A Critical Paradox? Predictors of Latino Students' Sense of Belonging in College
A Critical Paradox? Predictors of Latino Students' Sense of Belonging in College
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DOI：
10.1037/a0014099
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发表时间：
2009-03-01
影响因子：
2.4
通讯作者：
Nunez, Anne-Marie
中科院分区：
文献类型：
--
作者：
Nunez, Anne-Marie
数据从多样化的民主项目研究，一个全国性的纵向研究的一年级学生就读于4年制公立研究型大学谁被跟踪到他们的第二年的大学，被用来探讨背景特征和大学经历与拉丁裔学生的归属感。一个框架，包括感知和行为维度的校园气氛被用来组织分析。的直接或间接影响的积极多样性的经验，一个敌对的种族/民族气候的看法，其他的看法和行为有关的大学经历，和移民身份的归属感进行了检查。结构方程模型分析表明，积极的多样性经验和参与校园社区的措施正相关的归属感和敌对的种族/民族气候的看法。第二代移民身份与归属感呈负向间接相关。这些研究结果表明，拉丁美洲学生找到一个更复杂的归属感，矛盾的方式比传统理论的大学过渡会暗示。有效地测量校园气候指标之间的关系，为各种种族/民族群体可能需要更复杂的方法。
Data from the Diverse Democracy Project Study, a national longitudinal study of 1st-year students enrolled in 4-year public research universities who were followed into their 2nd year of college, were used to explore background characteristics and college experiences associated with Latino students' sense of belonging. A framework including perceptual and behavioral dimensions of campus climate was used to organize the analysis. The direct or indirect effects of positive diversity experiences, perceptions of a hostile racial/ethnic climate, other perceptions and behaviors regarding college experiences, and immigrant status on sense of belonging were examined. Structural equation modeling analyses revealed that measures of positive diversity experiences and engagement in the campus community were positively associated with sense of belonging and with perceptions of a hostile racial/ethnic climate. Being a 2nd-generation immigrant was negatively and indirectly related to sense of belonging. These findings indicate that Latino students find a sense of belonging in a more complex, paradoxical way than traditional theories of college transition would imply. Effectively measuring relationships among campus climate indicators for various racial/ethnic groups may require more sophisticated methodological approaches.