Counseling Latino University Students: Psychosociocultural Issues for Consideration

By Alberta M. Gloria, Ester R. Rodriguez. 2000

215 citations recorded by the source corpus.

Subfields: Education, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/2435547cb7e37fbf73b998cf13e9c3c3680aab2d

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Citations in the corpus

Factors Contributing to Optimal Human Functioning in People of Color in the United States (2006, background): “…from African American, American Indian, Asian American, and Latino American cultures value connectedness with family members and friends, and this value is often evident in their coping mechanisms (e.g., Daly, Jennings, Beckett, & Leashore, 1995; Gloria & Rodriguez, 2000; LaFromboise et al., 1990).”
Desafíos y Bendiciones (2012, background): “In addition, connection to a university family, who are often comprised of student peers, faculty, and university staff, is central to Latina/o students’ sense of self-efficacy and ability to succeed (Castellanos & Gloria, 2007; Gloria & Rodriguez, 2000; Hernandez, 2000).”
Examining the Academic Success of Latino Students in Science Technology Engineering and Mathematics (STEM) Majors (2008, background): “In return, positive interpretations of the campus climate allows for cultural congruity (Gloria, Hird, & Navarro, 2001; Gloria & Rodriguez, 2000), which appear to enhance GPA.”
Research Considerations and Theoretical Application for Best Practices in Higher Education (2007, methodology): “Originally developed as a theoretical framework for university counselors to provide services for Latina/o undergraduates (Gloria & Rodriguez, 2000), a central tenet is that increased personal well-being will result in improved skills to negotiate the academic context and ultimately persist until…”
An Examination of Academic Nonpersistence Decisions of Latino Undergraduates (2005, background): “…students developing bicultural or other coping skills to manage conflicting personal and environmental values (Suarez, Fowers, Garwood, & Szapocznik, 1997), this imbalance (i.e., cultural incongruity) increases the likelihood of academic nonpersistence (Gloria & Rodriguez, 2000; Hurtado, 1994).”