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.

This study examines the changes in self-efficacy among Latinos during the freshman year in a highly selective institution. Results indicate that gender differences exist during this period. Males rate themselves high in selfefficacy at the beginning of the year, while females rate themselves low. An interaction effect occurs at the end of the year, and the ratings of selfefficacy are similar for both males and females. Possible explanations for the interaction effect are discussed. Keywords self-efficacy, Latino college students, gender differences, higher education College student self-efficacy has been the topic of emerging research over the past decade. Current indicators suggest a strong correlation between high levels of self-efficacy and persistence (Chemers, Hu, & Garcia, 2001; DeWitz & Walsh, 2002; Torres & Solberg, 2001). Despite significant research in the area, little research has been conducted on the topic of self-efficacy and academic persistence for Latino students. This study addresses the topic of Latino self-efficacy and explores gender as a factor at an elite, predominantly White institution (PWI).

Hispanic college students attending a Hispanic Serving Institution (HSI) in the southwest United States were administered the short grit survey during new student orientation for 2 consecutive years ( N = 496) to ascertain the association with grit scores and retention after the first year of university attendance. Results indicate that there was a gender difference in grit scores and retention. Few grit survey items were associated with retention, thus suggesting that the grit survey may not be an appropriate predictor of retention for first-generation Hispanic college students.

This study examined the within-group differences in adjustment to college among Latino college students. Surveys measured participants for degree of precollege multicultural exposure, current concerns, minority student stress, social resources, and sociocultural orientation. The findings suggested that the transition into a predominately White, highly selective institution was different for Latino students based upon multicultural exposure in their high school context.

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