Acculturation, White Marginalization, and Family Support as Predictors of Perceived Distress in Mexican American Female College Students.

Abstract

This study examined the influence of psychosociocultural variables of acculturation, White attitudinal marginalization, family support, and income on perceived distress in 247 Mexican American female college students. Participants were bicultural and attended primarily White universities in the West and Southwest. Results showed that comfort with White cultural values, perceived support from family, and financial support are related to lower perceived distress for participants. Implications for counselors addressing perceived distress in Mexican American female college students are provided.

Perceived family support, acculturation, and life satisfaction in mexican american youth: A mixed-methods exploration.

“…The importance of family has been noted as a core Latino cultural value (Castillo, Conoley, & Brossart, 2004;Marin & Gamba, 2003;Paniagua, 1998;Sabogal, Marin, Otero-Sabogal, Marin, & PerezStable, 1987). Familismo (familism) is the term used to describe the importance of extended family ties in Latino culture as well as the strong identification and attachment of individuals with their families (Triandis, Marin, Betancourt, Lisansky, & Chang, 1982).…”

The reliability and validity of the cultural congruity and university environment scales with Chicana/o community college students

“…For instance, Latina/o students are often pressured to give up their values as means of navigating higher education and coping (Gloria, Castellanos, Segura-Herrera, & Mayorga, 2010). In relation to working cultures of many higher education institutions (e.g., Castillo et al, 2006), Latina/ o college students often report feeling disconnected to the campus (Delgado-Guerrero & Gloria, 2013); misunderstood by White peers (Cabrera & Padilla, 2004); or disengaged from faculty (Oseguera et al, 2009) due to their cultural values and emphasis on collectivism (Castillo, Conoley, & Brossart, 2004). Clearly, cultural-related experiences play a critical role in understanding the various dimensions and complexities of Latina/o educational experiences (Cerezo & Chang, 2013).…”

National identity in a foreign context: Irish women accounting for their children’s national identity in England

“…For example in Asian Indian families the parent-child conflict is centred about dating and relationships and adolescent's desire for independence regarding marriage and a career (Dasgupta, 1998;Hynie, 2006;Tang & Dion, 1999). Restrictions on children's recreational and especially sexual activities outside the home are often met with resistance, (Castillo, Conoley, & Bossart, 2004;Faver, Narang, & Bhada, 2002) and children can become socialised in the new culture and reject their parents' influence. Indeed as Ying (1999) points out ethnic families have an additional risk of family conflict because the different rate of acculturation between foreign born parents and their US raised children results in a 'cultural gap' between generations (Ying & Chao, 1996;Dugsin, 2001).…”