Adaptive Culture, Ethnic-Racial Identity, and Social Class Identity: Associations with Academic Adjustment Among Latinx College Students

Via two studies, this dissertation examined the way in which ethnic-racial experiences and social class experiences work in tandem to shape academic adjustment among Latinx college students attending an HSI (Hispanic-Serving Institutions) and various PWIs (Predominantly White Institutions). In Study 1, I answered two research questions: 1) What is the variability of aspects of adaptive culture among a sample of socioeconomically diverse Latinx students? 2) How do various aspects of adaptive culture such as ethnic-racial socialization (ERS) messages inform Latinx students’ academic adjustment, specifically their academic engagement and academic self-concept? In Study 2, I answered two additional research questions: 3) How do dimensions of social class identity (e.g., SCI identification, SCI centrality, SCI pride, SCI shame, and SCI guilt) intersect with dimensions of ethnic-racial identity (e.g., ERI centrality, ERI private regard, and ERI public regard) to shape Latinx college students’ college experiences at PWIs, specifically their feelings of campus inferiorization, perceived ethnic fit, and college competence? 4) How are the relations of SCI and ERI with academic outcomes (e.g., campus inferiorization, perceived ethnic fit, and college competence) moderated by gender among Latinx college students attending PWIs? Across both studies, four main takeaways emerged: a) ERS and ERI manifested as adaptive culture and bolsters Latinx college students’ academic adjustment, b) identification with a higher social class or socioeconomic advantage, coupled with positive feelings about one’s social class identification promotes academic adjustment, c) socioeconomic disadvantage or negative feelings about one’s social class coupled with bias-focused ERS messages or negative affect about one’s ERI hinders academic adjustment, and d) ERS messagesmay bolster academic engagement among Latinx college students with fewer socioeconomic resources attending a PWI. Gender did not moderate any of the predominant patterns. This disssertation is unique in that it is one of the few to rely on person-centered analyses, as well as multiple objective and subjective SES factors to elucidate how ethnic-racial and social class experiences shape Latinx college students’ academic adjustment. Findings from this dissertation can be used by universities committed to a) supporting Latinx students in fulfilling their career and academic pursuits, and b) curating inclusive, equitable campuses and classrooms that acknowledge Latinx students’ cultural assets as well as their social identities. Universities could look to these findings to design and implement interventions, programs, and policies that promote campus belonging, fit, and feelings of academic and social competence.PHDPsychologyUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/177739/1/jmontoro_1.pd