Race-Related Stress and Sociocultural Orientation Among Latino Students During Their Transition Into a Predominately White, Highly Selective Institution

Abstract

This longitudinal study examines minority status stress and sociocultural orientation among Latino freshmen as they enter a predominately White, elite, private institution. The study finds Latino freshmen report experiencing racism. Students respond to racism by developing an alienated sociocultural orientation and beginning to see their Latino peers as a source of support.Resumen: Este estudio longitudinal examina estrés debido al estatus minoritario y la orientación sociocultural entre estudiantes Latinos de primer año al entrar a una institución privada, privilegiada, predominantemente Blanca. El estudio encuentra que estudiantes Latinos de primer año experimentan racismo. Los estudiantes responden al racismo desarrollando una orientación sociocultural alienada y empezando a ver a sus compañeros Latinos como fuente de apoyo.

Belonging in the Academy

“…Our study was consistent with a variety of previous studies. Lopez's (2005) survey of N = 54 of Latino/a freshman and Niemann, Romero, and Arbona's (2000) survey (N = 536) which indicated socio-cultural interactions, behaviors, and peer support while at college are major contributing factors to success when transitioning into culturally different universities. Another study that supports the significance of Latino/a learning communities was a small study conducted by Zalaquett (2005).…”

An Examination of the Impact of Minority Status Stress and Impostor Feelings on the Mental Health of Diverse Ethnic Minority College Students

“…In one study, Landrine, Klonoff, Corral, Fernandez, and Roesch (2006) found that African Americans reported the highest level of lifetime discrimination across ethnic groups and appraised racial discrimination as more stressful than did Latino/a Americans and Asian Americans. In a study of race‐related stress among Latino college freshmen, Lopez (2005) found that Latino/a students experienced increased stress due to racism over the course of their freshman year. In contrast, Asian American students are stereotyped as the model minority (Lee, 1994) and are believed to be intelligent, hardworking, high achieving, and academic striving (Chang & Demyan, 2007) and not have emotional or adaptive problems (Cocchiara & Quick, 2004).…”

Cultivating Campus Environments to Maximize Success Among Latino and Latina College Students

“…Many factors shape the experiences of Latino/a college students at PWIs, including their levels of academic preparation, pressure to fulfill family obligations, challenges navigating higher education as first‐generation college students, financial challenges, gender‐role stereotyping of Latinas, stress due to new and culturally exclusive curriculum, and incongruence between their cultural heritages and the culture of their campuses (Gloria, Castellanos, & Orozco, ; Lopez, ). In addition, there is a growing body of evidence that campus racial climates and campus racial cultures shape the experiences of Latino/a students in higher education.…”

“…When compared to White peers, Latino/a students and other students of color often report that the campus climate is less welcoming or is hostile (Lowe, Byron, Ferry, & Garcia, ). This discrepancy is due to the reality that institutions can and often do cultivate and perpetuate hostile campus racial climates that are permeated with prejudice and discrimination, racial stereotypes, low expectations from teachers and peers, exclusion from the curriculum, and pedagogy that marginalizes or tokenizes the voices of Latino/a college students and other undergraduates of color (Castellanos & Gloria, ; Lopez, ).…”

“…There is also some indication that negative campus racial climates result in increased feelings of marginality and isolation, decreased sense of belonging, higher levels of racism‐related stress, increased withdrawal from classroom participation, and lower levels of persistence and degree completion among Latino/a students (Castellanos & Gloria, ; Lopez, ). Moreover, these environmental realities are often exacerbated by low representation of Hispanic college students, faculty, and staff.…”