Amado Padilla
Associate Dean for Faculty Affairs and Professor of Education
Graduate School of Education
Bio
Dr. Padilla's research follows three major strands: (1) resilient students who achieve high levels of academic performance despite coming from home and community backgrounds that pose multiple challenges to educational excellence, including adaptation to U.S. culture and English by immigrant adolescents; (2) acculturation and acculturation stressors that impact the physical and psychological well-being of newcomer youth and adults as well as the acquisition of bicultural strategies for functioning in their home culture and in mainstream American culture; and (3) studies involving second language learning and teaching, and strategies for achieving bilingual proficiency especially among heritage speakers of numerous European and Asian languages. He has published widely in his areas of research expertise.
Dr. Padilla is also interested in quantitative research in multicultural contexts. He serves as the principal investigator of the California World Language Project (CWLP), a program that assists California teachers in world language instruction. A final interest includes the history of ethnic minority scholars in psychology.
Administrative Appointments
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Professor of Developmental and Psychological Sciences in Education, Stanford Graduate School of Education (1988 - Present)
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Faculty Advisor, Stanford World Languages Project (2018 - Present)
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Faculty Advisor, California World Languages Project (2018 - Present)
Boards, Advisory Committees, Professional Organizations
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Assistant Professor of Psychology, State University of New York (1969 - 1971)
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Assistant Professor of Psychology, University of California, Santa Barbara (1971 - 1974)
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Associate Professor to Full Professor of Psychology, University of California, Los Angeles (1974 - 1988)
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Editor, Hispanic Journal of Behavioral Sciences (1979 - Present)
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Former Member, Board of Directors, EdSource (2005 - 2010)
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Member, Board of Directors, DreamCatchers (2008 - 2021)
Professional Education
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B.A., New Mexico Highlands University, Psychology
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M.S., Oklahoma State University, Experimental Psychology
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Ph.D., University of New Mexico, Experimental Psychology
Research Interests
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Achievement
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Adolescence
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Child Development
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Diversity and Identity
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Immigrants and Immigration
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Literacy and Language
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Poverty and Inequality
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Psychology
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Race and Ethnicity
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Technology and Education
Current Research and Scholarly Interests
Current projects include: (a) the development of models of ethnic identity that incorporate social cognition theory and social identity; (b)acculturation stress and mental health status across three generations of Latinos; (c) home, school and community protective factors that empower Latino students to succeed academically; (d) learning of Mandarin by high school students in summer intensive programs vs. students in regular high school world language classes; and (e) student language and academic content learning in a Mandarin/English dual language immersion program.
Projects
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California Foreign Language Project
Principal Investigator, California Foreign Language Project
Location
United States
2024-25 Courses
- Advanced Partnership Research
EDUC 352C (Spr) - Psychological and Educational Resilience Among Children and Youth
EDUC 256, HUMBIO 149 (Aut) -
Independent Studies (9)
- Curricular Practical Training
EDUC 437 (Aut, Win, Spr, Sum) - Directed Reading
EDUC 480 (Aut, Win, Spr, Sum) - Directed Reading in Education
EDUC 180 (Aut, Win, Spr, Sum) - Directed Research
EDUC 490 (Aut, Win, Spr, Sum) - Directed Research in Education
EDUC 190 (Aut, Win, Spr, Sum) - Honors Research
EDUC 140 (Aut, Win, Spr, Sum) - Master's Thesis
EDUC 185 (Aut, Win, Spr, Sum) - Practicum
EDUC 470 (Aut, Win, Spr, Sum) - Supervised Internship
EDUC 380 (Aut, Win, Spr, Sum)
- Curricular Practical Training
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Prior Year Courses
2023-24 Courses
- Advanced Partnership Research
EDUC 352C (Spr) - Education of Immigrant Students: Psychological Perspectives
EDUC 277 (Aut)
2022-23 Courses
- Advanced Partnership Research
EDUC 352C (Spr) - Psychological and Educational Resilience Among Children and Youth
EDUC 256, HUMBIO 149 (Win)
2021-22 Courses
- Advanced Partnership Research
EDUC 352C (Spr) - Community Engaged Psychology and Education Field Experience
EDUC 461, PSYCH 161 (Spr) - Well-Being in Immigrant Children & Youth: A Service Learning Course
CHILATST 177A (Aut) - Well-Being in Immigrant Children & Youth: A Service Learning Course
CHILATST 177B (Win) - Well-Being in Immigrant Children & Youth: A Service Learning Course
CSRE 177E (Aut) - Well-Being in Immigrant Children & Youth: A Service Learning Course
CSRE 177F (Win) - Well-Being in Immigrant Children & Youth: A Service Learning Course
EDUC 177A (Aut) - Well-Being in Immigrant Children & Youth: A Service Learning Course
EDUC 177B (Win) - Well-Being in Immigrant Children & Youth: A Service Learning Course
HUMBIO 29A (Aut)
