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The #MeToo movement has brought the attention of sexual harassment to U.S. college campuses. Because the topic of sexual harassment is a hush-hush [shi] topic for many Chinese international students, their first public discussion may occur at student orientation. Thus, students come to college campuses with varying levels of awareness of sexual harassment. Given the growing number of Chinese international students, the purpose of this article is to provide an overview of their experiences and perceptions of sexual harassment as well as provide recommendations for university personnel.

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Objective: The aims of this study are to investigate (1) how family response to acculturation (e.g., accusations of assimilation) is related to anxiety and depressive symptomatology for Latinx emerging adults. This study's goal is also to analyze (2) the extent to which ethnic identity components and gender moderate the respective associations. Method: Cross-sectional survey was completed by 200 Latinx emerging adults. Inclusion criteria involved reading English, ages 18-25, currently reside in Maricopa or Miami-Dade Counties and self-identify as Latinx. Analysis used hierarchical multiple regression and moderation analyses. Results: Findings indicate that higher familial accusations of assimilation were associated with higher symptoms of depression and anxiety. Moderation analyses indicate that gender had a statistically significant interaction with accusations of assimilation in relation to symptoms of both depression and anxiety. A significant three-way interaction between ethnic identity exploration, gender, and intracultural accusations of assimilation in relation to symptoms of depression interaction among men was found. Conclusion: Findings from the study add to literature on the effect of intragroup marginalization on Latinx mental health and highlight gender differences. The ethnic identity component of exploration is found to be

This study examines the relationship between positive mental health and educational persistence for 493 Latinx STEM students at Predominantly White Institutions (PWI) and Hispanic Serving Institutions (HSI). Results from the hierarchical multiple regression model for the HSI students found a significant relationship between educational persistence and psychological well-being while PWI students demonstrated a significant relationship between educational persistence and psychological well-being and depressive symptomatology. Implications for practice with Latinx STEM students will be discussed.