“Es como una Familia”: Bridging Emotional Support With Academic and Professional Development Through the Acquisition of Capital in Latinx Student Organizations

Luedke, Courtney L.

doi:10.1177/1538192717751205

Cited by 22 publications

(21 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Other research has also documented benefits of ethnic-based organizations for Latina/o/xs (Luedke, 2018; González, 2002; Villalpando, 2003). Luedke (2018) examined ways Latinx student organizations influenced students’ collegiate experiences and found that the organizations provided a sense of familia (family) and served as a source of capital that helped them to successfully navigate their academic experience.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Ethnic-based student organizations are a particular campus subculture and form of collective cultural agent that have been examined in the literature and can play an important role in the experiences of Latina/o/x college students (González, 2002; Kim, Park, & Koo, 2015; Luedke, 2018; Museus, 2008b; Villalpando, 2003). Ethnic student organizations may take the form of “fraternities and sororities open solely to membership among one racial/ethnic group, cultural groups that celebrate one specific racial or ethnic heritage, and activist organizations that concentrate on political interests for a certain race or ethnicity” (Inkelas, 2004, p. 285).…”

mentioning

confidence: 99%

See 1 more Smart Citation

Belonging in a predominantly White institution: The role of membership in Latina/o sororities and fraternities.

Garcia¹

2020

Journal of Diversity in Higher Education

View full text Add to dashboard Cite

This qualitative, multiple case study explored the role of involvement in a particular university subculture, Latina/o sororities and fraternities, in how Latina/o college students develop and make meaning of their sense of belonging within predominantly White institutions. Findings address ways Latina/o college students described their institutional sense of belonging in addition to a discussion of five primary characteristics of belonging: where I have a role or responsibility, where people look like me, where I am valued and cared for, where my racial identity and culture is recognized and valued, and where I share interests or values with others. The results underscore the significance of the role of belonging in campus subcultures for Latina/o college students. Implications for research and practice are discussed.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

mentioning

confidence: 99%

Belonging in a predominantly White institution: The role of membership in Latina/o sororities and fraternities.

Garcia¹

2020

Journal of Diversity in Higher Education

View full text Add to dashboard Cite

show abstract

“…While students’ ideas about race may be under examined within the community college context, there is evidence that their conceptions of race matter tremendously in terms of how they engage in the college environment. Namely, students’ ideas about race matter because, like other diversity‐related perceptions, they influence individual attitudes and behaviors that can inform how they interact and engage on campus (Bowman & Park, ; Garcia, ; Luedke, ). More specifically, when students think about race in more narrow biological ways, they tend to harbor more negative racial stereotypes of other students (Shih, Bonam, Sanchez, & Peck, ) and be less prone to engage with diverse friend groups (Williams & Eberhardt, , as cited in Johnston‐Guerrero, ).…”

Section: Why Racial Conceptualization Mattersmentioning

confidence: 99%

How Students Think About Race: Exploring Racial Conceptions and Their Implications for Student Success Among Latino Male Community College Students

Abrica

Dorsten

2020

New Drctns Community Coll

View full text Add to dashboard Cite

This chapter describes the importance of students’ conceptualizations of race, defined as the abstract ideas that students have about race as well as how they express these ideas as influencing their own experience or that of the social identity group(s) to which they belong. Empirical findings from a study of racial conceptualization among Latino male community college students attending a 2‐year Hispanic Serving Institution in Southern California are presented. Implications of racial conceptualization for programmatic interventions and curriculum development are discussed.

show abstract

“…Student organization involvement can provide support networks and cultural capital to minoritized students, particularly those attending predominantly White institutions. Several studies have demonstrated how Latinx-based organizations can provide support and family-like environments for Latinx students [7], [8], [43], [86]. Luedke [86] described how students gained social capital through their involvement that supported their career planning and networking with employers.…”

Section: Rq3mentioning

confidence: 99%

“…Several studies have demonstrated how Latinx-based organizations can provide support and family-like environments for Latinx students [7], [8], [43], [86]. Luedke [86] described how students gained social capital through their involvement that supported their career planning and networking with employers. Banda and Flowers III [8] noted that most of their participants described the support and sense of belonging they received through involvement in identity-based student organizations.…”

Section: Rq3mentioning

confidence: 99%

The Influence of Experiential Learning on Student Professional Development: A Literature Review

Johnson¹,

Main²

2020 ASEE Virtual Annual Conference Content Access Proceedings

View full text Add to dashboard Cite

This literature review examines the influence of experiential learning through student organization involvement on students' professional development and career expectations. Prior to students' transition into the workforce, their socialization into the engineering profession can be shaped by involvement in experiential learning, including student organizations. Previous research has established a breadth of benefits of involvement in student organizations, yet the mechanisms of its influence are less clear, as are the types and extent of involvement that lead to such benefits. Thus, the objective of this review is to further investigate how involvement has been measured and conceptualized in research studies, with a focus on the differential effects of involvement amongst different student populations. This paper investigates the following research questions: (1) How have forms of involvement been measured and conceptualized in studying the impact of undergraduate students' out-of-class experiences on their professional development; (2) what mechanisms have been proposed to explain the impact of experiential learning in student organizations on students' professional development; and, (3) how do participation rates and effects of experiential learning vary across different undergraduate engineering student populations (e.g., gender, race/ethnicity, discipline, socioeconomic status)? Employing a narrative literature review approach, this paper synthesizes current research in engineering education and higher education on experiential learning for undergraduate students, and proposes areas for future research. This review illustrates the challenges in measuring aspects of student involvement, suggesting salient characteristics of involvement that future research might investigate, and identifies types of mechanisms that have been attributed to the influence of involvement, including developing skills, networking with peers, fostering sense of belonging and identity, and encouraging career-related reflection. This review provides insight into the nuance of the breadth of students' experiences in student organizations to inform future work examining the contextual influence of experiential learning on engineering students' professional development. Research Questions The following research questions guided our review: RQ1: How have forms of involvement been measured and conceptualized in studying the impact of undergraduate students' out-of-class experiences on their professional development? RQ2: What mechanisms have been proposed to explain the impact of experiential learning in student organizations on students' professional development? RQ3: How do participation rates and effects of experiential learning vary across different undergraduate engineering student populations (e.g., gender, race/ethnicity, discipline, socioeconomic status)? Methods This literature review employs a narrative literature review approach to synthesize research in engineering education and higher education on experiential learning for unde...

show abstract

“Es como una Familia”: Bridging Emotional Support With Academic and Professional Development Through the Acquisition of Capital in Latinx Student Organizations

Cited by 22 publications

References 20 publications

Belonging in a predominantly White institution: The role of membership in Latina/o sororities and fraternities.

Belonging in a predominantly White institution: The role of membership in Latina/o sororities and fraternities.

How Students Think About Race: Exploring Racial Conceptions and Their Implications for Student Success Among Latino Male Community College Students

The Influence of Experiential Learning on Student Professional Development: A Literature Review

Contact Info

Product

Resources

About