- Advanced Partnership Research
Stanford Advisees
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Doctoral Dissertation Advisor (AC)
Oswaldo Rosales -
Doctoral (Program)
Cody Abbey, Clarissa Gutierrez, Melissa Lewis, Oswaldo Rosales, Brenda Valdes, Lillian Wolfe, Tatiana Zamora
All Publications
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Longitudinal academic, language, and social emotional learning outcomes of graduates of a one-way Spanish Immersion program
FOREIGN LANGUAGE ANNALS
2024
View details for DOI 10.1111/flan.12782
View details for Web of Science ID 001306004700001
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Understanding the Nuances of First-Generation College Students: How the Culture of College Factors Into Academic Success
JOURNAL OF COLLEGE STUDENT DEVELOPMENT
2024; 65 (1)
View details for DOI 10.1353/csd.2024.a919350
View details for Web of Science ID 001208364100008
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Making sense of conflicting messages of multiracial identity: a systematic review.
Frontiers in psychology
2024; 15: 1307624
Abstract
Background: Ethnic-racial identity (ERI) development refers to how individuals' experiences, beliefs, and attitudes influence understanding of ethnic-racial group membership. Messages about race, from multiple ecosystems, influence identity development and how individuals come to form their ERI. There has been a shift in ERI research to focus on Multiracial populations, however, most of the research focus is on Black/white biracial and general, non-specified Multiracial populations. The ERI development process and experience for persons of other Multiracial backgrounds (e.g., AfroLatinx or AsianBlack) is not as extensively studied. This systematic literature review aims to elucidate the existing conceptualization of Multiracial ERI development for non-Black/white biracial and general Multiracial populations in the United States.Methods: A comprehensive search strategy was employed across multiple academic databases to identify relevant studies based on explicit inclusion criteria. The initial search resulted in 1,846 articles, but when only Black/white biracial and non-specified general Multiracial studies were eliminated from this review, only 18 articles met the criteria for inclusion.Results: Common themes emerged from the reviewed literature, including the importance of spaces, conflicting social messages directed at Multiracial individuals, and coping responses used by Multiracial individuals when faced with challenges by family members and peers regarding their multiracial identity.Discussion: The findings underscore the need for a more nuanced exploration of ERI development among diverse Multiracial populations. Understanding the unique strengths, experiences, and challenges of different Multiracial populations beyond the Black-white biracial paradigm is essential for understanding ERI development across and between different Multiracial populations in today's world.
View details for DOI 10.3389/fpsyg.2024.1307624
View details for PubMedID 38725948
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Cultural taxation or "tax credit'? Understanding the nuances of ethnoracially minoritized student labor in higher education
ETHNIC AND RACIAL STUDIES
2022
View details for DOI 10.1080/01419870.2022.2143717
View details for Web of Science ID 000884231000001
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Unpacking the factors related to flourishing among bilingual adults in the US
JOURNAL OF MULTILINGUAL AND MULTICULTURAL DEVELOPMENT
2022
View details for DOI 10.1080/01434632.2022.2104861
View details for Web of Science ID 000834878600001
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Longitudinal study of Spanish Dual Language Immersion graduates: Secondary school academic and language achievement
FOREIGN LANGUAGE ANNALS
2022
View details for DOI 10.1111/flan.12615
View details for Web of Science ID 000796387500001
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Mindset, stereotype threat and the academic achievement gap between Chinese and Latinx English Learners (ELs)
INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH
2022; 112
View details for DOI 10.1016/j.ijer.2021.101916
View details for Web of Science ID 000745942800008
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"Finding Common Ground": Experiences of Immigrant and Nonimmigrant Students in a Community Engaged Learning Course
Michigan Journal of Community Service Learning
2022; 28: 63-82
View details for DOI 10.3998/mjsl.396
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Impact of COVID-19 on Latinos: A Social Determinants of Health Model and Scoping Review of the Literature
HISPANIC JOURNAL OF BEHAVIORAL SCIENCES
2021
View details for DOI 10.1177/07399863211041214
View details for Web of Science ID 000700577500001
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Grit and motivation for learning English among Japanese university students
SYSTEM
2021; 96
View details for DOI 10.1016/j.system.2020.102411
View details for Web of Science ID 000615722600006
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On the Role of Passion in Second Language Learning and Flourishing
JOURNAL OF HAPPINESS STUDIES
2021
View details for DOI 10.1007/s10902-020-00339-0
View details for Web of Science ID 000604448700002
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Editorial: Positive Psychology and Learning a Second or Third Language
FRONTIERS IN PSYCHOLOGY
2020; 11: 599326
View details for DOI 10.3389/fpsyg.2020.599326
View details for Web of Science ID 000585923600001
View details for PubMedID 33192947
View details for PubMedCentralID PMC7645028
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Technology for Educational Purposes Among Low-Income Latino Children Living in a Mobile Park in Silicon Valley: A Case Study Before and During COVID-19
HISPANIC JOURNAL OF BEHAVIORAL SCIENCES
2020
View details for DOI 10.1177/0739986320959764
View details for Web of Science ID 000570915600001
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Self-Views and Positive Psychology Constructs Among Second Language Learners in Japan, Taiwan, and the United States.
