Bidimensional acculturation and academic success among Latina/o college students.

Two studies examine the effect of bidimensional acculturation on academic outcomes among Latina/o college students. Findings suggest that, contrary to previous studies, academic outcomes are not related to immigrant generational status. However, students who adopt the integration acculturation strategy are more likely to have a positive school attitude, while students who use the assimilation strategy are more likely to have a negative school attitude. Students who use the integration strategy also score higher on school effort and educational values than students who use the assimilation strategy. High levels of school effort and educational values are related to both a higher grade point average (GPA) and a more positive school attitude. Conversely, low levels of parental involvement are associated with positive academic outcomes. Students who were thinking of dropping out of college scored lower on school attitude, school effort, and educational values than their counterparts. However, there was no difference in the GPA of the two groups of students. Previous studies on this topic have focused almost exclusively on unidimensional acculturation and school-age children or adolescents. Thus, these studies provide insight into the way that bidimensional acculturation affects academic variables such as GPA, school attitude, parental involvement, school effort, educational values, and bilingualism within a Latina/o college sample. The findings from these studies emphasize the importance of focusing on the values and beliefs of both the host and heritage cultures. (PsycINFO Database Record (c) 2018 APA, all rights reserved)