Self-reported familial support and expectations amongst students at Hispanic-Serving Institutions
Abstract: While there is considerable research into the challenges facing students in higher education at-risk of poor academic performance, especially first-generation students, there is a gap in the literature regarding ethnic minority students. Students from ethnic minority backgrounds that promote familial interdependence may have obligations to family that can interfere with college responsibilities. Furthermore, the degree of familial support felt by these students may also differ from that of the traditional student and parental support has been shown to insulate Mexican American students from the effects of acculturative stress on the symptoms of anxiety and depression. In a survey of students at Hispanic-Serving Institutions (HSIs), Hispanic students showed higher feelings of attachment to family, stronger agreement that their family will benefit from their time and effort in college, and stronger agreement that their academic outcomes will impact others in their family than non-Hispanic students. They also reported more belief that their family expects them to have time to help at home while in school and increased expectation to help family members understand how to get ready for, apply to, or navigate college. Further examination of whether Hispanic students differ significantly from first-generation students would help to clarify this issue.
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