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ERIC Number: EJ925887
Record Type: Journal
Publication Date: 2011
Pages: 28
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0005-2604
Chicana/o Students Respond to Arizona's Anti-Ethnic Studies Bill, SB 1108: Civic Engagement, Ethnic Identity, and Well-Being
O'Leary, Anna Ochoa; Romero, Andrea J.
Aztlan: A Journal of Chicano Studies, v36 n1 p9-36 Spr 2011
Arizona Senate Bill 1108, the "anti-ethnic studies bill," proposed to eliminate ethnic studies programs and ethnic-based organizations from state-funded education. Along with other anti-immigrant legislation, this bill is creating an oppressive climate of discrimination against individuals of Mexican descent in Arizona. This study investigates the impact of SB 1108 on the mental well-being of Mexican-descent undergraduate students and examines protective factors such as ethnic identity, civic engagement, and individual coping responses (engaged and disengaged). Ninety-nine undergraduates who self-identified as Mexican, Mexican American, or Chicana/o completed an online survey. Pearson product-moment correlation analysis indicates that greater stress due to SB 1108 was significantly associated with lower self-esteem and more depressive symptoms. Engaged coping responses to SB 1108 protected students' self-esteem even at high levels of stress; in contrast, students who felt high stress but were not engaged had significantly lower self-esteem. Our results also indicate that a positive ethnic identity, based on knowledge of cultural history and traditions, is a significant protective factor. Thus, while legislation such as the anti-ethnic studies bill may have a negative impact on the mental well-being of youth, it may also make them stronger as they become academically and civically engaged in response.
UCLA Chicano Studies Research Center. 193 Haines Hall, Los Angeles, CA 90095-1544. Tel: 310-794-9380; Tel: 310-825-2642; Fax: 310-206-1784; e-mail: press@chicano.ucla.edu; Web site: http://www.chicano.ucla.edu/press
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona