RESUMEN
Latino immigrants are the largest source of immigrant workers in the United States. In this study, 11 first-generation Latino immigrants (8 men, 3 women) living in the Midwest were interviewed about their work experiences. Interview data were analyzed using consensual qualitative research methods (Hill, Thompson, & Williams, 1997). Five domains associated with the data included work for survival and power, work for social connections, work as self-determination, work barriers in the Midwest, and access to work in the Midwest. We identify ways in which vocational psychologists can intervene to work effectively with Latino newcomers seeking employment in the United States and to support their transition into new settlement communities. Suggestions for future research with immigrant workers are discussed.
Asunto(s)
Emigrantes e Inmigrantes/psicología , Empleo/psicología , Hispánicos o Latinos/psicología , Motivación/fisiología , Trabajo/psicología , Adulto , Movilidad Laboral , El Salvador/etnología , Emigrantes e Inmigrantes/estadística & datos numéricos , Empleo/estadística & datos numéricos , Femenino , Hispánicos o Latinos/estadística & datos numéricos , Humanos , Entrevistas como Asunto , Masculino , México/etnología , Persona de Mediana Edad , Medio Oeste de Estados Unidos , Apoyo Social , Trabajo/estadística & datos numéricos , Adulto JovenRESUMEN
In this study, we used Lent's (2004) social cognitive model of well being to examine the academic and life satisfaction of 457 Mexican American college students attending a Hispanic-Serving Institution. Using structural equation modeling, results indicated that the model provided a good fit to the data. Specifically, we found positive relations from positive affect to enculturation, acculturation, college self-efficacy, academic satisfaction, and life satisfaction; from enculturation to college self-efficacy; from acculturation to college self-efficacy and college outcome expectations; from college self-efficacy to college outcome expectations, academic goal progress, academic satisfaction, and life satisfaction; from college outcome expectations to academic satisfaction; from academic goal progress to academic and life satisfaction; and from academic satisfaction to life satisfaction. Findings indicated the model was invariant across gender groups, and overall, 38% and 14% of the variance in academic satisfaction and life satisfaction, respectively, were explained by the predictor variables. Implications for research and practice are discussed.