Running Head: AN INTRICATE TAPESTRY OF DEVELOPMENT

An Intricate Tapestry of Development: A Review of Latino/a College Student Development Roy Rodriguez Loyola University Chicago

AN INTRICATE TAPESTRY OF DEVELOPMENT In an extensive review of the literature on Latino/a college identity development, little

nor diverse information arises. As I scoured the Internet and library article databases, few results deviating from the typical topics of undocumented students, immigration reform, and poverty came up. This was alarming because as a self-identified Latino, such results indicated to me that little attention is given to Latino/as in higher education and how even less attention has been given to how Latino/a students develop through the highly formative college years. In this paper I seek to understand how Latino/a college students develop through college as researched by the few scholars that I was able to find and to advocate for how imperative it is that more research be conducted to gather a holistic view of Latino/a college student development in order to provide better services and support systems for these students in higher education (Castillo, Conoley, Choi-Pearson, Archuleta, Phoummarath, and Van Landingham, 2006; Torres, 2003). Although the term Latino in traditional language conventions in Spanish is reflective of both the male and female gender, for the purpose of this assignment, I will attempt to make a conscious effort to use the term Latino/a, Latino/as so as to be mindful of the gender diversity that is represented within this particular community. The limitation in utilizing the term in this way, however, is that it does not intuitively encompass the appropriate term for individuals who may identify as transgender or gender non-conforming (Gallegos & Ferdman, 2007). Latino/as in American Higher Education: An emerging Population Latino/as have consistently been one of the fastest growing ethnic populations in the United States in the new millennium with the population increasing by about 57.9% from 1990 to 2000 (Gallegos & Ferdman, 2007; Guardia & Evans, 2008; Hernandez, 2002; Longerbeam, Sedlacek, & Alatorre, 2004; Ojeda, Navarro, Rosales Meza, & Arbona, 2012; Torres & Hernandez, 2007; Torres, 2003). However, despite this healthy and consistent increase in overall

AN INTRICATE TAPESTRY OF DEVELOPMENT

population, these numbers do not reflect a similar story in higher education (Hurtado & Ponjuan; 2007; Castillo, Conoley, Choi-Pearson, Archuleta, Phoummarath, & Van Landingham, 2006). From 1990 to 1999, the population of Latino/as enrolling in colleges and universities in the United States increased by 68%, but of that percentage, only about 9.6% of Latino/as in this country actually hold a bachelors degree (Castillo et al., 2006). The minimal amount of research on this particular population of students in higher education along with the rapid rate at which the Latino/a population in the United States is growing has prompted the need for current researchers to advocate for more research on Latino/a students to better serve and support them in higher education (Castillo et al., 2006; Torres, 2003). The research that does exist on Latino/a college students expands on the various dimensions of student development theory in order to understand why more Latino/a students are not finishing their degree programs and to also prepare student affairs practitioners to assist Latino/a students through their journey in higher education (Castillo et al., 2006; Ojeda et al., 2012; Torres, 2003). A considerable amount of limitations were identified through the literature review and it is beneficial to acknowledge one limitation that percolated through many of the studies conducted early on. Latinos in the United States often feel misunderstood or categorized in ways that are not reflective of their individual and rich cultures (Gallegos & Ferdman, 2007). This is due in large part to the usage of the term Latino itself and how the term has taken on such a broad meaning to describe an immensely diverse population (Gallegos & Ferdman, 2007; Torres, 2003). The term Latino as an identity group is only pertinent to the United States. Individuals that come from Latin American and Caribbean countries generally do not identify as being Latino/a, but upon migrating to the United States, they must learn how to navigate this new

