Pub Date : 2024-07-27DOI: 10.1177/15381927241266929
Jeoung Min Lee, Jaegoo Lee, Jeongsuk Kim, Yangjin Park, Rheanna Pierce, Heekyung Lee
Studies have not focused much on the risk or protective factors of Hispanic college students’ cyberbullying victimization. This study applied the stress, appraisal, and coping theory to examine how the association between cyberbullying victimization and a Hispanic college student’s sense of purpose in life might be explained by their depressive symptoms. We also examined how religious beliefs moderate the association of the effect of cyberbullying victimization on a sense of purpose in life via depressive symptoms. The PROCESS Macro was used to examine a moderated mediation model from a sample of 168 Hispanic college students. Findings revealed that depressive symptoms mediated the effect of cyberbullying victimization on a sense of purpose in life. Moreover, cyberbullying victimization on a sense of purpose in life via depressive symptoms was significantly moderated by religious beliefs. These findings support the stress, appraisal, and coping theory and provide implications for research and practice.
有关西班牙裔大学生遭受网络欺凌的风险或保护因素的研究并不多。本研究运用压力、评价和应对理论，探讨了网络欺凌受害与西语裔大学生的生活目标感之间的关联如何通过他们的抑郁症状来解释。我们还研究了宗教信仰如何通过抑郁症状来调节网络欺凌对生活目标感的影响。我们使用 PROCESS Macro 对 168 名西班牙裔大学生样本中的调节中介模型进行了研究。研究结果表明，抑郁症状能够调节网络欺凌对人生目标感的影响。此外，网络欺凌通过抑郁症状对人生目的感的影响在很大程度上受到宗教信仰的调节。这些研究结果支持压力、评估和应对理论，并为研究和实践提供了启示。
{"title":"Cyberbullying Victimization and Sense of Purpose Among Hispanic College Students: A Moderated Mediation Model of Depression and Religious Beliefs","authors":"Jeoung Min Lee, Jaegoo Lee, Jeongsuk Kim, Yangjin Park, Rheanna Pierce, Heekyung Lee","doi":"10.1177/15381927241266929","DOIUrl":"https://doi.org/10.1177/15381927241266929","url":null,"abstract":"Studies have not focused much on the risk or protective factors of Hispanic college students’ cyberbullying victimization. This study applied the stress, appraisal, and coping theory to examine how the association between cyberbullying victimization and a Hispanic college student’s sense of purpose in life might be explained by their depressive symptoms. We also examined how religious beliefs moderate the association of the effect of cyberbullying victimization on a sense of purpose in life via depressive symptoms. The PROCESS Macro was used to examine a moderated mediation model from a sample of 168 Hispanic college students. Findings revealed that depressive symptoms mediated the effect of cyberbullying victimization on a sense of purpose in life. Moreover, cyberbullying victimization on a sense of purpose in life via depressive symptoms was significantly moderated by religious beliefs. These findings support the stress, appraisal, and coping theory and provide implications for research and practice.","PeriodicalId":35211,"journal":{"name":"Journal of Hispanic Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141797726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-25DOI: 10.1177/15381927241260803
Kendra Huff, Thomas M. Krueger, Genevieve Scalan
The COVID-19 pandemic has amplified concerns regarding the lagging proportion of Hispanic Certified Public Accountants (CPAs). This report contrasts the CPA exam success of candidates from the regional branches of one large university system’s Hispanic-serving institutions (HSIs) and non-Hispanic-serving institutions. Examination statistics during the first 27 months of the pandemic are compared to the prior 5 years. We find a statistically significant negative impact on candidates from HSIs, which will likely lead to continued underrepresentation of Hispanics within the accounting profession.
{"title":"COVID-19 Pandemic’s Impact on CPA Examination Test Taking and Pass Rates of Hispanic Serving Institution Graduates","authors":"Kendra Huff, Thomas M. Krueger, Genevieve Scalan","doi":"10.1177/15381927241260803","DOIUrl":"https://doi.org/10.1177/15381927241260803","url":null,"abstract":"The COVID-19 pandemic has amplified concerns regarding the lagging proportion of Hispanic Certified Public Accountants (CPAs). This report contrasts the CPA exam success of candidates from the regional branches of one large university system’s Hispanic-serving institutions (HSIs) and non-Hispanic-serving institutions. Examination statistics during the first 27 months of the pandemic are compared to the prior 5 years. We find a statistically significant negative impact on candidates from HSIs, which will likely lead to continued underrepresentation of Hispanics within the accounting profession.","PeriodicalId":35211,"journal":{"name":"Journal of Hispanic Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141804226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-24DOI: 10.1177/15381927241263301
Jesus Cisneros, Lucia Dura, Christina Convertino, Isaac Frausto Hernandez
Semi-structured interviews with 22 faculty at a fronterizx HSI located at the U.S.-Mexico border revealed the ways faculty perceive, enact, and engage with servingness practice. Findings provide critical insights into the relationship between servingness and faculty as empowerment agents through three culturally relevant themes: compromiso, pertenencia, and empoderamiento. Specifically, participants’ conceptualizations of servingness, based on practice, advanced perspectives and enactments of Latinx student support that helped transform their institution to more aptly serve both the academic and non-academic outcomes of Latinx students. Findings raise implications for research and practice.
