New Mexico State University

Sandra M. GuzmánMulticultural Affairs Committee:

Diversity Dialogue

New Mexico State University

About me…

• Grew up in Cd. Juarez, Chihuahua, Mexico • B.A. in Psychology at NMSU• Undergraduate Research Assistant• 1st year School Psychology student, in three-year

Ed.S. Program at New Mexico State University • NASP Program Approval Board Graduate Assistant• SPGSO Community Service Coordinator

My Interest • The New York Times reported an educational crisis of

Mexican Americans, noting high drop out rates (Semple, 2011) limiting educational attainment and livelihood

• Mexican-American Children and Youth• Acculturation

– Acculturated Stress– Support for children struggling with acculturation

• Bidimensional Acculturation Model (Berry, 1980)• Self-identity/Identity Crisis • English Language Learners• Resilience

New Mexico State University

Research Focus• Preliminary studies showed non-significant

findings– Variables of interest: Motivation achievement,

interpersonal strengths, work habits, gender differences, self-esteem and acculturation (validity study on the structure of the instrument)

• Acculturation and resilience – Coping mechanisms and protective factors in

children that help manage acculturative stress

New Mexico State University

Interest Population Facts

• Mexican-Americans represent 63% of Latino/a population (U.S. Census Bureau, 2010); however

• 97% of students in the sample population are of Hispanic descent

• 44% students are ELL • 100% students are Economically Disadvantaged –

in fact, the whole school district was approved for the free lunch program because of the number of individual students who were eligible

New Mexico State University

Acculturation and Acculturated Stress• Hispanic youth undergo various stressors: Immigration,

communication and language, school and academic, peer, family, and social and economic (Cervantes & Cordova, 2011)

• High levels of stress are associated with negative educational outcomes among Latino/a youth (Bhugra, 2005)

• Bidimensional model differentiates acculturation from assimilation (Y.M. Kim et al., 2013)

• Multi-dimensional model (Keefe & Padilla, 1980) assesses both acculturation and ethnic identity– The Assessment of Acculturation for Latino/a Adolescents (AALA)

was based on Keefe and Padilla’s (1980) survey

New Mexico State University

Ethnic Identity and Dominant Identity of Immigrants• Socio-political atmosphere makes it difficult for

Latino/a children to develop positive social and personal identities

• Latino/a educational underachievement – Forced to abandon their native cultural practices

• As a result high risk for emotional disturbance, behavior problems, and school maladjustment

New Mexico State University

(Y.M. Kim et al., 2013)

References

• Cervantes, R. C., & Cordova, D. (2011). Life experiences of Hispanic adolescents: Developmental and language considerations in acculturation stress. Journal Of Community Psychology, 39(3), 336-352. doi:10.1002/jcop.20436

• Keefe, S. E., & Padilla, A. M. (1987). Chicano ethnicity. Albuquerque: University of New Mexico Press.

• Kim, Y., Newhill, C., & López, F. (2013). Latino acculturation and perceived educational achievement: Evidence for a bidimensional model of acculturation among Mexican-American children. Journal Of Human Behavior In The Social Environment, 23(1), 37-52. doi:10.1080/10911359.2012.739531

• Vidal De Haymes, M. M., Martone, J. J., Munoz, L. L., & Grossman, S. S. (2011). Family cohesion and social support: Protective factors for acculturation stress among low-acculturated Mexican migrants. Journal Of Poverty, 15(4), 403-426.

New Mexico State University

Acknowledgments

• Dr. Enedina García-Vázquez, advisor and mentor

• NASP Multicultural Affairs Committee

• Family and friends in El Paso, TX and Cd. Juarez

• New Mexico State University School Psychology faculty and cohort

New Mexico State University