Cultivating a Collectivist Community on a College Campus for Latinx Students

References

• Aguinaga, A., & Gloria, A. M. (2015). The effects of generational status and university environment on Latina/o undergraduates’ persistence decisions. Journal of Diversity in Higher Education, 8(1), 15–29. https://doi.org/10.1037/a0038465
   Web of Science ®Google Scholar
• Arellanes, J. A. & Hendricks, M. (2021). Creating a collectivist class environment. Open Science Framework. https://doi.org/10.17605/OSF.IO/NG24Z
   Google Scholar
• Arellanes, J. A., & Hendricks, M. (2022). Teaching ethnic-specific coursework: Practical suggestions for promoting diversity, equity, and inclusion within the classroom. Teaching of Psychology, 49(4), 369–375. https://doi.org/10.1177/00986283211013050
   Web of Science ®Google Scholar
• Arellanes, J. A., Noël-Elkins, A., & Friberg, J. (2022). Is student success an outcome or process?: A student-led definition and Description. College Student Journal, 56(4), 411–421.
   Google Scholar
• Arredondo, P. (1996). Successful diversity management initiatives. Sage.
   Google Scholar
• Azpeitia, J., & Bacio, G. A. (2022). “Dedicado a Mi Familia”: The role of familismo on academic outcomes among Latinx college students. Emerging Adulthood, 10(4), 923–937. https://doi.org/10.1177/21676968221099259
   Web of Science ®Google Scholar
• Bensimon, E. M., Dowd, A. C., Stanton-Salazar, R., & Dávila, B. A. (2019). The role of institutional agents in providing institutional support to latinx students in STEM. The Review of Higher Education, 42(4), 1689–1721. https://doi.org/10.1353/rhe.2019.0080
   Web of Science ®Google Scholar
• Billingsley, J. T., & Hurd, N. M. (2019). Discrimination, mental health, and academic performance among underrepresented college students: The role of extracurricular activities at predominantly white institutions. Social Psychology of Education: An International Journal, 22(2), 421–446. https://doi.org/10.1007/s11218-019-09484-8
   Web of Science ®Google Scholar
• Bordes, V., & Arredondo, P. (2005). Mentoring and 1st-year Latina/o college students. Journal of Hispanic Higher Education, 4(2), 114–133. https://doi.org/10.1177/1538192704273855
   Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
   Google Scholar
• Burgos-Cienfuegos, R., Vasquez-Salgado, Y., Ruedas-Gracia, N., & Greenfield, P. M. (2015). Disparate cultural values and modes of conflict resolution in peer relations. Hispanic Journal of Behavioral Sciences, 37(3), 365–397. https://doi.org/10.1177/0739986315591343
   Web of Science ®Google Scholar
• Burke, A. (2019). Student retention models in higher education: A literature review. College and University, 94(2), 12–21. https://eric.ed.gov/?id=EJ1216871
   Google Scholar
• Capers, K. J. (2019). Representation’s effect on Latinx college graduation rates. SocialScience Quarterly, 100(4), 1112–1128. https://doi.org/10.1111/ssqu.12639
   Web of Science ®Google Scholar
• Castillo-Montoya, M., & Verduzco Reyes, D. (2020). Learning latinidad: The role of a Latino cultural center service-learning course in Latino identity inquiry and sociopolitical capacity. Journal of Latinos and Education, 19(2), 132–147. https://doi.org/10.1080/15348431.2018.1480374
   Web of Science ®Google Scholar
• Chakraverty, D. (2022). Impostor phenomenon and identity-based microaggression among Hispanic/Latinx individuals in science, technology, engineering, and mathematics: A qualitative exploration. Violence and Gender, 9(3), 127–134. https://doi.org/10.1089/vio.2021.0061
   Web of Science ®Google Scholar
• Chung, C. (2012). Connecting public schools to community development. In J. DeFilippis & S. Saegert (Eds.), The community development reader (pp. 134–139). Routledge. Second Edition.