AN INTRICATE TAPESTRY OF DEVELOPMENT

social category that has such a strong influence on their identity and reconstruct various meaning making processes (Gallegos & Ferdman, 2007). Intricately Weaving in Racial and Ethnic Identity It is not an effective method to examine the various dimensions of student development as separate from s students racial or ethnic identity when looking at Latino/a college students in particular (Torres & Baxter Magolda; 2004; Torres; 2003). Instead, it is critical to observe how these students move through developmental tasks from an integrative perspective. For the purposes of this assignment, while I do examine how Latino/a college students move through the various dimensions of development separately, I continuously look at this movement with the added lens of ethnic and racial identity (Pope, 2000). I take on this approach because it is imperative that student affairs practitioners have a well-developed understanding of racial and ethnic identity and their impact on the development of students of color so as to be able to provide them with the best support and services possible. With regards to Latino/a college students, such an approach allows student affairs practitioners to acknowledge much of the diversity that their cultures bring to their identities and how they must navigate through that while having to take part in the dominant, American culture as well (Gallegos & Ferdman, 2007; Ojeda et al., 2012; Pope, 2000). Racial identity involves how an individual views, understands, and interacts with their own racial group as well as members of other racial groups (Helms & Cook, 1999; Pope, 2000). Racial identity models strive to examine a students sense of belonging to a particular group and the impacts this group membership, or lack thereof, has on their interpersonal and intrapersonal (cognitive and psychosocial) development (Pope, 2000; Torres & Baxter Magolda, 2004; Torres & Hernandez, 2007; Torres, 2003). Although much of the research on the identity of members

AN INTRICATE TAPESTRY OF DEVELOPMENT from different ethnic groups has focused primarily on black, international, and white students, it still has strong implications for other minority groups such as Latino/as in higher education (Pope, 2000). Ethnic identity theories commonly suggest that a critical moment usually marks the beginning of any type of starting point into the development of a racial/ethnic identity, but they do not adequately reveal or explore the process or the influences on that process for these individuals (Helms & Cook, 1999; Torres & Baxter Magolda, 2004). Helms & Cook (1999) suggests that movement from a less mature worldview to a more mature one is segmented by statuses. Helmss statuses imply that an individual may possess multiple worldviews with associated feelings and behaviors, but that one worldview dominates over all of them. Moving from a less mature to more mature status is usually associated with positive interactions with other groups (Helms & Cook, 1999; Pope, 2000). As is the case with Latino/a students, many of them, regardless of generational status within the United States, struggle with having to assimilate into one culture at the expense of disregarding the other (Helms & Cook, 1999; Torres, 2003). This significantly impedes their ability to effectively develop a strong sense of self and interact with members from their own and outside groups; clearly demonstrating how racial and ethnic identity is intricately woven into both psychosocial

and cognitive development. It is primarily for this reason that integrating ethnic identity with the other dimensions of student development is critical in gathering a more specific perspective of Latino/a student development overall. In many of the critiques of the traditional theories of student development, the issue of applicability to other identity groups other than the standard white, affluent, heterosexual male that pervade most of the ones highly regarded by student affairs practitioners makes applying these theories to practice for Latino/a students difficult (Evans et al., 2010; Torres et al., 2009;

AN INTRICATE TAPESTRY OF DEVELOPMENT Torres, 2003). But rather than disregarding theories by Chickering and Reisser or Perry when dealing with Latino/a college students, student affairs practitioners and researchers in higher education should think of their development through an ethnic identity lens. By doing so, the

various influences that impact the overall development of Latino/a college students can be taken into consideration and used to help better support them as they come across crossroads or face moments of extreme dissonance that will force them to develop sophisticated ways of making meaning and reconstructing their own sense of self (Evans et al., 2010; Torres & Baxter Magolda, 2004; Torres & Hernandez, 2007). Research studies that examined the psychosocial and cognitive development of Latino/a college students on their own showcased how they effectively moved through these individual dimensions, but they did not examine how race and ethnicity might promote or hinder such development. It is for this reason that I advocate that studying and working with Latino/a college students needs to be done by incorporating ethnic identity into the use of holistic development (Torres & Baxter Magolda, 2004; Torres & Hernandez, 2007). Psychosocial Development Theories of psychosocial development aim to examine the issues individuals encounter throughout their life span that impact how they define themselves, their relationships with others, and what they choose to do with their lives (as cited in Evans, Forney, Guido, Patton, & Renn, 2010; Foubert & Grainger, 2006). These particular theories, like Chickering and Reissers revised theory of identity development, are useful in understanding the influences that individuals encounter at different points in their lives and how these encounters promote, or hinder, development (Evans et al., 2010; Foubert & Grainger, 2006). The literature review yielded few research studies that solely observed the psychosocial development of Latino/a

