This research examined the extent to which parenthood and college education are incorporated into the self-concept of college students. A US sample of undergraduates (90 men, 87 women) attending a large and ethnically diverse university completed explicit and implicit measures of identification with "parenthood" and "college education," associations between these concepts and gender categories, and gender identification. Explicitly, men and women identified strongly with college education. Implicitly, women identified equally with parenthood and college education, whereas men identified more strongly with college education. In addition, implicit measures revealed that traditional gender roles accounted for a stronger identification with parenthood for participants who displayed a female identity and a stronger identification with college education for participants who displayed a male identity.

The authors examined the associations that underlie the orientations of bilingual Latino college students toward family and school. Participants completed, in English or Spanish, 3 implicit association tests assessing their attitude toward family vs. school, identifications with these concepts, and self-esteem. Results revealed a more positive attitude toward, and stronger identification with, family than school. Identification with family was stronger among participants who completed the study in English, suggesting self-definition in terms of distinctions from the context. Last, the more participants valued family over school and identified with family rather than school, the higher was their self-esteem. These findings shed light on the subtle, yet crucial, mechanisms by which cultural knowledge is incorporated in the self-concept of bilingual Latino college students.Keywords bicultural identity; bilingualism; culture; implicit attitude; self-concept; self-esteem At the juncture of different cultures, a growing number of people live. They are immersed in multicultural environments and are likely to define themselves, and likely to be defined, along multiple ethnic or cultural boundaries (Hermans & Kempen, 1998;LaFromboise, Coleman, & Gerton, 1993). Contemporary research on ethnic identity, acculturation, and cultural orientation has revealed that individuals can successfully internalize more than one culture (Berry, 1990;Berry, Phinney, Sam, & Vedder, 2006;Devos, 2006;Hong, Morris, Chiu, & Benet-Martínez, 2000;Padilla, 1994). In the present study, we focused on the experiences of bilingual Latino college students. Fluent in Spanish and English, these individuals have been immersed both in their culture of origin and in what is commonly referred to as the dominant culture. Thus, the experiences of Latino college students are often characterized by the need to negotiate the conflict between the values of their culture of origin and dominant cultural values (Segura, 1993;Vásquez, 1982;Vega, 2008). In this research, we examined the orientation of bilingual Latino college students toward family and school, two constructs that are often described as having cultural significance among Latinos. Understanding how Latinos reconcile their seemingly contradictory orientations Address correspondence to Thierry Devos, Department of Psychology, San Diego State University, 5500 Campanile Drive, San Diego, CA 92182-4611, USA; tdevos@sciences.sdsu.edu. HHS Public Access Importance of Family and School in the Latino CultureResearchers have described beliefs and practices that promote close relationships, family support, and interdependence among family members as core aspects of the Latino culture in general and Mexican American culture in particular (Marín & Marín, 1991;Zinn, 1982). Researchers use the multidimensional construct of familism to capture this reality (Cauce & Domenech-Rodríguez, 2002;Valenzuela & Dornbusch, 1994; Zinn, 1994). Several scales have been developed to measure familism, enabling a growing numb...

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