Ibette Valle
Biographic Data
| ID | 5879663 |
|---|---|
| NAME | Ibette Valle |
| GIVEN NAMES | Ibette |
| FAMILY NAME | Valle |
| SIGNATURE | VALLE I |
| AFFILIATIONS | University of California, Santa Cruz |
| ORCID | 0000-0003-1016-3682 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 42 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Exploring individuation among Latine first‐generation students
When Latine first‐generation college students transition to college, they must renegotiate a balance between autonomy and relatedness with their families—a process known as individuation. Individuation encompasses five dimensions: support seeking, connectedness, intrusiveness, self‐reliance, and fear of disappointing parents. Existing measures of individuation prioritize westernized assumptions about parent–child relationships (e.g., egalitariani…
Stories of conflict, agency, and hope
A critical race culture cycle study of class inequities in higher education
The culture cycle details how cultural ideas, institutional practices, daily interactions, and psychological processes mutually reinforce (and disrupt) social class inequities in U.S. education contexts. Attending to how the intersections of classism, racism, and sexism shape culture cycle processes unearths nuances in social class inequities and their consequences. In this paper, we argue that by taking a critical race perspective to the culture…
In the In-Between
Low-income, Latinx students navigate independent norms in U.S. educational systems and interdependent norms in their familial dynamics. Yet, their everyday interactions with important others (e.g., peers, parents, instructors) reveal more complexity in between these contexts, often communicating paradoxes of independence and interdependence. We conducted semi-structured interviews with 35 low-income, Latinx high school graduates before they enter…
Security as servingness
Facets of family achievement guilt for low-income, Latinx and Asian first-generation students
Objectives: For many low-income, Latinx and Asian first-generation students, family is a central motivator for obtaining a college degree. Yet, striving for upward mobility yields unanticipated psychological consequences. Specifically, family achievement guilt is a socioemotional experience related to "leaving family" to attend college. As a relatively understudied phenomenon, prior work has likely underrepresented the ways low-income, Latinx and…
Growth messages increase help-seeking and performance for women in STEM
Women leave STEM majors at higher rates than men. This may be due to problematic messaging in gateway courses such as (a) mismatches between students’ cultural norms and those of the learning context and (b) fixed ideas about ability as unchangeable. The current study investigated how culturally relevant growth messages impacted help-seeking behavior and grades in a gateway STEM course. Undergraduate students (168 men, 285 women) were randomly as…
You Never Become Fully Independent”
First-generation (FG) college students often confront cultural mismatches between their interdependent backgrounds and university contexts that promote independent norms. Past work has documented this mismatch with various methodologies (e.g., self-report, lab experiments, longitudinal designs), but behavioral explorations have been minimal. Thus, the current study examined students’ interdependent familial roles and the ways in which they enact …
You Never Become Fully Independent”
First-generation (FG) college students often confront cultural mismatches between their interdependent backgrounds and university contexts that promote independent norms. Past work has documented this mismatch with various methodologies (e.g., self-report, lab experiments, longitudinal designs), but behavioral explorations have been minimal. Thus, the current study examined students’ interdependent familial roles and the ways in which they enact …
A critical race culture cycle study of class inequities in higher education
The culture cycle details how cultural ideas, institutional practices, daily interactions, and psychological processes mutually reinforce (and disrupt) social class inequities in U.S. education contexts. Attending to how the intersections of classism, racism, and sexism shape culture cycle processes unearths nuances in social class inequities and their consequences. In this paper, we argue that by taking a critical race perspective to the culture…
Growth messages increase help-seeking and performance for women in STEM
Women leave STEM majors at higher rates than men. This may be due to problematic messaging in gateway courses such as (a) mismatches between students’ cultural norms and those of the learning context and (b) fixed ideas about ability as unchangeable. The current study investigated how culturally relevant growth messages impacted help-seeking behavior and grades in a gateway STEM course. Undergraduate students (168 men, 285 women) were randomly as…
Facets of family achievement guilt for low-income, Latinx and Asian first-generation students
Objectives: For many low-income, Latinx and Asian first-generation students, family is a central motivator for obtaining a college degree. Yet, striving for upward mobility yields unanticipated psychological consequences. Specifically, family achievement guilt is a socioemotional experience related to "leaving family" to attend college. As a relatively understudied phenomenon, prior work has likely underrepresented the ways low-income, Latinx and…
You Never Become Fully Independent”
First-generation (FG) college students often confront cultural mismatches between their interdependent backgrounds and university contexts that promote independent norms. Past work has documented this mismatch with various methodologies (e.g., self-report, lab experiments, longitudinal designs), but behavioral explorations have been minimal. Thus, the current study examined students’ interdependent familial roles and the ways in which they enact …
Growth messages increase help-seeking and performance for women in STEM
Women leave STEM majors at higher rates than men. This may be due to problematic messaging in gateway courses such as (a) mismatches between students’ cultural norms and those of the learning context and (b) fixed ideas about ability as unchangeable. The current study investigated how culturally relevant growth messages impacted help-seeking behavior and grades in a gateway STEM course. Undergraduate students (168 men, 285 women) were randomly as…
Facets of family achievement guilt for low-income, Latinx and Asian first-generation students
Objectives: For many low-income, Latinx and Asian first-generation students, family is a central motivator for obtaining a college degree. Yet, striving for upward mobility yields unanticipated psychological consequences. Specifically, family achievement guilt is a socioemotional experience related to "leaving family" to attend college. As a relatively understudied phenomenon, prior work has likely underrepresented the ways low-income, Latinx and…
In the In-Between
Low-income, Latinx students navigate independent norms in U.S. educational systems and interdependent norms in their familial dynamics. Yet, their everyday interactions with important others (e.g., peers, parents, instructors) reveal more complexity in between these contexts, often communicating paradoxes of independence and interdependence. We conducted semi-structured interviews with 35 low-income, Latinx high school graduates before they enter…
Security as servingness
Stories of conflict, agency, and hope
A critical race culture cycle study of class inequities in higher education
The culture cycle details how cultural ideas, institutional practices, daily interactions, and psychological processes mutually reinforce (and disrupt) social class inequities in U.S. education contexts. Attending to how the intersections of classism, racism, and sexism shape culture cycle processes unearths nuances in social class inequities and their consequences. In this paper, we argue that by taking a critical race perspective to the culture…
Exploring individuation among Latine first‐generation students
When Latine first‐generation college students transition to college, they must renegotiate a balance between autonomy and relatedness with their families—a process known as individuation. Individuation encompasses five dimensions: support seeking, connectedness, intrusiveness, self‐reliance, and fear of disappointing parents. Existing measures of individuation prioritize westernized assumptions about parent–child relationships (e.g., egalitariani…
Psychology (7 works) · Sociology (6 works) · Social Psychology (5 works) · Social Psychology (4 works) · Social science (4 works) · Parental Involvement in Education (3 works) · Critical Race Theory in Education (2 works) · Developmental psychology (2 works) · Gender Studies (2 works) · Higher Education Research Studies (2 works)