AN INTRICATE TAPESTRY OF DEVELOPMENT college students. Rather, a few of the studies that were found placed psychosocial development in relation to other developmental dimensions such as racial and ethnic identity models; demonstrating once again how intricately woven ethnic identity and psychosocial development

are for Latino/a students (Bernal, Bonilla, & Bellido, 1995; Castillo et al., 2006; Helms & Cook, 1999; Ojeda et al., 2012; Pope, 2000). To understand how Latino/a college students navigate through psychosocial development, Pope (2000) asserts that although Chickering and Reissers theory of identity development can be insufficient (p. 74) in explaining how students of color move through development, it is equally important to understand how ethnic identity influences and impacts this particular dimension of development for Latino/a students (Evans et al., 2010). Pope found that the construct of social identity was significantly related to the combined tasks of psychosocial development (Pope, 2000). In particular, there was a close relationship between racial/ethnic identity and the psychosocial tasks of Establishing and Clarifying Purpose, Developing Mature Interpersonal Relationships, and Academic Autonomy (Evans et al., 2010; Pope, 2000). In Developing Mature Interpersonal Relationships, individuals develop intercultural and interpersonal appreciation of that which is different than them as well as the capacity to hold and maintain meaningful relationships with others (as cited in Evans et al., 2010). In Establishing and Clarifying Purpose (Developing Purpose), Chickering and Reisser assert that the goals of this vector are for an individual to develop clear goals and make strong interpersonal commitments (as cited in Evans et al., 2010). Castillo, Conoley, Choi-Pearson, Archuleta, Phoummarath, and Van Landingham (2012) look into the factors that contribute towards Latino/a college students attitudes on college persistence, work that is deeply rooted in psychosocial development. In their study, the

AN INTRICATE TAPESTRY OF DEVELOPMENT

researchers found that students with a stronger commitment to their ethnic identity had more of a struggle with academic persistence. By developing such a strong ethnic identity, Latino/a students felt the need for emersion, or the recognition for positive group definition, and did not develop the intercultural or interpersonal appreciation that is characteristic of Developing Mature Interpersonal Relationships (Evans et al., 2010; Helms & Cook, 1999; Pope, 2000; Castillo et al., 2006). Helmss (1999) people of color racial identity model provides more insight as to why this is. Helms asserts that due to a higher sense of ethnic self, individuals may begin to immerse themselves in, or idealize everything to be considered of their own group, and reject anything that is other (Helms & Cook, p. 248, 1999). Similar to emersion, immersion causes Latino/a students to reject anything that may not be of their own group, which then leads to a low or poor development of mature and interpersonal relationships (Helms & Cook, 1999). Through these examples, it is important to highlight a point Pope makes clear: development in either ethnic identity development or psychosocial development causes the other; it shows that they are closely related (Pope, 2000). This is significant because the time and energy students of color, namely Latino/a students, put into navigating their own ethnic identity development can have huge impacts on their psychosocial development as well. This makes placing special attention to the impact of ethnic identity on the psychosocial development of Latino/a students by student affairs practitioners a high priority. Research on the psychosocial development of Latino/a college students is scarce. Many of the developmental tasks in this dimension of development as they pertain to this particular group of students are best examined in relation to ethnic identity (Pope, 2000). The fact that psychosocial development theories on their own do not provide a full and clear picture of the identities of Latino/a students suggests that higher education researchers must take the time, care,

AN INTRICATE TAPESTRY OF DEVELOPMENT and initiative to better understand how this population of students formulate other areas of their identity in conjunction with their race and ethnicity. Seeing that race and ethnicity has a significant impact on the ways in which individuals formulate their own identities and it is critical that research continues to be done to examine the impacts on the overall identity of Latino/a students. Cognitive Development Theories of cognitive development attempt to examine the processes of intellectual development during the college years (Evans et al., p. 43, 2010). Cognitive development

theories have a strong focus on how people think and make meaning of the experiences that they face throughout their lives (Evans et al., 2010; Torres & Baxter Magolda, 2004). These theories are helpful in aiding student affairs practitioners in understanding how students reason through the decision making process and their interactions with those around them (Evans et al. 2010). The research on Latino/a cognitive development indicates that the meaning making processes of these students are significantly influenced by various structures such as family, generational status in the United States, and geographic location (Guardia & Evans, 2008; Ojeda et al., 2012; Torres & Hernandez, 2007; Torres 2003; Torres 2004). In the context of Latino/a cognitive development, these particular students often produce their identities through participation in a wide array of cultural activities that allow them to participate in the conceptual, or cognitive, developmental processes such as valuing the family structure, Latino Greek letter organizations, or even reverse racism (Guardia & Evans, 2008; Ojeda et al., 2012; Urrieta, 2007). An example cognitive development that was found in the literature review was in a research study conducted by Ojeda, Navarro, Rosales Meza, & Arbona (2012) on the influence of stressors related to ethnic background (racism, stereotype threat, etc.) on the well-being and

