A LOOK AT HOW MINORITY GRADUATE STUDENTS MIGHT BE PERCEIVED IN GRADUATE SCHOOL BY THEIR FELLOW CAUCASIAN COLLEAGUES

Although scholars have published numerous articles on affirmative action, research on prospective graduate students\u27 beliefs and attitudes towards affirmative action remains limited

Voices from College Student Mentors: Implications for Extension Programming with Latino Youth

Changing demographics and unique cultural factors relevant to Latinos have prompted the need for culture-specific programming. This article draws on a qualitative study of six college student mentors (M age = 22; four women) and serves as a basis for discussing improved programming with Latino youth. Mentors\u27 comments are presented, followed by recommended practices for Extension staff

College Student Mentors and Latino Youth: A Qualitative Study of the Mentoring Relationship

This phenomenological study describes the meaning of mentoring relationships from the perspectives of six purposefully selected mentors involved in the Latino Achievement Mentoring Program (LAMP), and investigates underlying themes regarding the mentors’ relationships. Clusters of themes pertaining to the mentors’ relationship with the mentee, the relationship of the mentor with the mentee’s family, and the mentors’ personal and professional development contributed to the meaning of the mentoring relationship for LAMP mentors. Mentors highlighted challenges that characterized the mentoring relationships at various points in time: However, relations hip strengths outweighed potential obstacles. Findings are useful for programs that target Latino youth, and have implications for the recruitment and retention of mentors. Findings bring to light the need for future rese arch that considers the quality of the mentoring relationship and its influence on outcomes for mentoring participant

Acculturation Status and Sexuality Among Female Cuban American College Students

The authors examined relations among different measures of acculturation, and between acculturation and sexual behavior, in a sample of female Cuban American college students (n = 61, M age = 18.4 years) who completed self-report surveys. In the first set of analyses, weak to moderate associations emerged among 4 measures of acculturation (birthplace, childhood language use, current language use, and ethnic identity), suggesting that inconsistent findings from prior research may have resulted from measurement limitations. In multivariate analyses, the authors examined predictors of sexual behavior and found that 1 aspect of acculturation (higher levels of ethnic identity) and background characteristics (being older and less religious) were associated with voluntary sexual intercourse. Moreover, higher levels on a sexual risk composite were associated with being born in the United States, more ethnically identified, older, and less religious. These analyses highlight the need for specificity in assessing acculturation in a college student population and support the need to examine cultural factors directly in sexuality research

Problem Behavior Theory: An Examination of the Behavior Structure System in Latino and non-Latino College Students

Scholars have proposed that diverse problem and conventional behaviors reflect a single underlying factor; however, others suggest that the strength and pattern of interrelations among problem and conventional behaviors are not consistent across different cultural groups. The present study investigated the factor structure of problem and conventional behaviors in Cuban, non-Cuban Latino, and non-Latino college students. Two hundred and sixty-nine college students (70% women; M age=19.0, SD=2.34) reported on their substance use, and involvement in deviant (e.g., fighting, shoplifting, vandalism) and conventional (e.g., school performance, religiosity) behaviors. In support of the behavior system of Problem Behavior Theory (PBT), a single-common factor accounted for the significant interrelations among the different problem behaviors for the entire sample. However, variations in the number of factor structures emerged by ethnic group and gender, suggesting that the behavior system may operate differently across these groups. A discussion of the role of culture on problem and conventional behaviors is presented. Escolares han propuesto que diversos comportamientos problematicos y convencionales reflejan solo un factor subyacente: sin embargo, otros sugieren que la fuerza y el modelo de interrelaciones entre comportamientos problematicos y convencionales no sean constantes a través de diversos grupos culturales. El estudio presente investigó la estrucutra factorial de comportamientos problematicos y convencionales en Cubano, no-Cubano Latino, y no- Latino estudiantes de universidad. Doscientos y sesenta nueve estudiantes de la universidad (mujeres 70%; M edad = 19.0, SD = 2,34 divulgaron sobre su uso de la sustancia y su implicación en comportamientos irregulares (e.g. el luchar, el robar en tiendas, el vandalismo) y convencionales (e.g. funcionamento en la escuela, religiosidad). En sustento del sistema del comportamiento en la Teoría del Comportamiento Problematico (TCP), solo un factor común consideró las interralaciones significativas entre los diversos comportamientos problematicos para la población entera. Sin embargo, las variaciones en el número de las estructuras factoriales emergieron por el grupo étnico y el género, sugiriendo que el sistema del comportamiento puede funcionar diferentemente a través de estos grupos. Una discusión de la función de la cultura en comportamientos problemáticos y convencionales se presenta

Cultural Stressors, Identity Development, and Substance Use Attitudes Among Hispanic Immigrant Adolescents

The goal of this investigation was to determine whether various cultural stressors (bicultural stress, perceived discrimination, and perceived negative context of reception [PNCR]) predict positive and negative substance use attitudes, directly and indirectly through personal identity, in a sample of immigrant Hispanic adolescents. Data on cultural stressors, substance use attitudes, and covariates were collected from 302 Hispanic immigrant adolescents (152 from Miami [61% Cuban] and 150 from Los Angeles [70% Mexican]) at 3 time points. PNCR was associated with identity confusion (=.175, p=.033). Identity confusion significantly predicted higher positive attitudes toward alcohol and other drug (AOD; =.216, p\u3c.001) and cigarette use (=.191, p=.015) and mediated the relationship between PNCR with unfavorable AOD attitudes ( =-.019, 95% confidence interval [CI] [-0.052,-0.001]) and favorable AOD attitudes (=0.038, 95% CI [0.003, 0.086]). Perceptions of a negative context of reception may hinder successful personal identity formation and impact health outcomes for immigrant youth

Not Just Fun and Games: A Review of College Drinking Games Research From 2004 to 2013

Drinking games are a high-risk social drinking activity consisting of rules and guidelines that determine when and how much to drink (Polizzotto et al., 2007). Borsari\u27s (2004) seminal review paper on drinking games in the college environment succinctly captured the published literature as of February 2004. However, research on college drinking games has grown exponentially during the last decade, necessitating an updated review of the literature. This review provides an in-depth summary and synthesis of current drinking games research (e.g., characteristics of drinking games, and behavioral, demographic, social, and psychological influences on participation) and suggests several promising areas for future drinking games research. This review is intended to foster a better understanding of drinking game behaviors among college students and improve efforts to reduce the negative impact of this practice on college campuses