{"title":"Compromiso, Pertenencia, and Empoderamiento: How Faculty at a Fronterizx HSI Perceive and Enact Servingness to Become Empowerment Agents for Latinx Student Success","authors":"Jesus Cisneros, Lucia Dura, Christina Convertino, Isaac Frausto Hernandez","doi":"10.1177/15381927241263301","DOIUrl":"https://doi.org/10.1177/15381927241263301","url":null,"abstract":"Semi-structured interviews with 22 faculty at a fronterizx HSI located at the U.S.-Mexico border revealed the ways faculty perceive, enact, and engage with servingness practice. Findings provide critical insights into the relationship between servingness and faculty as empowerment agents through three culturally relevant themes: compromiso, pertenencia, and empoderamiento. Specifically, participants’ conceptualizations of servingness, based on practice, advanced perspectives and enactments of Latinx student support that helped transform their institution to more aptly serve both the academic and non-academic outcomes of Latinx students. Findings raise implications for research and practice.","PeriodicalId":35211,"journal":{"name":"Journal of Hispanic Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141806215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-03DOI: 10.1177/15381927241245294
Luis M. Andrade
The purpose of this exploratory qualitative study was to identify if and how a community college provided services to meet the needs of undocumented students seeking STEM degrees during the pandemic. The study is grounded in the framework of Institutional Undocu-Competence (IU-C) and draws from interviews with 16 students at an urban community college. The findings are critical for community colleges to develop Institutional Undocu-Competence for undocumented students in STEM during the COVID-19 pandemic and beyond.
{"title":"How to Support Undocumented Community College Students in STEM During and Beyond the COVID-19 Pandemic: An Institutional Undocu-Competence Framework Analysis","authors":"Luis M. Andrade","doi":"10.1177/15381927241245294","DOIUrl":"https://doi.org/10.1177/15381927241245294","url":null,"abstract":"The purpose of this exploratory qualitative study was to identify if and how a community college provided services to meet the needs of undocumented students seeking STEM degrees during the pandemic. The study is grounded in the framework of Institutional Undocu-Competence (IU-C) and draws from interviews with 16 students at an urban community college. The findings are critical for community colleges to develop Institutional Undocu-Competence for undocumented students in STEM during the COVID-19 pandemic and beyond.","PeriodicalId":35211,"journal":{"name":"Journal of Hispanic Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140748902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-01DOI: 10.1177/15381927241241249
Angela L. Vaughan, Jordan L. Martell, Brianne T. Dixon, Emma A. French
To increase persistence, many universities provide first-year seminars (FYS) for entering students. Although there have been consistent positive outcomes for FYS participants, many times, the research is based on short-term outcomes, or less rigorous analysis. This study assessed short- and long-term outcomes for Hispanic ( n = 456) and Hispanic first-generation students ( n = 350) who participated in a research-based academic FYS. FYS participants had significantly higher outcomes in first-term GPA, 1-year persistence and graduation rates.
{"title":"First-Year College Achievement and Graduation Rates for Hispanic and Hispanic First-Generation Students","authors":"Angela L. Vaughan, Jordan L. Martell, Brianne T. Dixon, Emma A. French","doi":"10.1177/15381927241241249","DOIUrl":"https://doi.org/10.1177/15381927241241249","url":null,"abstract":"To increase persistence, many universities provide first-year seminars (FYS) for entering students. Although there have been consistent positive outcomes for FYS participants, many times, the research is based on short-term outcomes, or less rigorous analysis. This study assessed short- and long-term outcomes for Hispanic ( n = 456) and Hispanic first-generation students ( n = 350) who participated in a research-based academic FYS. FYS participants had significantly higher outcomes in first-term GPA, 1-year persistence and graduation rates.","PeriodicalId":35211,"journal":{"name":"Journal of Hispanic Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140779092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-04DOI: 10.1177/15381927241229509
Cristobal Salinas, Catherine Restrepo-Widney
{"title":"Introduction to Special Issue of the Journal of Hispanic Higher Education (April 2024)","authors":"Cristobal Salinas, Catherine Restrepo-Widney","doi":"10.1177/15381927241229509","DOIUrl":"https://doi.org/10.1177/15381927241229509","url":null,"abstract":"","PeriodicalId":35211,"journal":{"name":"Journal of Hispanic Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140079640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-30DOI: 10.1177/15381927241228492
Lisa A. Lozano, Bianca T. Villalobos, Veronica Castro, Juventino Hernandez Rodriguez
The study investigated the role of relocating on the mental health, psychosocial stress, and social support of 159 first- and second-year Latinx college students. Findings revealed students who relocated for college had significantly higher self-reported sense of campus belonging, and social support compared to students who did not relocate. Implications for college readiness organizations and universities with commuter populations are discussed. Future directions to enhance the understanding of Latinx students’ transitionary experiences are also reviewed.
