Acculturation, Enculturation, Gender, and College Environment on Perceived Career Barriers Among Latino/a College Students

Abstract

This study examined the role culture and college environment had on the perception of ethnic and gender career barriers of 138 Latino/a college students. Specifically, background characteristics (i.e., parent education, immigration status, and sex), acculturation, enculturation, and college environment on perceived ethnic/gender barriers were examined. Results showed 18% of the variance in perceived ethnic and gender career barriers were predicted by sex, acculturation, and college environment. As expected, sex, acculturation, and college environment negatively predicted perceived ethnic and gender career barriers. Latinas anticipated discrimination in future worksites more than Latino males. Acculturation and a welcoming college environment that supported diverse students predicted lower perceived ethnic and gender career barriers. Enculturation did not significantly predict perceived career barriers. Supporting the hypothesis, an interaction effect between sex and college environment predicted perceived career barriers. Implications for practice and future research are discussed.

Professional development perspectives across gender and age groups of under‐qualified rural NEETs

“…Nevertheless, when assessing their general self-efficacy, men depict more favorable prospects, which is in part due to masculine overreliance on personal abilities and skills. These findings are paralleled by research pieces consistently reporting that women acknowledge vocational barriers more strongly than men, whether the study was conducted with adolescents (Cardoso & Marques, 2008) or ethnic minorities (Holloway-Friesen, 2018).…”

Utilizing Latinx Cultural Wealth to Create a College‐Going Culture in High School

“…The foundation of cultural wealth research begins with the perspective that communities of color are places with multiple strengths. Deficit scholars, on the other hand, view communities of color through a deficit lens and place value judgments on communities that often do not have access to White, middle‐ or upper‐class resources (Holloway‐Friesen, 2018; Yosso, 2006). Cultural wealth, in contrast, shifts the research lens away from a deficit view and instead focuses on and learns from these communities’ cultural assets and wealth (Villalpando & Solórzano, 2005).…”

The Role of Mentoring on Hispanic Graduate Students’ Sense of Belonging and Academic Self-Efficacy

“…Experts characterize a sense of belonging as an awareness of mattering to one’s community, and addresses the psychological elements of social integration and attachment to an institution (Hurtado & Ponjuan, 2005; Hurtado, Ruiz Alvarado, & Guillermo-Wann, 2015). A substantial literature has demonstrated a sense of belonging to be of particular importance to the experiences of historically marginalized undergraduate students (Holloway-Friesen, 2018a, 2018c; Hurtado & Ponjuan, 2005; Strayhorn, 2012). Recently, researchers have begun exploring the influence of a sense of belonging on academic and social outcomes among graduate students (e.g., Curtin, Stewart, & Ostrove, 2013; Holloway-Friesen, 2018b).…”