AN INTRICATE TAPESTRY OF DEVELOPMENT

10

identity development of Latino/a college students. The researchers found that Latino/a students perception of pressure from within their own ethnic identity group to conform to the norms of their Latino/a culture significantly impacted their overall satisfaction with their academic experience in a negative way (Ojeda et al., 2012). This came in the form of pressure from their own identity group wanting them to behave in certain ways or conforming to acceptable cultural norms, such as speaking Spanish, causing strong dissonance within them. Due to the pressure of not having the support they expected along with the pressure to behave in certain ways to gain the acceptance of the group they trusted most on campus, these Latino/a students felt a higher degree of isolation, alienation, and loneliness as well as an overall decrease in their satisfaction with the college experience (Ojeda et al., 2012; Torres & Baxter Magolda, 2004; Torres, 2003). The students felt that their choice in this instance was between either conforming to the cultural expectations of those they felt supported them the most on campus and viewed as immediate authority figures or to take part in the majority culture and risk alienation and isolation from their peers (Ojeda et al., 2012; Torres, 2003). To these individuals, there was no other obvious or apparent solution in trying to alleviate this stress so as to be able to enjoy their experience. This is a clear example of the dualism position in Perrys (1968) theory of intellectual and ethical development (Evans et al., 2010; Ojeda et al., 2012). With dualistic reasoning, Perry asserts that students view the world dichotomously and that their meaning making processes are heavily influenced by those they view as the authority figures in their lives (Evans et al., p. 86, 2010). In the case of Latino/a students, again adding the layer of ethnic identity on top of it, the authority figures throughout most of their lives are their families (Guardia & Evans, 2008; Ojeda et al., 2012; Torres & Baxter Magolda, 2004; Torres, 2003). When these students arrive to

AN INTRICATE TAPESTRY OF DEVELOPMENT

11

college, most Latino/a students that came from backgrounds in which their families were strong influences on them or if they went to an institution where they were no longer the visible, dominant ethnicity, but they came from geographic locations in which they were, these students actively seek out communities in which they feel similar nurture and support (Guardia & Evans; 2008; Helms & Cook 1999; Ojeda et al., 2012; Torres, 2003). If that support is not received or felt by Latino/a students, the implications can negatively impact them and lead to cases of depression and low retention numbers (Castillo et al., 2006). Aside from familial influences, another way Latino/a students developed in the cognitive dimension was in the way they perceived themselves in society (Torres, 2003). An individuals self-perception of their status in society is usually associated with socioeconomic status, but Torres used self-perception to describe how Latino/a college students perceive some perceptions of their culture as a privilege compared to others who might view them as oppressive (Torres, 2003). Latino/a students in the study exhibited perceptions of privilege through their beliefs of negative stereotypes of their Latino/a ethnicity and in the ways in which they actively tried to reject such stereotypes from their lives (Torres, 2003). These students accomplished this by either fighting hard to act in ways that were acceptable by the majority culture or by reverse racism as well (Helms & Cook, 1999; Pope 2000; Torres, 2003). Other students did not view themselves as having any privilege over others as a result of having exposure to oppression such as racism or from living with different cultures (Torres, 2003). Although these examples illustrate how cognitive development theories are useful in examining how sociocultural influences such as family, generational status in the United States, and geographic location impact the meaning making processes of Latino/a students, this is only the case because the added layer of ethnic identity has been added to it (Torres, 2003). The