   Google Scholar
• Clayton, A. B., Medina, M. C., & Wiseman, A. M. (2019). Culture and community: Perspectives from first-year, first-generation-in-college latino students. Journal of Latinos and Education, 18(2), 134–150. https://doi.org/10.1080/15348431.2017.1386101
   Web of Science ®Google Scholar
• Colby, S. L., & Ortman, J. M. (2015). Projections of the size and composition of the U.S. United States Census Bureau. Population: 2014 to 2060. https://www.census.gov/library/publications/2015/demo/p25-1143.html
   Google Scholar
• Crisp, G., Taggart, A., & Nora, A. (2015). Undergraduate Latina/o students: A systematic review of research identifying factors contributing to academic success outcomes. Review of Educational Research, 85(2), 249–274. https://doi.org/10.3102/0034654314551064
   Web of Science ®Google Scholar
• Diaz Solodukhin, L., & Orphan, C. M. (2020). Operationalizing funds of knowledge: Examining a reciprocal research relationship between a white faculty member and a Latino student. Journal of Diversity in Higher Education, 15(2), 207–217. https://doi.org/10.1037/dhe0000286
   Web of Science ®Google Scholar
• Dueñas, M., & Gloria, A. M. (2020). ¡Pertenecemos y tenemos importancia aquí! Exploring sense of belonging and mattering for first-generation and continuing-generation Latinx undergraduates. Hispanic Journal of Behavioral Sciences, 42(1), 95–116. https://doi.org/10.1177/0739986319899734
   Web of Science ®Google Scholar
• Easton-Brooks, D. (2019). Ethnic matching: Academic success of students of color. Rowman & Littlefield Publishers.
   Google Scholar
• Elsaesser, C., Heath, R. D., Kim, J.-B., & Bouris, A. (2018). The long-term influence of social support on academic engagement among latino adolescents: Analysis of between-person and within-person effects among Mexican and other latino youth. Youth & Society, 50(8), 1123–1144. https://doi.org/10.1177/0044118X16656086
   Web of Science ®Google Scholar
• Espinoza, A., Venegas University of Southern Cal, K., & Hallett University of the Pacific, R. (2013). The college experiences of first-generation college latino students in engineering. Journal of Latino/Latin American Studies, 5(2), 71–84. https://doi.org/10.18085/llas.5.2.p38569tj26k6w972
   Google Scholar
• Fereday, J., & Muir-Cochrane, E. (2006). Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development. International Journal of Qualitative Methods, 5(1), 80–92. https://doi.org/10.1177/160940690600500107
   Google Scholar
• Foote, M. Q., & Gau Bartell, T. (2011). Pathways to equity in mathematics education: How life experiences impact researcher positionality. Educational Studies in Mathematics, 78(1), 45–68. https://doi.org/10.1007/s10649-011-9309-2
   Web of Science ®Google Scholar
• Garcia, G. A. (2013). Does percentage of Latinas/os affect graduation rates at 4-year Hispanic serving institutions (HSIs), emerging HSIs, and non-HSIs? Journal of Hispanic Higher Education, 12(3), 256–268. https://doi.org/10.1177/1538192712467203
   Google Scholar
• Green, S. L., & Wright, C. F. (2017). Retaining first generation underrepresented minority students: A struggle for higher education. Journal of Education Research, 11(3), 323–338. https://eds.p.ebscohost.com/eds/detail/detail?vid=0&sid=6d706977-085d-4107-8c34-9e8224b534d9%40redis&bdata=JkF1dGhUeXBlPXNzbyZzaXRlPWVkcy1saXZlJnNjb3BlPXNpdGU%3d#AN=135961228&db=eft
   Google Scholar
• Holloway-Friesen, H. (2021). The role of mentoring on Hispanic graduate students’ sense of belonging and academic self-efficacy. Journal of Hispanic Higher Education, 20(1), 46–58. https://doi.org/10.1177/1538192718823716
   Google Scholar
• Holmes, A. G. D. (2020). Researcher positionality-a consideration of its influence and place in qualitative research-a new research guide. International Journal of Education, 8(4), 1–10. https://doi.org/10.34293/education.v8i4.3232
   Google Scholar
• Hurtado, S., & Ponjuan, L. (2005). Latino educational outcomes and the campus climate. Journal of Hispanic Higher Education, 4(3), 235–251. https://doi.org/10.1177/1538192705276548
   Google Scholar
• Illinois State University. (2024a). About. https://illinoisstate.edu/about/
   Google Scholar
• Illinois State University. (2024b). Strategic plan. https://strategicplan.illinoisstate.edu/values/
   Google Scholar
• Kenski, H. (1975). Teaching Latin American politics at American universities: A survey. Latin American Research Review, 10(1), 89–104. https://doi.org/10.1017/S0023879100029666
   Google Scholar
• Latino, C. A., Stegmann, G., Radunzel, J., Way, J. D., Sanchez, E., & Casillas, A. (2020). Reducing gaps in first-year outcomes between Hispanic first-generation college students and their peers: The role of accelerated learning and financial aid. Journal of College Student Retention: Research, Theory & Practice, 22(3), 441–463. https://doi.org/10.1177/1521025118768055
   Google Scholar
• Leventhal, T., Brooks-Gunn, J., & Kamerman, S. B. (2012). Communities as place, face, and space: Provision of services to poor, urban children and their families. In J. DeFilippis & S. Saegert (Eds.), The community development reader (pp. 125–133). Routledge. Second Edition.
