U.S. colleges place a high value on the fulfillment of academic obligations by their students. The academic achievement of each individual student is the institutional priority; this is an individualistic frame of reference. However, many Latino first-generation college students have been raised to prioritize family obligations; their home socialization is collectivistic. Our exploratory study investigated how Latino first-generation college students experience home-school value conflict between family obligation and individual academic achievement during their transition to college. A group interview followed the prompt of a conflict scenario that each group member first responded to in writing. The written responses provide evidence of the prioritization of school or home and the conflict that can arise in making these decisions. The group discussions that followed identified multiple types of home-school conflict and provide insights into how these conflicts are experienced. Conflicts revealed by the data included attending family events or visiting

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We explored whether Latino first-generation college students would experience cross-cultural value conflicts as a result of the mismatch between more collectivistic values learned at home and more individualistic practices of their peers in a multiethnic college setting. Culturally structured conflict resolution styles were also explored. Participants completed a survey and thereafter engaged in a structured group discussion. Group discussions indicated that 57% of students experienced cross-cultural peer-peer value conflicts in which they had a more collectivistic approach to peer relations, while their roommates had a more individualistic approach. More positive peer relationships resulted from confrontational styles of conflict resolution (a facet of individualistic culture) than from implicit forms of communication (a facet of collectivistic culture). Peer-peer interactions are important because, upon transitioning to college, Latino students are exposed to

This study investigates science identity and intention to pursue a science career among three groups of graduating Latinx biomedical majors. Students who participated in an undergraduate research program guided by critical race theory reported the highest levels of science identity and intention to pursue a science career at the end of college.

Around the world, people migrate from poorer countries with less educational opportunity to richer ones with greater educational opportunity. In this journey, they bring their family obligation values into societies that value individual achievement. This process can create home-school cultural value conflict-conflict between family and academic obligations-for the children of Latina/o immigrants who attend universities in the United States. We hypothesised that this conflict causes cognitive disruption. One-hundred sixty-one Latina/o first-generation university students (called college students in the United States) were randomly assigned to one of four experimental prompts; thereafter, the students engaged in an attentional control task (i.e., the Stroop test). For Latina/o students living close to home, prompting a home-school cultural value conflict was more deleterious to attentional control than the other conditions. In addition, across all Latina/o students, a comparison of performance before and after President Trump's election and inauguration showed that prompting family obligation (without mention of conflict) led to a significantly greater loss of attentional control after Trump was elected and inaugurated, compared with before Trump. We hypothesise that this effect resulted from Trump's threats and actions to deport undocumented Latina/o immigrants, thus making fear about the fate of family members more salient and cognitively disruptive.