{"title":"What’s the Right Move? The Relation Between Relocating and Psychosocial Outcomes Among Latinx College Students","authors":"Lisa A. Lozano, Bianca T. Villalobos, Veronica Castro, Juventino Hernandez Rodriguez","doi":"10.1177/15381927241228492","DOIUrl":"https://doi.org/10.1177/15381927241228492","url":null,"abstract":"The study investigated the role of relocating on the mental health, psychosocial stress, and social support of 159 first- and second-year Latinx college students. Findings revealed students who relocated for college had significantly higher self-reported sense of campus belonging, and social support compared to students who did not relocate. Implications for college readiness organizations and universities with commuter populations are discussed. Future directions to enhance the understanding of Latinx students’ transitionary experiences are also reviewed.","PeriodicalId":35211,"journal":{"name":"Journal of Hispanic Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140483527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-30DOI: 10.1177/15381927241228497
Patricio Cabello, Farzane Saadati, Pía Barahona
This study aimed to validate a multidimensional instrument for assessing distance teaching-learning. It combined factors measuring motivation with instructional material and the teaching-learning experience with peers and teachers. The instrument was administered to 2,984 higher education students in Chile, demonstrating its statistical validity and adequate fit indicators. Consequently, this instrument can confidently evaluate online learning in higher education.
{"title":"Assessing the Distance Teaching-Learning Experience in Higher Technical-Vocational Education in Chile","authors":"Patricio Cabello, Farzane Saadati, Pía Barahona","doi":"10.1177/15381927241228497","DOIUrl":"https://doi.org/10.1177/15381927241228497","url":null,"abstract":"This study aimed to validate a multidimensional instrument for assessing distance teaching-learning. It combined factors measuring motivation with instructional material and the teaching-learning experience with peers and teachers. The instrument was administered to 2,984 higher education students in Chile, demonstrating its statistical validity and adequate fit indicators. Consequently, this instrument can confidently evaluate online learning in higher education.","PeriodicalId":35211,"journal":{"name":"Journal of Hispanic Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140484157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-30DOI: 10.1177/15381927231225416
Claudia C. Sutter, Karen B. Givvin, Paige L. Solomon, Ana Leandro-Ramos
The study compared concerns, anxiety, mindsets, and belonging in introductory statistics among Latine students across three higher education institutions. Students at the Predominantly White Institution voiced more concerns about R-coding and lack of prior knowledge. Students at the Hispanic-Serving Institutions voiced more concerns about math anxiety and social comparison and had more fixed mindsets, yet higher levels of belonging—pointing toward the value of exploring Latine students’ experiences across different contexts and providing tailored interventions.
该研究比较了三所高等教育机构的拉丁裔学生在统计学入门中的担忧、焦虑、心态和归属感。以白人为主的院校的学生对 R 编码和缺乏先验知识表示了更多的担忧。西语裔服务院校的学生对数学焦虑和社会比较表示出更多的担忧，他们有更多固定的思维模式，但归属感水平更高，这说明探索拉丁裔学生在不同环境中的经历并提供有针对性的干预措施很有价值。
{"title":"Latine Students’ Motivational and Emotional Experiences Related to Their Introductory Statistics Course: Differences by Institution Type Necessitate Tailored Interventions","authors":"Claudia C. Sutter, Karen B. Givvin, Paige L. Solomon, Ana Leandro-Ramos","doi":"10.1177/15381927231225416","DOIUrl":"https://doi.org/10.1177/15381927231225416","url":null,"abstract":"The study compared concerns, anxiety, mindsets, and belonging in introductory statistics among Latine students across three higher education institutions. Students at the Predominantly White Institution voiced more concerns about R-coding and lack of prior knowledge. Students at the Hispanic-Serving Institutions voiced more concerns about math anxiety and social comparison and had more fixed mindsets, yet higher levels of belonging—pointing toward the value of exploring Latine students’ experiences across different contexts and providing tailored interventions.","PeriodicalId":35211,"journal":{"name":"Journal of Hispanic Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140481952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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