Carlos P Hipolito‐delgado
Biographic Data
| ID | 1018643 |
|---|---|
| NAME | Carlos P Hipolito‐delgado |
| GIVEN NAMES | Carlos P |
| FAMILY NAME | Hipolito‐delgado |
| SIGNATURE | DELGADO C P H |
| AFFILIATIONS | University of Colorado Denver |
| ORCID | 0000-0002-9988-6045 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 130 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 6 |
Culturally affirming and liberatory mental health theories and approaches with Latine/x clients and communities
This special issue focuses on culturally affirming and liberatory mental health theories and approaches with Latine/x clients and their respective communities. Grounded in the cultural traditions of Latine/x communities, the articles in this special issue move beyond discussing the challenges Latine/x clients face in accessing mental health services to providing practical guidance for addressing oppressive systems. As a resurgent effort to disman…
Relationships and Collaboration
Drawing on decolonizing methods and relational-cultural theory, we argue for the importance of relationship building and collaboration in counselor education research. Based on our partnerships with refugees and migrants, survivors of interpersonal violence, and youth of color, we share concrete strategies for fostering relationships and collaboration in counseling research
Student Voice and Adult Manipulation
Fostering Youth Sociopolitical Action
Critical pedagogies often prioritize critical thinking and social awareness at the expense of preparing urban youth for social action. Though sociopolitical efficacy is argued to bridge critical reflection and social action, this relationship is undetermined. We argue that critical reflection and sociopolitical efficacy are independent predictors of sociopolitical action. We surveyed 158 high-school students and found that critical reflection and…
Transformative Student Voice for Sociopolitical Development
Although youth activism often is sparked by unexpected events, the seeds of activism are planted in learning environments that cultivate community, critical reflection, and sociopolitical action. Recent studies suggest promising outcomes from transformative student voice (TSV) programming, but more work is needed that assesses the impact of TSV participation for youth of color. We surveyed 294 students from 12 public high schools and found that s…
A Theory of Change for Scaling Critical Civic Inquiry
Case studies of single classrooms and schools have shown promising evidence of learning outcomes associated with action civics and student voice. These findings justify efforts to expand and sustain such opportunities, to ensure greater access for students, and to create a positive feedback loop between youth activism and equity-centered systems change. Although the literature on educational innovation and scaling offers some guidance, this liter…
Countering Deficits
The existing research on students of color in counselor education focuses on the barriers they experience, providing a deficit perspective. Using grounded theory and a critical race theory framework, we studied the racialized experiences of 19 graduate students of color in counselor education. Grounded in participants' voices, we propose a liberatory theory of academic success. Implications for promoting the success of students of color in counse…
Igniting the Fire Within Marginalized Youth
Critical Civic Inquiry (CCI) is a transformative student voice initiative that engages students in critical conversations about educational equity and inquiry-based learning to increase student voice and promote civic action. A quasi-experimental study was conducted to assess if participation in CCI increased the psychological empowerment (as measured through ethnic identity and civic self-efficacy) of high school students. Students who participa…
Internalized Racism, Perceived Racism, and Ethnic Identity
For Latina/o undergraduates, ethnic identity is an important construct linked to self‐esteem and educational attainment. Internalized and perceived racism have been hypothesized to hinder ethnic identity development in Latina/o undergraduates. To assess if internalized and perceived racism were inversely related to ethnic identity, the author conducted a hierarchical linear regression with 373 Latina/o undergraduates. There was a significant rela…
Sociopolitical Development in Educational Systems
Thinking Ourselves to Liberation
Developing Counseling Students' Multicultural Competence Through the Multicultural Action Project
The Multicultural Action Project (MAP) is a cultural immersion project that requires counseling students to engage with diverse cultural communities on 3 levels: observation, information seeking, and action. To ascertain if participating in MAP improved the multicultural competence of graduate counseling students, the authors conducted an evaluation in which narrative analysis was used to examine the experiences of 3 graduate counseling students …
Exploring the Etiology of Ethnic Self-Hatred
