Show simple item record

dc.contributor.authorGloria, Alberta M.
dc.contributor.authorCastellanos, Jeanett
dc.contributor.authorScull, Nicholas
dc.description.abstractThis study examined 100 male Latino undergraduates' cultural self-esteem, perceived educational barriers, cultural fit, coping responses (CRs), and subsequent well-being within higher education. The most commonly reported CR for Latino males was to actively find out more about the situation and take a positive planned action. Assessing group mean differences, a class standing by generation interaction revealed that first-generation lower division and first-generation upper division students reported higher perceptions of barriers to staying in school than second-generation lower division and second-generation upper division students, respectively. Similarly, examining differences of coefficients, the strength of the relationship of perceptions of barriers to staying in school and psychological well-being was significantly stronger for the first-generation than second-generation male students Cultural congruity and emotion-focused coping were most predictive of psychological well-being; however, perception of barriers to staying in school was consistently evident in understanding male Latino undergraduates' educational experiences.
dc.relation.journalHispanic Journal of Behavioral sciencesen
dc.titlePsychological Coping and Well-Being of Male Latino Undergraduatesen
dc.journal.issueV. 31 Issue 317en

Files in this item


There are no files associated with this item.

This item appears in the following Collection(s)

Show simple item record