Works Title The Reliability and Validity of the Cultural Congruity and University Environment Scales with Chicana / o Community College Students Permalink

Following the calls for increased research on the educational experiences of Chicana/o community college students, and the development of culturally applicable measures for communities of color, this study examined the utility and the applicability of the Cultural Congruity Scale (CCS) and University Environment Scale (UES) for use with Chicana/o community college students. Applying a psychosociocultural framework, the reliability, construct, and criterion-related validity of the scales for use with a sample of 110 Chicana/o community college students was examined. Results demonstrated adequate reliability and construct validity, with indication of applicability of these scales for the study’s sample. Overall, the study challenges normative practices in educational research that students— despite their race/ethnicity, backgrounds, and histories—face similar educational experiences. Implications are discussed. ARTICLE HISTORY Received 17 March 2015 Accepted 01 June 2015 Latina/o student enrollment in higher education has reached substantial firsts; their enrollment exceeds 2 million for 18 to 24 year olds, making them the largest racial/ethnic minority on college campuses (Fry & Lopez, 2012). Despite the “browning of higher education,” Latina/o students experience challenges related to academic preparedness (Oseguera, Locks, & Vega, 2009); access into universities (Hagedorn, Chi, Cepeda, & McLain, 2007); finances, and overall persistence (Oseguera et al., 2009). As a result, community colleges are a critical educational access point for many Latina/os. Although 25.2% of Latina/os begin their postsecondary education in the community college system (Fry & Lopez, 2012), they are less likely to obtain an associate degree, transfer to a 4-year college, or complete a bachelor’s degree compared to their counterparts who begin at a 4-year college or university (Martinez & Fernández, 2004; Oseguera et al., 2009). Of the Latina/o students pursuing higher education, those of Mexican descent (who are hereafter referred as Chicana/os) are most likely to begin their higher education at 2-year colleges (Ornelas & Solorzano, 2004; Zell, 2010). As community colleges are critical access points for many students of color, the complex educational experiences of Chicana/os in particular (Campa, 2010; Zell, 2010), warrant further exploration. In reviewing the current research, emic scales incorporating the complexity of background and culture continue to be crucial (Hardin, Robitschek, Flores, Navarro, & Ashton, 2014; Quintana, Troyano, & Taylor, 2001). Specifically, assessments examining the educational experiences of community college students of color (e.g., Barnett, 2011) and Latina/os in particular (e.g., Kraemer, 1997) are needed. As Chicana/os are more likely to enroll in community colleges (Campa, 2010; Martinez & Fernández, 2004), the field of multicultural educational research is inhibited until culturally-centered CONTACT Alberta M. Gloria amgloria@wisc.edu University of Wisconsin-Madison, 325 Education Building, 1000 Bascom Mall, Madison, WI 53706. The term Chicana/o is used to reference individuals of Mexican descent in this study. Although the term carries sociopolitical nuances, it is used here to reference ethnic background. © 2015 Taylor & Francis COMMUNITY COLLEGE JOURNAL OF RESEARCH AND PRACTICE http://dx.doi. org/10.1080/10668926.2015. 1066276 D ow nl oa de d by [ U ni ve rs ity o f W is co ns in M ad is on ], [ A lb er ta G lo ri a] a t 0 8: 12 2 4 N ov em be r 20 15 theoretical constructs are appropriately represented (Hardin et al., 2014; Quintana et al., 2001; SeguraHerrera, 2008), and cultural and environmental educational experiences are adequately assessed for Chicana/o community college populations. Scales examining Chicana/o community college students’ educational experiences are critical, as perceived cultural fit is culturally and socially constructed by individuals based on their environment (Hurtado, Griffin, Arellano, & Cuellar, 2008). As such, this study examined the applicability of current emic educational scales (i.e., Cultural Congruity Scale and University Environment Scale, Gloria & Robinson Kurpius, 1996) to Chicana/o community college students. Guiding theoretical framework The present study implemented a psychosociocultural (PSC) approach (Castellanos & Gloria, 2007; Gloria & Rodriguez, 2000). Originally developed and applied as an integrative meta-model to understand Latina/o undergraduates’ educational experiences (Castellanos & Gloria, 2007; Gloria & Rodriguez, 2000), three dimensions are emphasized. The psychological (P, self-beliefs and attitudes), social (S, connections and relationships), and cultural (C, values and worldviews) dimensions are considered in understanding the individual and collective experiences of Latina/o students within the context of higher education (Castellanos & Gloria, 2007). As a meta-model, different variables are explored within each dimension. Although the examination of three dimensions is made in combination (Gloria & Rodriguez, 2000), in-depth exploration of the specific unique processes and relationships within a single dimension is also needed to best assist racial and ethnic minority students, and Chicana/os and Latina/os in particular (Aguinaga & Gloria, 2015). As such, this study focused on the cultural dimension of Chicana/o students’ processes of fitting into the culture of college (Cabrera & Padilla, 2004).