Frontiers in psychology
2020; 11: 2176
Abstract
The present study is the first to empirically test a hierarchical, positive-oriented model of the self and its relationship to second language (L2) achievement motivation, and compare it in three different cultural contexts of Japan, the United States, and Taiwan. Based on the L2 self-model (Lake, 2016), three levels of constructs were developed: Global Self (i.e., Flourishing, Curiosity, and Hope); Positive L2 domain self (i.e., interested-in-L2 self, harmonious passion for L2 learning, and mastery L2 goal orientation); and L2 Motivational Variables (i.e., reading, speaking and listening self-efficacy). A total of 667 students participated in this study, including 181 first-year college students in Japan, 159 high school students in Taiwan, and 327 community college students in the United States. All the participants were learning L2 in school. Results showed that the measures of positive global self, L2 domain self, and L2 motivational self all had a stronger relationship within their respective levels, and progressively weaker relationships as level of generality/specificity became more distal. Furthermore, the relationships among measures varied in the differing cultural contexts with the Japan-based student participants relatively lower on all measures. Implications for teacher educators in the L2 context have been discussed.
View details for DOI 10.3389/fpsyg.2020.02176
View details for PubMedID 33013561
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Positive Psychology and Learning a Second or Third Language.
edited by Padilla, A. M., Chen, X., Lake, J.
Lausanne: Frontiers Media SA. 2020
View details for DOI 10.3389/978-2-88966-279-1
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Emotions and creativity as predictors of resilience among L3 learners in the Chinese educational context
CURRENT PSYCHOLOGY
2019
View details for DOI 10.1007/s12144-019-00581-7
View details for Web of Science ID 000503675900002
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Role of Bilingualism and Biculturalism as Assets in Positive Psychology: Conceptual Dynamic GEAR Model
FRONTIERS IN PSYCHOLOGY
2019; 10
View details for DOI 10.3389/fpsyg.2019.02122
View details for Web of Science ID 000488091200001
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The Flowering of Positive Psychology in Foreign Language Teaching and Acquisition Research.
Frontiers in psychology
2019; 10: 2128
Abstract
The present contribution offers an overview of a new area of research in the field of foreign language acquisition, which was triggered by the introduction of Positive Psychology (PP) (MacIntyre and Gregersen, 2012). For many years, a cognitive perspective had dominated research in applied linguistics. Around the turn of the millennium researchers became increasingly interested in the role of emotions in foreign language learning and teaching, beyond established concepts like foreign language anxiety and constructs like motivation and attitudes toward the foreign language. As a result, a more nuanced understanding of the role of positive and negative learner and teacher emotions emerged, underpinned by solid empirical research using a wide range of epistemological and methodological approaches. PP interventions have been carried out in schools and universities to strengthen learners and teachers' experiences of flow, hope, courage, well-being, optimism, creativity, happiness, grit, resilience, strengths, and laughter with the aim of enhancing learners' linguistic progress. This paper distinguishes the early period in the field that started with MacIntyre and Gregersen (2012), like a snowdrop after winter, and that was followed by a number of early studies in relatively peripheral journals. We argue that 2016 is the starting point of the current period, characterized by gradual recognition in applied linguistics, growing popularity of PP, and an exponential increase in publications in more mainstream journals. This second period could be compared to a luxuriant English garden in full bloom.