Internalized racism is rarely discussed in student affairs. Despite the negative effects of internalized racism on the mental health and identity development of college students of color, little is known about its etiology. Based on theoretical conceptions, the author explores if perceived racism and/or U.S. acculturation act as predictors of internalized racism in the Chicana/o and Latina/o community. Using multiple linear regression, U.S. cultu…
Thinking Ourselves to Liberation
Igniting the Fire Within Marginalized Youth
Critical Civic Inquiry (CCI) is a transformative student voice initiative that engages students in critical conversations about educational equity and inquiry-based learning to increase student voice and promote civic action. A quasi-experimental study was conducted to assess if participation in CCI increased the psychological empowerment (as measured through ethnic identity and civic self-efficacy) of high school students. Students who participa…
Exploring the Etiology of Ethnic Self-Hatred
Internalized racism is rarely discussed in student affairs. Despite the negative effects of internalized racism on the mental health and identity development of college students of color, little is known about its etiology. Based on theoretical conceptions, the author explores if perceived racism and/or U.S. acculturation act as predictors of internalized racism in the Chicana/o and Latina/o community. Using multiple linear regression, U.S. cultu…
Sociopolitical Development in Educational Systems
Internalized Racism, Perceived Racism, and Ethnic Identity
For Latina/o undergraduates, ethnic identity is an important construct linked to self‐esteem and educational attainment. Internalized and perceived racism have been hypothesized to hinder ethnic identity development in Latina/o undergraduates. To assess if internalized and perceived racism were inversely related to ethnic identity, the author conducted a hierarchical linear regression with 373 Latina/o undergraduates. There was a significant rela…
Developing Counseling Students' Multicultural Competence Through the Multicultural Action Project
The Multicultural Action Project (MAP) is a cultural immersion project that requires counseling students to engage with diverse cultural communities on 3 levels: observation, information seeking, and action. To ascertain if participating in MAP improved the multicultural competence of graduate counseling students, the authors conducted an evaluation in which narrative analysis was used to examine the experiences of 3 graduate counseling students …
Transformative Student Voice for Sociopolitical Development
Although youth activism often is sparked by unexpected events, the seeds of activism are planted in learning environments that cultivate community, critical reflection, and sociopolitical action. Recent studies suggest promising outcomes from transformative student voice (TSV) programming, but more work is needed that assesses the impact of TSV participation for youth of color. We surveyed 294 students from 12 public high schools and found that s…
Fostering Youth Sociopolitical Action
Critical pedagogies often prioritize critical thinking and social awareness at the expense of preparing urban youth for social action. Though sociopolitical efficacy is argued to bridge critical reflection and social action, this relationship is undetermined. We argue that critical reflection and sociopolitical efficacy are independent predictors of sociopolitical action. We surveyed 158 high-school students and found that critical reflection and…
Countering Deficits
The existing research on students of color in counselor education focuses on the barriers they experience, providing a deficit perspective. Using grounded theory and a critical race theory framework, we studied the racialized experiences of 19 graduate students of color in counselor education. Grounded in participants' voices, we propose a liberatory theory of academic success. Implications for promoting the success of students of color in counse…
A Theory of Change for Scaling Critical Civic Inquiry
Case studies of single classrooms and schools have shown promising evidence of learning outcomes associated with action civics and student voice. These findings justify efforts to expand and sustain such opportunities, to ensure greater access for students, and to create a positive feedback loop between youth activism and equity-centered systems change. Although the literature on educational innovation and scaling offers some guidance, this liter…
Student Voice and Adult Manipulation
Culturally affirming and liberatory mental health theories and approaches with Latine/x clients and communities
This special issue focuses on culturally affirming and liberatory mental health theories and approaches with Latine/x clients and their respective communities. Grounded in the cultural traditions of Latine/x communities, the articles in this special issue move beyond discussing the challenges Latine/x clients face in accessing mental health services to providing practical guidance for addressing oppressive systems. As a resurgent effort to disman…
Exploring the Etiology of Ethnic Self-Hatred
