Influences on Ethnic Identity Development of Latino College Students in the First Two Years of College

By Vasti Torres. 2003

265 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/b58af52733238aa77122eeab7c956cfe12a8b4db

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Citations in the corpus

College Men’s Meanings of Masculinities and Contextual Influences: Toward a Conceptual Model (2010, methodology): “Grounded theory has been employed successfully in previous studies that have examined the identity development of college students (e.g., Abes, Jones, & McEwen, 2007; Edwards & Jones, 2009; Jones & McEwen, 2000; Renn 2000; Renn & Bilodeau, 2005; Torres, 2003; Troiano, 2003).”
Familial Influences on the Identity Development of Latino First-Year Students (2004, background): “The results of this study include multiple contexts and expand the emerging theory by Torres (2003) for understanding how familial issues influence the manner in which identity is situated.”
“Putting My Man Face On”: A Grounded Theory of College Men’s Gender Identity Development (2009, background): “A growing number of studies are employing grounded theory methodology as a means of understanding identity, in the context of the college environment (Jones, 1997; Jones & McEwen, 2000; Komives, Owen, Longerbeam, Mainella, & Osteen, 2005; Stevens, 2004; Torres, 2003; Troiano, 2003).”
Coping With Conflict: Self-Authorship, Coping, and Adaptation to College in First-Year, High-Risk Students (2004, background): “…racial and ethnic families enter predominantly White institutions they often experience marginalization and discrimination based on external racial and/or ethnic features (e.g., Jackson, 1998; Nishimura, 1998; Renn, 2000; Swim, Hyers, Cohen, Fitzgerald, & Bylsma, 2003; Torres, 2003; Woo, 1997).”
Constructing Identities at the Intersections: An Autoethnographic Exploration of Multiple Dimensions of Identity (2009, background): “…has drawn attention to the significance of socially constructed identities (Abes, Jones, & McEwen, 2007; Baxter Magolda, 2001; McEwen, 2003; Torres, 2003), which highlights multiple dimensions such as race, gender, social class, culture, and sexual orientation (Weber, 1998), and also…”
Counterspaces and Connections in College Transitions: First-Generation Latino Students' Perspectives on Chicano Studies (2011, background): “Through increased awareness about their cultural and familial heritage, they can figure out and articulate their affiliations with the Latino community (Torres, 2003).”
Reconstructing Latino Identity: The Influence of Cognitive Development on the Ethnic Identity Process of Latino Students (2004, background): “In addition, the primary researcher positions herself as a Latina, thus requiring intentional reflection and evaluation of the interpretations of students’ stories (Lincoln & Guba, 2000; Torres, 2003).”
What Matters to Student Success: A Review of the Literature (2006, background): “Gonzalez (2000), Ortiz (2004), and Torres (2003) describe the tensions first-generation Latino students feel between college and home life.”
The Impact of Faculty and Staff on High-Risk College Student Persistence (2011, background): “Students of color who enter predominantly White institutions also may be high risk because of the challenges they face from marginalization and discrimination (Fries-Britt & Turner, 2001; Torres, 2003).”
A Developmental Model of Intercultural Maturity (2005, methodology): “…of identity development, such as racial/ethnic identity (e.g., Cross, 1991; Helms, 1995; Parks, 2000; Phinney, 1990; Thompson & Carter, 1997; Torres, 2003; Torres & Baxter Magolda, 2004; Wijeyesinghe & Jackson, 2001) and sexual orientation (e.g., Cass, 1984; D’Augelli, 1994; Evans &…”
Identity Development Theories in Student Affairs: Origins, Current Status, and New Approaches (2009, background): “…other contributes to the social construction of identity; in other words, the context and interactions with others—including other people, societal norms, and/or expectations that evolve from culture—influence how one constructs one’s identity (Jones, 1997; McEwen, 2003; Torres, 2003; Weber, 1998).”
Long Strides on the Journey toward Self-Authorship: Substantial Developmental Shifts in College Students' Meaning Making (2013, background): “although the focus of this article is on experiences that contribute to high growth toward self-authorship, not on the characteristics of the students who demonstrated substantial developmental shifts, this finding may help explain Pizzolato’s (2003) and Torres and Hernandez’s (2007) findings that s”
Interview Strategies for Assessing Self-Authorship: Constructing Conversations to Assess Meaning Making (2007, background): “Recent research reveals that dissonance in any of these dimensions can initiate development (Abes, 2003; Pizzolato, 2005; Torres, 2003).”
The Influence of Ethnic Identity on Self-Authorship: A Longitudinal Study of Latino/a College Students (2007, background): “The influence of negative images is most often associated with societal oppression, which in turn influences how individuals not in the majority see their status in society (Torres, 2003).”
Undergraduate Latina/o Students (2015, background): “Although not included in the reviewed studies, segmented assimilation theory (e.g., Zhou, 1997), as well as other empirical research on Latina/os (e.g., V. Torres, 2003), would suggest that generational status should also be incorporated into future work predicting academic outcomes.”
Educational Experiences Associated With International Students’ Learning, Development, and Positive Perceptions of Campus Climate (2012, background): “Existing research on self-authorship across cultures suggests intrapersonal development may stimulate cognitive and interpersonal development in the context of structured opportunities to reflect on and discuss issues of identity, ethnicity, and culture (Torres, 2003).”