1. New Mexico State University Sandra M. Guzmán Multicultural Affairs Committee: Diversity Dialogue

2. New Mexico State University About me… Grew up in Cd. Juarez, Chihuahua, Mexico B.A. in Psychology at NMSU Undergraduate Research Assistant 1 st 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

3. 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

4. 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

5. 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

6. 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

7. 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)

8. 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

9. 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