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

Gloria, Alberta M.; Castellanos, Jeanett; Romero, Natalia

doi:10.1080/10668926.2015.1066276

Cited by 12 publications

(14 citation statements)

References 38 publications

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“…Sample items included, ''The college seems like a cold, uncaring place to me'' and ''The college seems to value minority students.'' Convergent, discriminant, and predictive validity for the UES was supported by relations with campus climate, student success, and Latino college student well-being (Gloria et al, 2016). The UES has demonstrated construct and criterion-related validity with Latino/a university students (Gloria & Robinson-Kurpius, 1996) and Chicano/a community college students (Gloria et al, 2016).…”

Section: Instrumentsmentioning

confidence: 83%

“…However, Ojeda et al (2011) found enculturation was positively related to Latino/as' progress toward meeting academic goals and college self-efficacy. Enculturation has also been associated with increased coping skills related to academic-related stress (Gloria, Castellanos, & Herrera, 2016) and a sense of pride in Latino/a work ethic (Shinnar, 2007). Individuals who identify with their ethnic heritage may have improved well-being and a greater resilience against stressful life circumstances (Gonzales, Knight, Birman, & Sirolli, 2004).…”

Section: Acculturation and Enculturationmentioning

confidence: 99%

“…Perceptions of the college/university environment describe the degree to which students feel welcomed and comfortable within their postsecondary setting (Gloria et al, 2016;Gloria & Robinson-Kurpius, 1996). Latino/a student enrollment has exceeded 2 million for 18-to 24-year-olds, making them the largest racial/ethnic minority group in higher education (Fry & Lopez, 2012).…”

Section: College/university Environmentmentioning

confidence: 99%

“…When Latino/a students identify with the culture of the postsecondary institution, higher academic persistence and well-being are reported (Gloria et al, 2009;Holloway-Friesen, 2016). However, when students sense they are not valued, especially based on their ethnicity, and not provided adequate academic support, they are more likely to experience academic and career planning deficits (Gloria & Robinson-Kurpius, 1996;Gloria et al, 2016). SCCT posits environmental barriers can influence the relationship between a student's career interests and the actual career goals and behaviors.…”

Section: College/university Environmentmentioning

confidence: 99%

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

Holloway-Friesen

2016

Journal of Career Development

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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.

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Section: Instrumentsmentioning

confidence: 83%

Section: Acculturation and Enculturationmentioning

confidence: 99%

Section: College/university Environmentmentioning

confidence: 99%

Section: College/university Environmentmentioning

confidence: 99%

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

Holloway-Friesen

2016

Journal of Career Development

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“…Considering the non-perfect reliabilities of the SNARC effect regression slopes, we corrected bivariate correlations for attenuation using Spearman’s correction for attenuation formula, corresponding to r xy /sqrt(r xx ∗ r yy ), with r xx and r yy coding for the reliabilities of X and Y respectively ( Spearman, 1904 , 1910 ; Muchinsky, 1996 ; see also Cipora and Nuerk, 2013 ; Gloria et al, 2016 ; Georges et al, 2017 , for a comparable application of this correction for attenuation method). This procedure determines the correlation between two variables if they were perfectly reliable, and therefore provides for a more accurate estimate of the correlation between two parameters.…”

Section: Resultsmentioning

confidence: 99%

Implicit and Explicit Number-Space Associations Differentially Relate to Interference Control in Young Adults With ADHD

2018

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Behavioral evidence for the link between numerical and spatial representations comes from the spatial-numerical association of response codes (SNARC) effect, consisting in faster reaction times to small/large numbers with the left/right hand respectively. The SNARC effect is, however, characterized by considerable intra- and inter-individual variability. It depends not only on the explicit or implicit nature of the numerical task, but also relates to interference control. To determine whether the prevalence of the latter relation in the elderly could be ascribed to younger individuals’ ceiling performances on executive control tasks, we determined whether the SNARC effect related to Stroop and/or Flanker effects in 26 young adults with ADHD. We observed a divergent pattern of correlation depending on the type of numerical task used to assess the SNARC effect and the type of interference control measure involved in number-space associations. Namely, stronger number-space associations during parity judgments involving implicit magnitude processing related to weaker interference control in the Stroop but not Flanker task. Conversely, stronger number-space associations during explicit magnitude classifications tended to be associated with better interference control in the Flanker but not Stroop paradigm. The association of stronger parity and magnitude SNARC effects with weaker and better interference control respectively indicates that different mechanisms underlie these relations. Activation of the magnitude-associated spatial code is irrelevant and potentially interferes with parity judgments, but in contrast assists explicit magnitude classifications. Altogether, the present study confirms the contribution of interference control to number-space associations also in young adults. It suggests that magnitude-associated spatial codes in implicit and explicit tasks are monitored by different interference control mechanisms, thereby explaining task-related intra-individual differences in number-space associations.

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From Access to Equity: Community Colleges and the Social Justice Imperative

Baber

Zamani‐Gallaher

Stevenson

et al. 2019

Higher Education: Handbook of Theory and Research

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

Cited by 12 publications

References 38 publications

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

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

Implicit and Explicit Number-Space Associations Differentially Relate to Interference Control in Young Adults With ADHD

From Access to Equity: Community Colleges and the Social Justice Imperative

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