AN INTRICATE TAPESTRY OF DEVELOPMENT

12

existing research on the cognitive development of Latino/a students alone do not provide a clear picture of how these students move through this dimension of development on their own. Holistic Development Integrative, or holistic, developmental theories aim to combine both the dimensions of psychosocial and cognitive theories to provide a more complete picture of the developmental processes of college students as they intertwine throughout their lives (Evans et al., 2010; Torres & Baxter Magolda, 2004; Torres, Jones, & Renn, 2009). Researchers like Kegan and Baxter Magolda and Torres (2004) took a holistic approach to explain the developmental processes of college students because they believed that development occurs throughout life and that there is no clear cut distinction between how an individual develops cognitively or psychosocially, but that these developmental processes happen simultaneously (as cited in Baxter Magolda, 2009; Evans et al., 2010; Torres & Baxter Magolda, 2004). In reviewing the literature, it became evident that taking a holistic approach in observing the developmental process of Latino/a college students was essential to effectively understand and communicate the development of this particular student population. Few research studies exist that take a holistic approach to understanding Latino/a student development (Torres & Hernandez, 2007). Much of the literature that does exist on taking a holistic approach to understanding the development of Latino/a college students can be found in Torres (2003; 2004; 2009), Torres and Baxter Magolda (2004), and Torres and Hernandezs (2007) research on the meaning making processes of Latino/a college students as they move through higher education. Torres work is useful and beneficial in understanding Latino/a college student development because the studies also incorporate the added layer of ethnic identity that influences the development of their every day lives in addition to integrating the

AN INTRICATE TAPESTRY OF DEVELOPMENT

13

cognitive and psychosocial dimensions of development. Torres and Baxter Magolda assert that long standing, traditional theories of student development that place Latino/a students into categories only give student affairs practitioners what they refer to as snapshots of development (p. 333) and do not look at the developmental processes of these students in its entirety (Torres & Baxter Magolda, 2004). Torres and Baxter Magolda also found that examining Latino/a college student development solely through the lens of ethnic identity is just as ineffective as strictly adhering to the traditional developmental theories because existing theories of ethnic identity development do not readily combine or incorporate the various dimensions of interpersonal and intrapersonal development (Torres & Baxter Magolda, 2004; Torres & Hernandez, 2007; Torres, 2003). In their study, Torres and Baxter Magolda (2004) examine how the various dimensions of development (interpersonal, intrapersonal, and cognitive) and the academic environment in which Latino/a students find themselves in order to better understand how they work simultaneously to reconstruct a students own sense of self. The researchers also utilized ethnic identity development as an added lens through which they could examine how Latino/as in higher education also made meaning of their ethnicity (Torres & Baxter Magolda, 2004). The researchers argue that identity development must be considered as an interrelationship among multiple dimensions in which change is inevitable as a result of the various dimensions of development that have been continuously mentioned in this section (Torres & Baxter Magolda, 2004). It is because of this reasoning that Torres and Baxter Magolda utilize the concept of selfauthorship as their means of taking a holistic approach to examining Latino/a college students (Torres & Baxter Magolda, 2004). Torres and Baxter Magolda refer to self-authorship as the internal capacity for an individual to define their beliefs, sense of self, and relations to those

AN INTRICATE TAPESTRY OF DEVELOPMENT around them (Evans et al., 2010; Torres & Baxter Magolda, 2004). They argue that the

14

integration of both the intrapersonal and interpersonal dimensions of development promotes selfauthorship and the holistic development of students (Torres & Baxter Magolda, 2004; Torres & Hernandez; 2007). It is through this perspective that Torres and Baxter Magolda advocate that students need to have an environment in which they can explore and express their identities in order construct a strong sense of self (Torres & Baxter Magolda, 2004). Torres and Baxter Magolda focus the attention of their study on two students who they felt exhibited strong levels of identity reconstruction. To Sagi, a young female college student who immigrated to the United States when she was 14, Americans inherently knew more than she did. When asked to expound upon this perception by the researcher (Torres), she explained that because of her struggle with not being able to speak Spanish without an accent, she felt that she was perceived as being inferior to others that spoke English perfectly (Torres & Baxter Magolda, 2004). This example demonstrates how Sagis perception of self was significantly impacted by racial/ethnic stereotypes based off of perceived English speaking abilities. Cognitively, Sagi believed that because she did not speak English as well as Americans (p. 337) did, she could not perform successfully and graduate from college; the feeling of shame and angst engulfed this individual (Torres & Baxter Magolda, 2004). In this case, societal norms, stereotypes, and actions from those in Sagis environment (faculty and peers in particular) took on the authoritative, dominant role and led Sagi to internalize these notions as being true and inescapable. As Sagi moved along in the college experience, her level of confidence in her academic abilities steadily increased as she interacted with people who challenged her ways of knowing and took part in actions that forced her to face dissonance in unfamiliar environments (Torres & Baxter Magolda, 2004). These experiences in

