Literature Review of Psychosocial Factors Linked to Latinx Education and Occupational Development
Author:
Jean Picado ’25Co-Authors:
Faculty Mentor(s):
Jasmine Mena, PsychologyFunding Source:
Summer 2024 Psychology Emerging Behavioral Scientist Fellowship AwardAbstract
This review examined prior literature in psychology to better understand the educational experiences of Latinxs. The aim was also to identify the contextual factors that influence educational and occupational outcomes among Latinxs. An examination of the eligible peer-reviewed articles (n = 32) published between 2011 and 2024 was conducted with an emphasis on identifying recurring themes that play a significant role on U.S. Latinx student educational experiences. Articles were coded and the results across studies synthesized. The results were classified into three categories: individual, social, and environmental. Studies that examined individual factors emphasized the role of Latinx students’ increased likelihood of encountering barriers and the importance of developing self-efficacy compared to their non-Hispanic peers. Other studies that examined the social contexts surrounding Latinx education demonstrated that positive perceptions of school climate can promote academic success. With regard to environmental factors, prior research emphasized the importance of creating contextual settings for Latinx students that support autonomy, competence, and social connection to others in order to enhance academic and social integration. In addition, the current review identified recurring barriers and facilitators that promote or detract from Latinx educational achievement. Notably, many barriers and facilitators were related to structural factors, such as socioeconomic status of family members or access to social support. The review findings indicate interventions designed to increase self-efficacy, career outcome expectations, and resources to overcome barriers may ideally support the educational and occupational development of Latinx students.