   Google Scholar
• Llamas, J. D., Consoli, M. L., Hendricks, K., & Nguyen, K. (2018). Latino/A freshman struggles: Effects of locus of control and social support on intragroup marginalization and distress. Journal of Latina/O Psychology, 6(2), 131–148. https://doi.org/10.1037/lat0000089
   Google Scholar
• Loveland, E. (2018). Creating a sense of community and belonging for latinx students. Journal of College Admission, 241, 44–49. https://eric.ed.gov/?id=EJ1260282
   Google Scholar
• Luciano-Wong, S., & Crowe, D. (2019). Persistence and engagement among first-year Hispanic students. Journal for Multicultural Education, 13(2), 169–183. https://doi.org/10.1108/JME-12-2017-0072
   Web of Science ®Google Scholar
• Luedke, C. L. (2019). “Es como una familia”: Bridging emotional support with academic and professional development through the acquisition of capital in Latinx student organizations. Journal of Hispanic Higher Education, 18(4), 372–388. https://doi.org/10.1177/1538192717751205
   Google Scholar
• Maguire, M., & Delahunt, B. (2017). Doing a thematic analysis: A practical, step-by-step guide for learning and teaching scholars. AISHE-J, 9, 3351. http://ojs.aishe.org/index.php/aishe-j/article/view/3354
   Google Scholar
• Malterud, K. (2001). Qualitative research: Standards, challenges, and guidelines. The Lancet, 358(9280), 483–488. https://doi.org/10.1016/S0140-6736(01)05627-6
   PubMed Web of Science ®Google Scholar
• Martinez-Acosta, V. G., & Favero, C. B. (2018). A discussion of diversity and inclusivity at the institutional level: The need for a strategic plan. Journal of Undergraduate Neuroscience Education: JUNE: A Publication of FUN, Faculty for Undergraduate Neuroscience, 16(3), A252–A260. https://doi.org/10.1187/cbe.16-01-0018
   PubMedGoogle Scholar
• Mattessich, P. (2014). Social capital and community building. In R. Phillips & R. Pittman (Eds.), (2nd Ed.). An introduction to community development (pp. 57–71). Routledge.
   Google Scholar
• McCarron, G. P., & Inkelas, K. K. (2006). The gap between educational aspirations and attainment for first-generation college students and the role of parental involvement. Journal of College Student Development, 47(5), 534–549. https://doi.org/10.1353/csd.2006.0059
   Web of Science ®Google Scholar
• Mejia, S. B., & Gushue, G. V. (2017). Latina/O college students’ perceptions of career barriers: Influence of ethnic identity, acculturation, and self-efficacy. Journal of Counseling & Development, 95(2), 145–155. https://doi.org/10.1002/jcad.12127
   Web of Science ®Google Scholar
• Michel, R., & Durdella, N. (2018). Exploring Latino/a college students’ transition experiences: An ethnography of social preparedness and familial support. Journal of Latinos and Education, 18(1), 53–67. https://doi.org/10.1080/15348431.2017.1418356
   Web of Science ®Google Scholar
• Norcross, J. C., Hailstorks, R., Aiken, L. S., Pfund, R. A., Stamm, K. E., & Christidis, P. (2016). Undergraduate study in psychology: Curriculum and assessment. American Psychologist, 71(2), 89–101. https://doi.org/10.1037/a0040095
   PubMed Web of Science ®Google Scholar
• Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1–17. https://doi.org/10.1177/1609406917733847
   Web of Science ®Google Scholar
• Raab, M. R. (2022). How sense of belonging impacts student retention: Examining the experience of first-generation Latino/a/x students attending PWIs. Culminating Experience Projects, 123. https://scholarworks.gvsu.edu/gradprojects/123
   Google Scholar
• Ramirez, E. (2017). Unequal socialization: Interrogating the Chicano/Latino(a) doctoral education experience. Journal of Diversity in Higher Education, 10(1), 25–38. https://doi.org/10.1037/dhe0000028
   Web of Science ®Google Scholar
• Rincón, B. E. (2020). Does latinx representation matter for latinx student retention in STEM? Journal of Hispanic Higher Education, 19(4), 437–451. https://doi.org/10.1177/1538192718820532
   Google Scholar
• Rios-Ellis, B., Rascón, M., Galvez, G., Inzunza-Franco, G., Bellamy, L., & Torres, A. (2015). Creating a model of latino peer education: Weaving cultural capital into the fabric of academic services in an urban university setting. Education & Urban Society, 47(1), 33–55. https://doi.org/10.1177/0013124512468006
   Web of Science ®Google Scholar
• Rodriguez, S., Garbee, K., & Martínez-Podolsky, E. (2021). Coping with college obstacles: The complicated role of “familia” for first-generation Mexican American college students. Journal of Hispanic Higher Education, 20(1), 75–90. https://doi.org/10.1177/1538192719835683
