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 stereotypes 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.

This scholarly article addresses the Latina/o undergraduate experiences proposing a (re)definition of educational success. Discussing strength-based practices of familia, mentorship, cultural congruity, and professional development from a psychosociocultural (PSC) approach, the article presents practical recommendations and directions for university personnel. The authors centralize culture through use of common dichos and everyday examples to illustrate effective and Latina/o student-focused practices. Resumen: Este artículo académico se ocupa de las experiencias de latinas/os de pregrado y propone una re-definición del éxito educacional. Se discuten prácticas de apoyo familiares, tutoría, congruencia cultural, y desarrollo profesional desde una perspectiva cultural y psicosocial (PSC). Se presentan además recomendaciones prácticas y direcciones para el personal universitario. Los autores materializan la cultura a través del uso de dichos comunes y ejemplos diarios para ilustrar prácticas efectivas enfocadas en estudiantes latinas/os.

This study assessed the extent to which university comfort, social support, and selfbeliefs were interrelated and subsequently predictive of academic nonpersistence decisions for 99 Latina/o undergraduates. The majority of the sample was female, traditional college aged, second generation, and of Mexican heritage. Previously used or specifically developed standardized instruments for Latina/o college students were implemented. The three constructs were significantly interrelated and predictive of academic nonpersistence decisions. Social support was the strongest predictor of academic nonpersistence decisions, followed by university comfort. Individual variables of perceived social support from friends, perceived mentorship, and perception of the university environment had the strongest predictive value. Implications for recruitment and retention of Latina/os and programming directives for university personnel are provided.

This study examined 100 male Latino undergraduates' cultural self-esteem, perceived educational barriers, cultural fit, coping responses (CRs), and subsequent well-being within higher education. The most commonly reported CR for Latino males was to actively find out more about the situation and take a positive planned action. Assessing group mean differences, a class standing by generation interaction revealed that first-generation lower division and first-generation upper division students reported higher perceptions of barriers to staying in school than second-generation lower division and second-generation upper division students, respectively. Similarly, examining differences of coefficients, the strength of the relationship of perceptions of barriers to staying in school and psychological well-being was significantly stronger for the first-generation than second-generation male students Cultural congruity and emotion-focused coping were most predictive of psychological well-being; however, perception of barriers to staying in school was consistently evident in understanding male Latino undergraduates' educational experiences.

The researchers of this qualitative study conducted four focus groups to explore the college student experience of ethnic minorities in an institution of higher education. The purpose of the study was threefold: (a) to examine the experiences of ethnic minority students at a predominately White institution, (b) to discuss the similarities and differences of the experiences among the four groups, and (c) to identify student perspectives on the delivery of student services in the institution. The study examined African American, Asian-Pacific American, Chicano/Latino, and Native American student experiences at a research institution.