View details for DOI 10.3389/fpsyg.2019.02128
View details for PubMedID 31607981
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Latino MillennialsThe New Diverse Workforce: Challenges and Opportunities
HISPANIC JOURNAL OF BEHAVIORAL SCIENCES
2018; 40 (1): 3–21
View details for DOI 10.1177/0739986317754080
View details for Web of Science ID 000425153100001
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THE ROLE OF SCHOOL AND TEACHERS IN ENGLISH LEARNERS' SOCIOEMOTIONAL WELL-BEING
STRESS AND COPING OF ENGLISH LEARNERS
2018: 39–59
View details for Web of Science ID 000440768800004
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The Hispanic Stress Inventory Version 2: Improving the assessment of acculturation stress.
Psychological assessment
2016; 28 (5): 509-522
Abstract
This article reports on a 2-phase study to revise the Hispanic Stress Inventory (HSI; Cervantes, Padilla, & Salgado de Snyder, 1991). The necessity for a revised stress-assessment instrument was determined by demographic and political shifts affecting Latin American immigrants and later-generation Hispanics in the United States in the 2 decades since the development of the HSI. The data for the revision of the HSI (termed the HSI2) was collected at 4 sites: Los Angeles, El Paso, Miami, and Boston, and included 941 immigrants and 575 U.S.-born Hispanics and a diverse population of Hispanic subgroups. The immigrant version of the HSI2 includes 10 stress subscales, whereas the U.S.-born version includes 6 stress subscales. Both versions of the HSI2 are shown to possess satisfactory Cronbach's alpha reliabilities and demonstrate expert-based content validity, as well as concurrent validity when correlated with subscales of the Brief Symptom Inventory (Derogatis, 1993) and the Patient Health Questionnaire-9 (Kroenke, Spitzer, & Williams, 2001). The new HSI2 instruments are recommended for use by clinicians and researchers interested in assessing psychosocial stress among diverse Hispanic populations of various ethnic subgroups, age groups, and geographic location. (PsycINFO Database Record
View details for DOI 10.1037/pas0000200
View details for PubMedID 26348029
View details for PubMedCentralID PMC4781681
- Predicting South Korean university students’ happiness through social support and efficacy beliefs International Journal for the Advancement of Counselling 2016; 38 (1): 48-60
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Learner Performance in Mandarin Immersion and High School World Language Programs: A Comparison
FOREIGN LANGUAGE ANNALS
2015; 48 (1): 26-38
View details for DOI 10.1111/flan.12123
View details for Web of Science ID 000352157100004
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Acculturative Stress and Coping: Gender Differences Among Korean and Korean American University Students
JOURNAL OF COLLEGE STUDENT DEVELOPMENT
2014; 55 (3): 243-262
View details for Web of Science ID 000335290500002
- The time factor in Mandarin language learning: the four-week intensive versus the regular high school semester The Language Learning Journal 2014; 42 (1): 55-66
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A Mandarin/English Two-Way Immersion Program: Language Proficiency and Academic Achievement
FOREIGN LANGUAGE ANNALS
2013; 46 (4): 661-679
View details for DOI 10.1111/flan.12060
View details for Web of Science ID 000328606700010
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Acculturation-Related Stress and Mental Health Outcomes Among Three Generations of Hispanic Adolescents
HISPANIC JOURNAL OF BEHAVIORAL SCIENCES
2013; 35 (4): 451-468
View details for DOI 10.1177/0739986313500924
View details for Web of Science ID 000325256700001
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Using Meaningful Interpretation and Chunking to Enhance Memory: The Case of Chinese Character Learning
FOREIGN LANGUAGE ANNALS
2013; 46 (3): 402-422
View details for DOI 10.1111/flan.12039
View details for Web of Science ID 000324997500007
- Developing a culture of resilience for low-income immigrant youth The Urban Review 2013; 45 (2): 99-116
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A High School Intensive Summer Mandarin Course: Program Model and Learner Outcomes
FOREIGN LANGUAGE ANNALS
2012; 45 (4): 622-638
View details for DOI 10.1111/flan.12005
View details for Web of Science ID 000314468800010
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Using Qualitative Methods for Revising Items in the Hispanic Stress Inventory
HISPANIC JOURNAL OF BEHAVIORAL SCIENCES
2012; 34 (2): 208-231
View details for DOI 10.1177/0739986312442495
View details for Web of Science ID 000304484100002
- My life in fast forward: Reflections on the making of a Latino psychologist. Handbook of multicultural counseling 2010
- Professional Development for Teachers of Mandarin: Creating Career Pathways for New Teachers Journal of the Chinese Language Teachers Association 2010; 45: 3
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Synopsis of Key Persons, Events, and Associations in the History of Latino Psychology
CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY
2009; 15 (4): 363-373
Abstract
In this article, we present a brief synopsis of six early Latino psychologists, several key conferences, the establishment of research centers, and early efforts to create an association for Latino psychologists. Our chronology runs from approximately 1930 to 2000. This history is a firsthand account of how these early leaders, conferences, and efforts to bring Latinos and Latinas together served as a backdrop to current research and practice in Latino psychology. This history of individuals and events is also intertwined with the American Psychological Association and the National Institute of Mental Health and efforts by Latino psychologists to obtain the professional support necessary to lay down the roots of a Latino presence in psychology.
