The Role of Ethnic Identification and Perceived Social Support in Latinos' Adjustment to College

Monica E. Schneider · Dahlia J. Ward

139 citations0/0 files storedHispanic Journal of Behavioral Sciences

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Higher Education Research Studies Latin American and Latino Studies Racial and Ethnic Identity Research

Abstract

This study examines the role of perceived social support and ethnic identification in Latinos'adjustment to college. Included were five sources of perceived support (family, general peer, Latino peer, faculty, and institutional) and five types of college adjustment (overall, social, emotional, academic, and attachment). The authors' perceived support model accounted for as much as 51% of the variance in attachment, with different types of support contributing uniquely to different types of adjustment. Perceived support mediated the relationship between ethnic identification and adjustment. Highly identified Latinos were less adjusted to college, in part because they perceived lower support than less identified Latinos. Important differences emerged between Latino peer support and general peer support for Latinos' college adjustment. Both individual differences and situational factors are emphasized. The implications of these findings for understanding Latinos' adjustment to college are discussed.

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References

1992A Collective Self-Esteem Scale: Self-Evaluation of One's Social Identity 1984Measuring adjustment to college.1994Negotiating social identity when contexts change: Maintaining identification and responding to threat.1997Examination of Self-Efficacy, Social Support, and Stress as Predictors of Psychological and Physical Distress among Hispanic College Students

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