Date of Award
Master of Science
Latino student's educational attainment beyond a high school diploma continues to be a societal struggle and topic of research in academia. Enrollment rates continue to increase, however, gaps between initiation and completion of higher education degrees are still prevalent (Fry, 2010). The three dimensions of educational commitment (i.e. Affective, Continuance and Normative) had not been explored among Latino college students despite noted discrepancies between their intended goal and actual persistence (Hellman & Williams-Miller, 2005; Rendon & Nora, 1997). Minority stress has been identified as one of the potential stressors that influence minority students in higher education. This study examined the relationship between minority stress and the three dimensions of educational commitment in a sample of 148 Latino community college and University students. Social connectedness to both Latino and Mainstream culture and perceived bicultural competence were postulated as possible moderators to the hypothesized negative relationship between minority stress and all dimension of educational commitment. The results indicated a significant main effect of Mainstream social connectedness and perceived bicultural competence on Affective educational commitment. Similarly, a two-way interaction indicated that perceived bicultural competence interacted with minority tress in predicting Affective educational commitment. For Continuance educational commitment, a main effect of perceived bicultural competence was also found. Finally, social connectedness to mainstream also significantly predicted Normative educational commitment. Future research directions and implications to counseling and work with Latino college students are discussed.
Raquel Botello Zamarron
Botello Zamarron, Raquel, "Bicultural competence and education among Latino" (2012). Graduate Theses and Dissertations. 12774.