAL)
Identificadores de la revistaISSN: 0739-9863 • E-ISSN: 1552-6364
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/0739986305275097
OpenAlexW2091848592
IdiomaEN
Citas recibidas77
Referencias citadas42

Given the unique educational experiences and disproportional representation of Latinas in higher education, this study examined how Latinas’ perception of educational barriers and cultural fit influenced their coping responses and subsequent well-being in college. Participants (N = 98) were primarily second-generation Mexican-heritage women who were highly motivated to pursue advanced graduate training. Differences by generation and educational characteristics were not found. Cultural congruity and the coping response of taking a planned, positive action were the strongest predictors of psychological well-being accounting for 31% of the variance. The study’s findings challenge stereo-types of Latina students in higher education, as they valued higher education, believed that they could overcome any barriers to achieve their educational goals, and used active coping responses, which informed their positive and healthy functioning

Ethnic group · Higher education · Perception · Sociology · Clinical Psychology · Higher Education Research Studies · Mentoring and Academic Development · Psychology · Racial and Ethnic Identity Research · Social Psychology