View details for DOI 10.1037/a0017557
View details for Web of Science ID 000271819500005
View details for PubMedID 19916671
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A Year-Round Professional Development Model for World Language Educators
FOREIGN LANGUAGE ANNALS
2009; 42 (2): 195-211
View details for DOI 10.1111/j.1944-9720.2009.01017.x
View details for Web of Science ID 000266072300004
- Developmental processes related to intergenerational transmission of culture: Growing up with two cultures Cultural transmission: Psychological, developmental, social, and methodological aspects 2009: 185-211
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Social cognition, ethnic identity, and ethnic specific strategies for coping with threat due to prejudice and discrimination
53rd Nebraska Symposium on Motivation
SPRINGER. 2008: 7–42
View details for Web of Science ID 000251414400002
View details for PubMedID 18232129
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Bicultural social development
HISPANIC JOURNAL OF BEHAVIORAL SCIENCES
2006; 28 (4): 467-497
View details for DOI 10.1177/0739986306294255
View details for Web of Science ID 000241330400001
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Foreign language education, academic performance, and socioeconomic status: A study of California schools
FOREIGN LANGUAGE ANNALS
2006; 39 (1): 115-130
View details for Web of Science ID 000238595700009
- Second language learning: Issues in research and teaching Handbook of educational psychology 2006: 571-591
- Bicultural social development Hispanic Journal of Behavioral Sciences 2006; 28 (4): 467-497
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A statewide professional development program for California foreign language teachers
FOREIGN LANGUAGE ANNALS
2004; 37 (2): 301-309
View details for Web of Science ID 000222649500011
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Entering and succeeding in the "culture of college": The story of two Mexican heritage students
HISPANIC JOURNAL OF BEHAVIORAL SCIENCES
2004; 26 (2): 152-170
View details for DOI 10.1177/0739986303262604
View details for Web of Science ID 000220971500003
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Acculturation, social identity, and social cognition: A new perspective
HISPANIC JOURNAL OF BEHAVIORAL SCIENCES
2003; 25 (1): 35-55
View details for DOI 10.1177/0739986303251694
View details for Web of Science ID 000181728900003
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The origins of the Hispanic Journal of Behavioral Sciences: A personal memoir
HISPANIC JOURNAL OF BEHAVIORAL SCIENCES
2003; 25 (1): 3-12
View details for DOI 10.1177/0739986303251691
View details for Web of Science ID 000181728900001
- Acculturation, social identity, and social cognition: A new perspective Hispanic Journal of Behavioral Sciences 2003; 25 (1): 35-55
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Evaluation of professional development for language teachers in California
FOREIGN LANGUAGE ANNALS
2002; 35 (2): 161-170
View details for Web of Science ID 000175193400002
- Rewarding workplace bilingualism Language Magazine 2002; 2: 21-23
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Academic performance of immigrant and US-born Mexican heritage students: Effects of schooling in Mexico and bilingual/English language instruction
Annual Meeting of the American-Educational-Research-Association
SAGE PUBLICATIONS INC. 2001: 727–42
View details for Web of Science ID 000175599200010
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Cultural orientation across three generations of Hispanic adolescents
HISPANIC JOURNAL OF BEHAVIORAL SCIENCES
2000; 22 (3): 390-398
View details for Web of Science ID 000088572800008
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Celebrating the future of Chicano psychology: Lessons from the recent national conference
HISPANIC JOURNAL OF BEHAVIORAL SCIENCES
1999; 21 (1): 3-13
View details for Web of Science ID 000078465200001
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Student motivation, parental attitudes, and involvement in the learning of Asian languages in elementary and secondary schools
MODERN LANGUAGE JOURNAL
1998; 82 (2): 205-216
View details for Web of Science ID 000074361900005
