Through interviews and focus groups with 106 high school juniors and seniors, this research examined the college choice process for Latina and Latino students in the greater Los Angeles basin. Using chain migration theory within a social capital framework, the results indicated that as primarily first-generation college students, the students in this sample relied heavily on siblings, peers, relatives, and high school contacts for purposes of postsecondary planning and for creating a college consideration and application set.Resumen: Esta investigación examinó el proceso de selección de universidad para estudiantes latinas y latinos en el área de Los Ángeles a través de entrevistas y grupos de enfoque con 106 estudiantes de preparatoria. Usando la teoría de cadena de inmigración con un marco de capital social, los resultados indicaron que como estudiantes universitarios de primera generación, los participantes en esta muestra dependían fuertemente de hermanos, compañeros, parientes y contactos en preparatoria para planear sus metas universitarias, y considerar diferentes solicitudes.
The emphasis on multicultural counseling during the past 20 years has influenced the increase in scholarly publications on this topic. The authors report the findings of a content analysis of 102 multicultural-centered articles. Journal of Counseling & Development issues spanning 1990-2001 were evaluated. Findings are reported for methodology, populations discussed, applied settings, and authors' roles and institutional affiliations. Findings indicate that there has been an increase of multicultural-focused publications since 1990 and that publications are more exploratory and developmental rather than pathology-oriented.
Social justice and multicultural competence have been inextricably linked for nearly four decades, influencing the development of multicultural competency standards and guidelines and organizational change in psychology. This response provides a historical perspective on the evolution of competencies and offers clarifications regarding their scope, actual counselor behavior, relationship to case conceptualization, and political implications. Advocacy strategies of social justice leaders such as César Chávez, Martin Luther King Jr., and Rosa Parks are highlighted and recommended for incorporation in a counseling psychology social justice agenda.
Although most Latina/o transfer students declare intentions to transfer from a community college, few move on to 4-year colleges and universities. The authors provide an overview of the existing information related to transfer objectives and rates. Using the theoretical models of Latina/o critical race theory and validation theory the authors also highlight key practices that promote transfer. Finally, based on previous scholarship the authors outline a Latina/o transfer culture and provide recommendations for future research and policy.
ResumenAunque la mayoría de los estudiantes latinos/as manifiestan intensiones de transferirse de un colegio preparatorio muy pocos se cambian a una universidad de cuatro años. Proveemos un resumen de la información existente con relación a objetivos y porcentaje de transferencia. Además señalamos las prácticas claves que promueven la transferencia mediante el uso de modelos teóricos de la Teoría de Validación y la Teoría Crítica Racial Latina/o. Finalmente, basados en investigaciones previas delineamos una cultura latina/o de transferencia y proporcionamos recomendaciones para investigación y estrategias futuras.
The purpose of this study was to examine the use of racial identity attitudes as predictors of racial mistrust (perceived interpersonal racism) of African Americans and other racial contact variables among Asian Americans. A packet consisting of the Visible Racial/Ethnic Group Members (VREG) Identity Attitudes Scale, Cultural Mistrust Inventory, Marlow‐Crowne Social Desirability Scale, Racial Contact Scale, and a demographic data sheet was administered to 160 participants. Hierarchical regression analyses showed that racial identity attitudes significantly predicted racial mistrust, overall group impression, 4 racial stereotypes, and 2 quality of racial contact variables in ways consistent with racial identity theory. Implications of the findings for Asian American psychology, counseling, and race relations research are discussed.
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