Internalized racism is rarely discussed in student affairs. Despite the negative effects of internalized racism on the mental health and identity development of college students of color, little is known about its etiology. Based on theoretical conceptions, the author explores if perceived racism and/or U.S. acculturation act as predictors of internalized racism in the Chicana/o and Latina/o community. Using multiple linear regression, U.S. cultu…
Developing Counseling Students' Multicultural Competence Through the Multicultural Action Project
The Multicultural Action Project (MAP) is a cultural immersion project that requires counseling students to engage with diverse cultural communities on 3 levels: observation, information seeking, and action. To ascertain if participating in MAP improved the multicultural competence of graduate counseling students, the authors conducted an evaluation in which narrative analysis was used to examine the experiences of 3 graduate counseling students …
Sociopolitical Development in Educational Systems
Thinking Ourselves to Liberation
Internalized Racism, Perceived Racism, and Ethnic Identity
For Latina/o undergraduates, ethnic identity is an important construct linked to self‐esteem and educational attainment. Internalized and perceived racism have been hypothesized to hinder ethnic identity development in Latina/o undergraduates. To assess if internalized and perceived racism were inversely related to ethnic identity, the author conducted a hierarchical linear regression with 373 Latina/o undergraduates. There was a significant rela…
Igniting the Fire Within Marginalized Youth
Critical Civic Inquiry (CCI) is a transformative student voice initiative that engages students in critical conversations about educational equity and inquiry-based learning to increase student voice and promote civic action. A quasi-experimental study was conducted to assess if participation in CCI increased the psychological empowerment (as measured through ethnic identity and civic self-efficacy) of high school students. Students who participa…
A Theory of Change for Scaling Critical Civic Inquiry
Case studies of single classrooms and schools have shown promising evidence of learning outcomes associated with action civics and student voice. These findings justify efforts to expand and sustain such opportunities, to ensure greater access for students, and to create a positive feedback loop between youth activism and equity-centered systems change. Although the literature on educational innovation and scaling offers some guidance, this liter…
Countering Deficits
The existing research on students of color in counselor education focuses on the barriers they experience, providing a deficit perspective. Using grounded theory and a critical race theory framework, we studied the racialized experiences of 19 graduate students of color in counselor education. Grounded in participants' voices, we propose a liberatory theory of academic success. Implications for promoting the success of students of color in counse…
Transformative Student Voice for Sociopolitical Development
Although youth activism often is sparked by unexpected events, the seeds of activism are planted in learning environments that cultivate community, critical reflection, and sociopolitical action. Recent studies suggest promising outcomes from transformative student voice (TSV) programming, but more work is needed that assesses the impact of TSV participation for youth of color. We surveyed 294 students from 12 public high schools and found that s…
Student Voice and Adult Manipulation
Fostering Youth Sociopolitical Action
Critical pedagogies often prioritize critical thinking and social awareness at the expense of preparing urban youth for social action. Though sociopolitical efficacy is argued to bridge critical reflection and social action, this relationship is undetermined. We argue that critical reflection and sociopolitical efficacy are independent predictors of sociopolitical action. We surveyed 158 high-school students and found that critical reflection and…
Culturally affirming and liberatory mental health theories and approaches with Latine/x clients and communities
This special issue focuses on culturally affirming and liberatory mental health theories and approaches with Latine/x clients and their respective communities. Grounded in the cultural traditions of Latine/x communities, the articles in this special issue move beyond discussing the challenges Latine/x clients face in accessing mental health services to providing practical guidance for addressing oppressive systems. As a resurgent effort to disman…
Relationships and Collaboration
Drawing on decolonizing methods and relational-cultural theory, we argue for the importance of relationship building and collaboration in counselor education research. Based on our partnerships with refugees and migrants, survivors of interpersonal violence, and youth of color, we share concrete strategies for fostering relationships and collaboration in counseling research
Sociology (11 works) · Pedagogy (10 works) · Psychology (10 works) · Political science (9 works) · Action research (6 works) · Youth Development and Social Support (6 works) · Public relations (5 works) · Critical theory (4 works) · Racial and Ethnic Identity Research (4 works) · Social Psychology (4 works)