   Google Scholar
• Rodriguez, S., Jordan, A., Doran, E., & Sáenz, V. (2019). Latino men & community college environments: Understanding how belonging, validation, and resources shape experience. Journal of Applied Research in the Community College, 26(1), 1–14. https://dr.lib.iastate.edu/entities/publication/d3b1f4b1-464a-4942-94a7-f5a9d48e88c9
   Google Scholar
• Romo, L. F., Magana, D., & Gutierrez-Serrano, G. (2020). Factors influencing optimism for degree attainment in latino first-generation college students. AMAE Journal, 14(3), 120–133. https://doi.org/10.24974/amae.14.3.408
   Google Scholar
• Sánchez-Connally, P. (2018). Latinx first generation college students: Negotiating race, gender, class, and belonging. Race, Gender & Class, 25(3/4), 234–251. https://www.jstor.org/stable/26802896
   Google Scholar
• Segal, E. A., Gerdes, K. E., Mullins, J., Wagaman, M. A., & Androff, D. (2011). Social empathy attitudes: Do latino students have more? Journal of Human Behavior in the Social Environment, 21(4), 438–454. https://doi.org/10.1080/10911359.2011.566445
   Google Scholar
• Soto, J. A., Armenta, B. E., Perez, C. R., Zamboanga, B. L., Umaña-Taylor, A. J., Lee, R. M., Schwartz, S. J., Park, I. J. K., Huynh, Q.-L., Whitbourne, S. K., Le, T. N., & Ham, L. S. (2012). Strength in numbers? Cognitive reappraisal tendencies and psychological functioning among Latinos in the context of oppression. Cultural Diversity and Ethnic Minority Psychology, 18(4), 384–394. https://doi.org/10.1037/a0029781
   PubMed Web of Science ®Google Scholar
• Storlie, C. A., Mostade, S. J., & Duenyas, D. (2016). Cultural trailblazers: Exploring the career development of latina first‐generation college students. The Career Development Quarterly, 64(4), 304–317. https://doi.org/10.1002/cdq.12067
   Web of Science ®Google Scholar
• Strayhorn, T. (2008). Sentido de pertenencia: A hierarchical analysis predicting sense of belonging among latino college students. Journal of Hispanic Higher Education, 7(4), 301–320. https://doi.org/10.1177/1538192708320474
   Google Scholar
• Strayhorn, T. (2012). College students’ sense of belonging: A key to educational success for all. Routledge.
   Google Scholar
• Strayhorn, T. (2022). “Las funciones de los padres y probabilidades de éxito”: Studying the role parents play in the college success of socioeconomically and educationally disadvantaged first-year Latin@s. Journal of Latinos and Education, 22(5), 1–15. https://doi.org/10.1080/15348431.2022.2086554
   Web of Science ®Google Scholar
• Suwinyattichaiporn, T., & Johnson, Z. D. (2022). The impact of family and friends social support on Latino/a first-generation college students’ perceived stress, depression, and social isolation. Journal of Hispanic Higher Education, 21(3), 297–314. https://doi.org/10.1177/1538192720964922
   Google Scholar
• Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition (2nd ed.). University of Chicago Press.
   Google Scholar
• Tovar, E. (2015). The role of faculty, counselors, and support programs on Latino/a community college students’ success and intent to persist. Community College Review, 43(1), 46–71. https://doi.org/10.1177/0091552114553788
   Web of Science ®Google Scholar
• U.S. Census Bureau. (2019). Educational attainment in the United States: 2019. https://www.census.gov/data/tables/2019/demo/educational-attainment/cps-detailed-tables.html
   Google Scholar
• U.S. Census Bureau. (2022). Population estimates, July 1, 2020, (V2020) for McLean County, Illinois. In QuickFacts: McLean County. Illinois. https://www.census.gov/quickfacts/fact/table/mcleancountyillinois/POP010220
   Google Scholar
• U.S. Department of Education. (2021). National center for education statistics, Higher Education General Information Survey (HEGIS). https://nces.ed.gov/programs/digest/d21/tables/dt21_324.20.asp
   Google Scholar
• Vega, D. (2016). “Why not me?” college enrollment and persistence of high-achieving first-generation latino college students. School Psychology Forum, 10(3), 307–320. https://eric.ed.gov/?id=EJ1148998
   Google Scholar
• Von Robertson, R., Bravo, A., & Chaney, C. (2016). Racism and the experiences of Latina/o college students at a PWI (Predominantly White Institution). Critical Sociology, 42(4/5), 715–735. https://doi.org/10.1177/0896920514532664
   Web of Science ®Google Scholar
• Yosso, T. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69–91. https://doi.org/10.1080/1361332052000341006
   Google Scholar