This study examined the influences of generational status, self-esteem, academic self-efficacy, and perceived social support on 367 undergraduate college students' well-being. Findings showed that 1st-generation students reported significantly more somatic symptoms and lower levels of academic self-efficacy than did non-1st-generation students. In addition, students' generational status was found to moderate predictive effects of perceived family support on stress. Implications for professional practices, limitations, and directions for future research are discussed.

By examining Hispanic students both currently and formerly enrolled at a private, Hispanic-serving Institution located in the Southwestern region of the United States, this study attempts to understand the factors that lead to Hispanic undergraduate persistence to graduation. Adapting Bronfenbrenner’s theoretical approach, this study explores three dimensions that are critical to understanding Hispanic undergraduate persistence to graduation: (a) the role of the student context (b) the role of the university context in the student’s decision to persist; and (c) the interaction between the two contexts.

No abstract

Worse yet, it [the banking model of education] turns them [students] into "containers" to be "filled" by the teacher. The more completely she fills the receptacles, the better a teacher she is. The more meekly the receptacles permit themselves to be filled, the better students they are.-PAULO FREIRE (2000, p. 53) L iberation psychology compels mental health practitioners to address the systemic and structural influences in the lives of clients so that we do not inadvertently perpetuate the oppression in their lives (Martín-Baró, 1994). The praxis of liberation psychology for students training to be psychologists can be elusive within the structure of accredited doctoral programs due to the constraints of dominant professional perspectives and discourse. This chapter presents the development of a yearlong multicultural specialty track for clinical psychology doctoral students, many of whom are working with underserved communities in the greater Los Angeles basin that seeks to position liberation psychology as a grounding perspective for making applied psychology more accessible and relevant to communities of color. The liberatory frameworks guiding the curriculum development and pedagogy of the specialty track are grounded in African, Indigenous, and Latinx paradigms, which seek to privilege marginalized voices. The course also introduces students to developing theories such as mujerista psychology, a theory infused with a spiritualfeminist liberatory approach (Bryant-Davis & Comas-Díaz, 2016

No abstract