Critical consciousness and intent to persist through college in DACA and U.S. citizen students: The role of immigration status, race, and ethnicity

Cultural Diversity & Ethnic Minority Psychology
Germán A CadenasTerence J G Tracey

Abstract

We used the model of critical consciousness (CC; Freire, 1973) to examine college persistence in a sample of Hispanic Deferred Action for Childhood Arrivals (DACA) college students in contrast to Hispanic and non-Hispanic White U.S. citizens. To do this, we looked to social cognitive career theory (Lent, Brown, & Hackett, 1994) to clarify the development of CC and its association with college persistence in students facing marginalization due to immigration status and racial/ethnic identity. The sample consisted of 368 undergraduate college students, including 89 Hispanic DACA recipients, 88 Hispanics with U.S. citizenship, and 191 non-Hispanic Whites with U.S. citizenship. Students completed scales on intent to persist in college, political self-efficacy, political outcome expectations, critical reflection, critical action, and supports and barriers for critical action. The data were examined using multigroup structural equation modeling; goodness of fit indices suggested good model fit for all groups. Tests of structural invariance revealed that 7 relational paths were equal across student groups, while race/ethnicity and immigration status differentiated the strength of 7 paths. Our findings indicate that there are differenc...Continue Reading

Citations

Apr 23, 2020·Journal of Racial and Ethnic Health Disparities·Eleanor K SeatonEdward Vargas
Nov 14, 2020·Journal of Youth and Adolescence·Marbella UriosteguiChristine Pajunar Li-Grining

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