AN INTRICATE TAPESTRY OF DEVELOPMENT

15

her college career, particularly in her first two years as an undergraduate student, allowed Sagi to begin to reconstruct her perception of what it meant to be non-American or a first-generation student in college (Torres & Baxter Magolda, 2004). This allowed Sagi to rethink the stereotypes that influenced her identity and pushed her to reconstruct her sense of self in order to develop a more positive and integrated way of thinking and being. But for a majority of Latino/a students, such a healthy developmental progression is not always so easy. Racism significantly influences how Latino/a students manage through external formulas, a phase of self-authorship, to which inhibits their progression towards self-authorship as was the case seen with Sagi (Torres & Baxter Magolda, 2004). The strengths in utilizing a holistic approach to understanding the developmental processes of Latino/a college students in higher education are evident in this section. However, despite the fact that holistic development theories seek to integrate the various dimensions of student development, there is a limited amount of research that takes a holistic approach in studying Latino/as (Torres & Hernandez; 2007). As was also apparent in this section was the fact that most of the research in this particular area of development was conducted by one main researcher, Vasti Torres. Although the research tries to examine various areas and influences on development for these students, much of the inferences that Torres makes from the initial study pull from a small sample of Latino/a study and uses this sample to make significant generalizations to explain the development of these students. This posses as an extreme threat to the external validity of the research study because the small sample size is not representative of the vast diversity that comprises the Latino/a identity group (Christensen & Johnson, 2012). Implications for Practice for an Emerging Population

AN INTRICATE TAPESTRY OF DEVELOPMENT The reason why I chose to examine Latino/a college student development through the lens of ethnic identity as an interwoven thread through the various dimensions of student development was because throughout a review of the literature it became increasingly evident

16

that existing psychosocial, cognitive, and racial/ethnic identity theories alone did not adequately convey how Latino/a college students move through different developmental processes (Torres & Baxter Magolda, 2004; Torres & Hernandez, 2007). There was also few research studies found that sought to provide useful resources or tools to help Latino/a students as they develop through college. However, when these dimensions of development are combined, a holistic picture of Latino/a ethnic identity emerges and it becomes easier to understand how numerous influences impede or promote development for these students. Seeing as the Latino/a population in the United States is increasingly growing and anticipated to grow even further over the next decade, there must be a larger effort made by higher education researchers to further the study on the development of Latino/as in higher education (Gallegos & Ferdman, 2007; Guardia & Evans, 2008; Hernandez, 2002; Longerbeam et al., 2004; Ojeda et al., 2012; Torres & Hernandez, 2007; Torres, 2003). More research on the development of Latino/a students in higher education is critical because the alarming disproportionate rates of Latino/as that are making it into institutions of learning, but that are not finishing and receiving their degrees (Hurtado & Ponjuan; 2007; Castillo et al., 2006). Most of the reasons why these students are not completing degree programs can be attributed to the unwelcoming and homogenous environments that many colleges and universities create (Castillo et al., 2006). Furthering the research on Latino/a students can help student affairs practitioners advocate for the need of programs and services that are vital to the recruitment and retention of Latino/a students on campuses across the country. In order for Latino/a students to feel the

AN INTRICATE TAPESTRY OF DEVELOPMENT support they need at their institutions, student affairs practitioners must also take part in

17

developing programs and services that are based off of research that proves to be useful for these students. The use of new and holistic research on Latino/a college students could ensure that as an inevitable influx of such students make their way to college, the universities they attend are ready and prepared to ensure their success and development. The development of Latino/a college students is both diverse and complex (Gallegos & Ferdman, 2007; Torres, 2003). To make the assumption that one theory fits all students is to simultaneously disregard the immense diversity that exists within this particular identity group. It is critical that student affairs professionals and higher education researchers understand that Latino/a college students face unique challenges as they journey through their own development in higher education. Due to their unique cultural backgrounds, families, and generational status, it is difficult for Latino/a college students to separate themselves from their ethnic identity. Rather than taking from the models and theories that exist that explicitly seek to explain the developmental processes of people of color like Helms and Pope, practitioners need to understand that Latino/a students develop like any other population of students. But because of the unique and diverse cultural experiences they bring, a solid understanding of the impact ethnic identity has on the developmental processes of Latino/a students and using that understanding as an added lens to assist and support these students through college is essential.

AN INTRICATE TAPESTRY OF DEVELOPMENT Bibliography Baxter Magolda, M. B. (2009). The activity of meaning making: A holistic perspective on college student development. Journal of College Student Development, 50, 621-639.

