Sociocultural Values and Gender Role Orientation in Gender Role Conflict with a Sample of Latina College Students Pursuing Higher Education at a Hispanic Serving Institution PDF Download
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Author: Marta J Gonzalez Publisher: ISBN: Category : Languages : en Pages : 262
Book Description
The current study examined the relationship between sociocultural values (e.g., marianismo, familism, ethnic identity) and female gender-role orientation (e.g., femininity/masculinity) in gender-role conflict amongst Latina college students (N = 260) in higher education at a Hispanic Serving Institution (HSI) in the Western United States. The results indicated that Mexican American Latina College students who endorsed gender role attitudes of marianismo and adhered to the cultural value of familism experienced higher levels of gender-role conflict. Particularly, individuals who endorsed more marianismo experienced conflict with restrictive affectionate behavior (i.e., discomfort expressing feelings to another person) and individuals who adhered to familism experienced more conflict with success, power, and competition. Findings also indicated that ethnic identity was significantly and positively correlated to familism and gender-role orientation indicating that having a salient identification with the ethnic group can influence gender-role orientation and adherence to the cultural value of familism. Correspondingly, individuals who endorsed masculinity experienced higher levels of conflict with success, power, and competition and those who endorsed femininity experienced less conflict in expressing emotions and affection for others. Implications of the research and recommendations for future research are discussed.
Author: Marta J Gonzalez Publisher: ISBN: Category : Languages : en Pages : 262
Book Description
The current study examined the relationship between sociocultural values (e.g., marianismo, familism, ethnic identity) and female gender-role orientation (e.g., femininity/masculinity) in gender-role conflict amongst Latina college students (N = 260) in higher education at a Hispanic Serving Institution (HSI) in the Western United States. The results indicated that Mexican American Latina College students who endorsed gender role attitudes of marianismo and adhered to the cultural value of familism experienced higher levels of gender-role conflict. Particularly, individuals who endorsed more marianismo experienced conflict with restrictive affectionate behavior (i.e., discomfort expressing feelings to another person) and individuals who adhered to familism experienced more conflict with success, power, and competition. Findings also indicated that ethnic identity was significantly and positively correlated to familism and gender-role orientation indicating that having a salient identification with the ethnic group can influence gender-role orientation and adherence to the cultural value of familism. Correspondingly, individuals who endorsed masculinity experienced higher levels of conflict with success, power, and competition and those who endorsed femininity experienced less conflict in expressing emotions and affection for others. Implications of the research and recommendations for future research are discussed.
Author: Gina Ann Garcia Publisher: IAP ISBN: 1648020186 Category : Education Languages : en Pages : 303
Book Description
As the general population of Latinxs in the United States burgeons, so does the population of college-going Latinx students. With more Latinxs entering college, the number of Hispanic Serving Institutions (HSIs), which are not-for-profit, degree granting postsecondary institutions that enroll at least 25% Latinxs, also grows, with 523 institutions now meeting the enrollment threshold to become HSIs. But as they increase in number, the question remains: What does it mean to serve Latinx students? This edited book, Hispanic Serving Institutions (HSIs) in Practice: Defining “Servingness” at HSIs, fills an important gap in the literature. It features the stories of faculty, staff, and administrators who are defining “servingness” in practice at HSIs. Servingness is conceptualized as the ability of HSIs to enroll and educate Latinx students through a culturally enhancing approach that centers Latinx ways of knowing and being, with the goal of providing transformative experiences that lead to both academic and non-academic outcomes. In this book, practitioners tell their stories of success in defining servingness at HSIs. Specifically, they provide empirical and practical evidence of the results and outcomes of federally funded HSI grants, including those funded by Department of Education Title III and V grants. This edited book is ideal for higher education practitioners and scholars searching for best practices for HSIs in the United States. Administrators at HSIs, including presidents, provosts, deans, and boards of trustees, will find the book useful as they seek out ways to effectively serve Latinx and other minoritized students. Faculty who teach in higher education graduate programs can use the book to highlight practitioner engaged scholarship. Legislators and policy advocates, who fight for funding and support for HSIs at the federal level, can use the book to inform and shape a research-based Latinx educational policy agenda. The book is essential as it provides a framework that simplifies the complex phenomenon known as servingness. As HSIs become more significant in the U.S. higher education landscape, books that provide empirically based, practical examples of servingness are necessary.
