The current study investigated the role of cultural values in the resilience of Mexican American college students. Utilizing mixed methodology, 124 self-identified Mexican American college students were asked to complete an online survey, including a demographic questionnaire, the Resilience Scale, Mexican American Cultural Values Scale, and 2 open-ended questions concerning overcoming adversity and cultural values. As hypothesized, Mexican American traditional cultural values (Familismo, Respeto, Religiosidad, and Traditional Gender Roles) predicted resilience, with Familismo accounting for the majority of the variance. Consensual qualitative research (Hill, Thompson, & Nutt Williams, 1997) was used to identify emergent domains and themes within the open-ended question responses. Traditional Mexican American Value themes included Familismo, Ethnic Identity, Religiosidad, Perseverance, and Respeto. Results highlight the important role that certain Mexican American cultural values play in providing strength for overcoming adversities.

Previous studies of Latina/o well-being indicate that supportive family members, religion or spirituality, and cultural values (e.g., familismo) aid in coping with adversities. The purpose of the present study was to examine the role of several factors (spirituality, hope, social support, and cultural values) in predicting resilience and thriving in Latina/o undergraduates (N = 121). Two hierarchical multiple regression analyses were conducted to examine the unique contributions of the predictors to resilience and thriving. Results demonstrated differences between resilience and thriving as evidenced by the fact that they have different predictor variables. For example, hope was a predictor variable for both constructs, but spirituality was a significant predictor only for thriving. Implications for research and practice and future directions are discussed.

Diversity courses in higher education have been associated with many positive educational and developmental outcomes as well as challenges. Studies have examined these types of undergraduate courses within education, psychology, and other disciplines (e.g., Hurtado, 2001;Hurtado, Mayhew, & Engberg, 2012;Larke & Larke, 2009); however, less research has been conducted on graduate-level diversity courses, their students, processes, and outcomes. To address this gap, the current study explored the experiences with and perspectives on diversity classes of 16 (2 male and 14 female) diverse students in graduatelevel diversity courses in a school of education. Researchers used questionnaires and a focus group to collect data. Emergent themes include Essential Instructor Characteristics and Methods, Peer Interactions, Diversity Class Climate, Uniqueness of Diversity Courses, Graduate Course Context, Improving Graduate Diversity Courses, and Impact on Students. Limitations and future directions are discussed.

The transition to college can be difficult for many students; however, Latina/o students can face unique cultural stressors, impacting psychological health. Intragroup marginalization, or feeling marginalized by members within one's cultural community, is one such stressor that can impact Latina/o students' college experiences. Despite the challenges many Latina/o students face, Latina/os also demonstrate resilience and the ability to succeed. This study expands existing research on intragroup marginalization, using a cross-sectional design to test a mediational model of intragroup marginalization from friends and psychological distress, with locus of control and peer social support in a sample of 137 Latina/o college freshmen from a large public university in the western United States. Intragroup marginalization from friends predicted psychological distress. In addition, locus of control and social support from friends were identified as mediating variables. This research demonstrates the negative impact of intragroup marginalization from friends for Latina/o students, as well as the protective role of having an internal locus of control and peer social support on experiences of psychological distress. Results also highlight unique factors related to Latina/o freshmen college experiences as a means for improving Latina/o students' success in college.

The study examines the perceptions of interfaith spiritual care, received through a volunteer hospice organization, by 10 individuals facing death and dying. Qualitative methodology based on the Interpretive Phenomenological Analysis was used to collect and analyze the data. Four superordinate themes reflected meanings ascribed to spirituality and spiritual care in facing end of life: Vital Role of Spirituality in the End-of-Life Care, Definitions and Parameters of Spirituality and Interfaith Spiritual Care, Distinct Aspects of Interfaith Spiritual Care, and Unmet Spiritual Needs. The results expand an understanding of the role of spirituality and spiritual care as part of the hospice and palliative care through attention to individual perceptions and experiences, as well as to ways to expand attention to spirituality within the hospice care.