This study examined family-oriented stressors on acculturative stress in 83 African American college students attending a predominately White university. Results showed that family pressure for participants not to acculturate, pressure to maintain ethnic group language, perception of Acting White, and acculturation level were related to higher acculturative stress for participants. After controlling for acculturation and general stress, family pressure to maintain the ethnic group's language and perception of Acting White accounted for a statistically significant proportion of the variance in acculturation stress. The findings emphasize the need to recognize culture-specific stressors of college students. Implications for mental health providers are discussed.

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This study investigated the influence of psychocultural variables (e.g., acculturation, enculturation, ethnic identity) and personality characteristics in relation to educational expectations among 345 Latino middle school students in the U.S. Results from a path model indicate that 24.4 % of the variance of educational expectations was accounted for by all predictor variables included in the model. Age, acculturation, and conscientiousness had statistically significant direct effects on educational expectations. Findings also show that elements of ethnic identity and conscientiousness mediated the association from acculturation and enculturation to educational expectations. Implications of the findings for counselors are addressed.

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