18

Bernal, G., Bonilla, J., & Bellido, C. (1995). Ecological validity and cultural sensitivity for outcome research: Issues for the cultural adaptation and development of psychosocial treatments with Hispanics. Journal of Abnormal Child Psychology, 23(1): p. 67-82.

Castillo, L. G., Conoley, L. W., Choi-Pearson, C., Archuleta, D. J., Phoummarath, M. J., & Van Landingham, A. (2006). University environment as a mediator of Latino ethnic identity and persistence attitudes. Journal of Counseling Psychology, 53(2); p. 267-271. DOI: 10.1037/0022-0167.53.2.267 Christensen, L., and Johnson, B. (2012). Educational research: Quantitative, qualitative, and mixed approaches (4th ed.). Boston, MA: Sage Publications. Evans, N., J. Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college: Theory, research, and practice (2nd ed.). San Francisco, CA: Jossey-Bass Foubert, J. D. & Grainger, L. U. (2006). Effects of involvement in clubs and organizations on the psychosocial development of first-year and senior college students. NASPA Journal, 43(1): p. 166-182. Gallegos, P. V. & Ferdman, B. M. (2007). Identity orientations of Latinos in the United States: Implications for leaders and organizations. The Business Journal of Hispanic Research, 1(1): p. 26-41. Guardia, J. R. & Evans, N. J. (2008). Factors influencing the ethnic identity development of

AN INTRICATE TAPESTRY OF DEVELOPMENT Latino fraternity members at a Hispanic serving institution. Journal of College Student Development, 49(3): p. 163-181. DOI: 10.1353/csd.0.0011 Helms, J. E., & Cook, D. A. (1999). Using race and culture in counseling and psychotherapy: Theory and process. Needham Heights, MA: Allyn & Bacon.

19

Hernandez, J. C. (2002). A qualitative exploration of the first-year experience of Latino college students. NASPA Journal, 40(1): p. 69-84. Hurtado, S. & Ponjuan, L. (2005). Latino educational outcomes and the campus climate. Journal of Hispanic Higher Education, 4(3): p. 235-251. DOI: 10.1177/1538192705276548 Kaufman, P. & Feldman, K. A. (2004). Forming identities in college: A sociological approach. Research in Higher Education, 45(5); p. 463-496. http://www.jstor.org/stable/40197379. Longerbeam, S. D., Sedlacek, W. E., & Alatorre, H. M. (2004). In their own voices: Latino student retention. NASPA Journal, 41(3): p. 538-550. Ojeda, L., Navarro, R. L., Rosales Meza, R., & Arbona, C. (2012). Too Latino and not Latino enough: The role of ethnicity-related stressors on Latino college students life satisfaction. Journal of Hispanic Higher Education, 11(14); p. 14-28. DOI: 10.1177/1538192711435553 Pope, R. L. (2000). The relationship between psychosocial development and racial identity of college students of color. Journal of College Student Development, 41, 302-312. Torres, V. & Baxter Magolda, M. B. (2004). Reconstructing Latino identity: The influence of cognitive development on the ethnic identity process of Latino students. Journal of College Student Development, 45(3); p. 333-347. DOI: 10.1353/csd.2004.0043 Torres, V. & Hernandez, E. (2007). The influence of ethnic identity on self-authorship: A longitudinal study of Latino/a college students. Journal of College Student Development,

AN INTRICATE TAPESTRY OF DEVELOPMENT 48(5): p. 558-573. DOI: 10.1353/csd.2007.0057

20

Torres, V., Jones, S. R., & Renn, K. A. (2009). Identity development theories in student affairs: Origins, current status, and new approaches. Journal of College Student Development, 50(6), 577-596. DOI: 10.1353/csd.0.0102 Torres, V. (2003). Influences on ethnic identity development of Latino college students in the first two years of college. Journal of College Student Development, 44(4): p. 532-547. DOI: 10.1353/csd.2003.0044 Torres, V. (2004). Familial influences on the development of Latino first year students. Journal of College Student Development, 45(4): p. 457-469. DOI: 10.1353/csd.2004.0054 Torres, V. (2009). The developmental dimensions of recognizing racist thoughts. Journal of College Student Development, 50(5); 504-520. DOI: 10.1353/csd.0.0088 Urrieta, L. (2007). Identity production in figured words: How some Mexican Americans become Chicano/a activist educators. The Ubran Review, 39(2): p. 117-144. DOI: 10.1007/s11256-007-0050-1