Author: Allison Janine Niebes-Davis Publisher: ISBN: Category : Languages : en Pages :
Book Description
College is a time marked by a significant level of stress, especially for Latina students. One of the changes that often occurs during an individual's time in college involves one's gender role beliefs, shifting from traditional gender role beliefs to more liberal beliefs. Though a great deal of research has been done to show that college attendance plays an important role in the liberalization of gender role beliefs, little is known about this relationship for Latina students. This is particularly problematic as Latina students face unique challenges on the college campus, including issues relating to acculturation. Because the Latino cultural norms often dictate women to be dependent on their family, a move towards nontraditionalism can create family conflict and intragroup marginalization, both of which can contribute to psychosocial distress in ethnic minority groups. As Latina students face unique educational challenges, and may develop family conflicts, a supportive academic environment may serve to buffer some negative effects. This study conceptualizes this supportive environment as "academic families" which foster family like relationships in the college setting. This study examined the relationships between gender role beliefs, family conflict, family intragroup marginalization, academic family support, and psychosocial distress among a sample of 170 Latina college students to get a clearer picture of how changing gender roles impact this population. A statistically significant relationship was found between gender role beliefs and family intragroup marginalization, as well as between gender role beliefs and family conflict, though different from initially hypothesized. A statistically significant relationship was also found between family conflict and psychosocial distress, though academic family support was not shown to moderate this relationship. Implications for researchers and educators are also discussed.
Author: Publisher: ISBN: Category : Languages : en Pages :
Book Description
The purpose of this qualitative collective case study was to examine the sociocultural and gender role expectation factors that contributed to the success of 10 Latina/Hispanic female high school graduates now attending a large university in the Midwest. Additionally, the study investigated the characteristics of resilience and persistence that helped these women continue their pursuit of higher education in spite of the challenges they faced. The participants in this study were identified as recent immigrants from Mexico or Mexican-Americans born in the United States of Mexican immigrant parents. All of these respondents graduated from a midwestern K-12 public school system and are now attending a large Midwestern university. This study used a qualitative paradigm and open-ended, in-depth interviews for data collection. The 17 question interview focused on the areas of sociocultural backgrounds, resilience/persistence factors, and gender role expectations. Demographic data about the participants' life histories and educational experiences were collected during the 90-minute interviews. Findings in the study indicated that Latinas are faced with many conflicts. They have specific gender role expectations placed on them and are limited by cultural rules and norms. Along with these conflicts they learn to build resilience/persistence attributes to help them succeed in their academic careers. The seven factors that contributed to the lived experiences and factors of resilience/persistence of Latina/Hispanic female academic success included: 1) lived discrimination; 2) the need to obtain an education that would lead to a better life; 3) active involvement in extracurricular activities in school; 4) strict and protective parents; 5) positive role models from family and other Latinas; 6) traumatic life experiences; 7) and strong familial/parental support. Additionally, the study also revealed six more contributing factors to the sociocultural and gender role expectations and pressures that impact the success of Latina/Hispanic female students in a K-12 public school system. Those factors included traditional Hispanic households, living in two worlds, traditional gender role expectations, independence from family, transference of parental gender role expectations, and the behavioral expectations for Latinas. The study offers recommendations for future studies and implications for practice advising and encouraging Hispanic females to pursue their academic goals.
Author: George D. Kuh Publisher: John Wiley & Sons ISBN: 1118046854 Category : Education Languages : en Pages : 422
Book Description
Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.
Author: Susan McCullough Publisher: Routledge ISBN: 0429854773 Category : Education Languages : en Pages : 213
Book Description
Focusing on issues relating to gender, gender relations, and discrimination, this book provides nuanced insight into the experiences of young Latina women and their teachers in a North American middle school. Latina Students’ Experiences in Public Schools details how students navigate questions of gender, gender discrimination, and gender relations in the context of post-feminism, and in view of widespread claims that advocacy for girls and women has been outmoded by anti-discriminatory legislation. Drawing on an ethnographic study that focuses on gender segregation and dominance, relational identities, and the role of teachers in reinforcing gender dynamics, the text deftly demonstrates the effect of postfeminist policy and ideology on gender equity and achievement in public schools. In particular, the text illustrates that young Latina women continue to face both physical and verbal harassment on a daily basis, which is often overlooked by school faculty and administrators. A powerful and timely text, the volume advocates for action to counter school-based gender discrimination. This book will be of great interest to graduate and postgraduate students, researchers, academics, policy makers, libraries in the field of gender and sexuality in education, gender studies, secondary education and urban education.
Author: Rich Furman Publisher: Oxford University Press, USA ISBN: 9780190616496 Category : Languages : en Pages : 0
Book Description
Latinos are now the largest ethnic minority population in the United States and still they encounter a great deal of misunderstanding, prejudice, and discrimination. Utilizing a strengths-based perspective, Social Work Practice with Latinos addresses the unique needs of this diverse population. Written by practitioners and scholars from many disciplines, this book discusses social issues of consequence to Latinos and specific strengths and risk factors of the Latino community. They then offer methods that utilize these strengths to ensure a culturally-competent approach to practice with Latino populations. Each chapter is accompanied by key questions for personal and group reflection to facilitate discussion and understanding of these vital themes. The editors have nearly three decades of combined experience working with Latino populations inside and outside the United States. Drawing on this experience, they integrate these varied perspectives to prepare students and practitioners for practice with this richly diverse community.
Author: Marta J Gonzalez
Author: Marta J Gonzalez
Author: Marta J. González
Author: Gina Ann Garcia
Author: Rosanne Illes
Author: Allison Janine Niebes-Davis
Author: Darío David Silva
Author: 
Author: George D. Kuh
Author: Susan McCullough
Author: Rich Furman