Author: Yacihuilca Moní

Publisher:

Published: 2016

Total Pages: 182

ISBN-13:

Latinos are among the fastest growing ethnic groups in the US (Pew Hispanic Center, 2010). Nevertheless, for decades, Latinos have trailed behind other ethnicities academically. Latinos also have a high risk of dropping out of high school and are less likely to enroll in four-year colleges (Ryan & Siebens, 2012; A stronger America, 2012). There are a number of factors that may influence this gap in academic achievement. For example, people who have more positive school attitudes appear to consistently perform better in school (Colangelo et al., 1993; McCoach, 2001). Thus, one of the factors that may affect academic achievement among Latinos is their attitude toward school. Another factor that may influence both school attitude and academic achievement is that of acculturation. Acculturation refers to the psychological and behavioral changes that the individual experiences as a result of being exposed to a new culture or group (Berry, 1987). In 1987, Berry proposed a bidimensional model that incorporates four different acculturation strategies: Integration, assimilation, marginalization, and separation. Individuals who use the integration strategy tend to maintain the heritage culture while adapting to the host culture. Individuals who use the assimilation strategy typically discard the heritage culture and fully immerse themselves in the host culture. In the separation strategy, individuals engage with the heritage culture and reject the host culture. Finally, in the marginalization strategy, individuals disconnect from both the heritage and host cultures. Assimilation and integration are believed to be associated with more positive outcomes, while separation and marginalization are believed to be associated with more negative outcomes (Berry 1997). In addition to acculturation, other studies have suggested that variables such as depression, anxiety, substance use, and perceived discrimination are negatively associated with academic outcomes (Alamilla, Kim, & Lam, 2010; Berry, 1997; Eccles et al., 2006). Thus, this thesis posits that these variables may mediate the relationship between acculturation and academic outcomes (including both school attitude and academic achievement). The results of this study indicate that acculturation was not related to academic achievement. However, it was related to the degree to which a student feels satisfied with teachers, class material, and academic related activities or services. In other words, acculturation was related to school attitude. Participants who reported a higher level of integration had a more positive school attitude, while participants who scored higher on assimilation had a more negative school attitude. Acculturation was also related to substance use, depression, anxiety, and perceived discrimination. Students who scored higher on separation were more likely to experience high levels of depression, anxiety, and perceived discrimination. Students who scored higher on assimilation were more likely to engage in higher levels of substance use, but were less likely to experience perceived discrimination. Students who scored high on integration were slightly less likely to report symptoms of depression. Depression meditated the relationship between the use of the separation acculturation strategy and school attitude. Substance use mediated the relationship between integration and school attitude. The thesis demonstrates the importance of acculturation strategy in understanding academic outcomes among Latino college students. These factors include acculturation, depression, anxiety, substance use, and perceived discrimination. It also discusses the implications of these findings for educators and programs targeting the academic success of Latino college students.