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The academic resilience of Mexican American high school students
HISPANIC JOURNAL OF BEHAVIORAL SCIENCES
1997; 19 (3): 301-317
View details for Web of Science ID A1997XQ09300004
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Academic invulnerability among a select group of Latino university students
HISPANIC JOURNAL OF BEHAVIORAL SCIENCES
1996; 18 (4): 485-507
View details for Web of Science ID A1996VR21100004
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Development and implementation of student portfolios in foreign language programs
FOREIGN LANGUAGE ANNALS
1996; 29 (3): 429-438
View details for Web of Science ID A1996VP39100013
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Bilingual memory representation in Korean-English and Spanish-English bilinguals
20th Annual Boston-University Conference on Language Development
CASCADILLA PRESS. 1996: 748–759
View details for Web of Science ID A1996BF75C00066
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BICULTURAL DEVELOPMENT - A THEORETICAL AND EMPIRICAL-EXAMINATION
Festschrift to Honor the Lifetime Achievements of Lloyd H Rogler, Albert Schweitzer Professor of Humanities and Professor of Sociology at Fordham University
KRIEGER PUBLISHING CO. 1994: 20–51
View details for Web of Science ID A1994BB30D00002
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PLACE OF LAST DRINK BY REPEAT DUI OFFENDERS - A RETROSPECTIVE STUDY OF GENDER AND ETHNIC-GROUP DIFFERENCES
HISPANIC JOURNAL OF BEHAVIORAL SCIENCES
1993; 15 (3): 357-372
View details for Web of Science ID A1993LQ57400005
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THE ENGLISH-ONLY MOVEMENT - MYTHS, REALITY, AND IMPLICATIONS FOR PSYCHOLOGY
AMERICAN PSYCHOLOGIST
1991; 46 (2): 120-130
View details for Web of Science ID A1991EV65300003
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MEXICAN-AMERICAN ADOLESCENT SEXUALITY AND SEXUAL KNOWLEDGE - AN EXPLORATORY-STUDY
HISPANIC JOURNAL OF BEHAVIORAL SCIENCES
1991; 13 (1): 95-104
View details for Web of Science ID A1991EV41000007
View details for PubMedID 12284263
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PSYCHOSOCIAL AND COGNITIVE CORRELATES OF ALCOHOL-USE IN YOUNGER ADULT IMMIGRANT AND UNITED-STATES-BORN HISPANICS
INTERNATIONAL JOURNAL OF THE ADDICTIONS
1991; 25 (5A-6A): 687-708
View details for Web of Science ID A1991FQ70800006
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GENDER AND ETHNIC-DIFFERENCES IN PSYCHOSOCIAL STRESS AND GENERALIZED DISTRESS AMONG HISPANICS
SEX ROLES
1990; 22 (7-8): 441-453
View details for Web of Science ID A1990DL39900004
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RELIABILITY AND VALIDITY OF THE HISPANIC STRESS INVENTORY
HISPANIC JOURNAL OF BEHAVIORAL SCIENCES
1990; 12 (1): 76-82
View details for Web of Science ID A1990CL22000004
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COUNTERTRANSFERENCE IN WORKING WITH VICTIMS OF POLITICAL REPRESSION
AMERICAN JOURNAL OF ORTHOPSYCHIATRY
1990; 60 (1): 125-134
Abstract
The countertransferential reactions of psychotherapists working in a threatening environment with victims of political repression are described. Via case studies based on clinical consultation and direct testimony, this paper examines the effects on Chilean therapists living and working in that country. It is suggested that these clinical observations may have application to therapeutic work with victims in other stressful settings.
View details for Web of Science ID A1990CK72600013
View details for PubMedID 2305840
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POSTTRAUMATIC STRESS IN IMMIGRANTS FROM CENTRAL-AMERICA AND MEXICO
HOSPITAL AND COMMUNITY PSYCHIATRY
1989; 40 (6): 615-619
Abstract
International migration has been associated with increased levels of psychological disturbance, particularly among refugees who have fled from war or political unrest. This study examined self-reported symptoms of depression, anxiety, somatization, generalized distress, and posttraumatic stress disorder (PTSD) in a community sample of 258 immigrants from Central America and Mexico and 329 native-born Mexican Americans and Anglo Americans. Immigrants were found to have higher levels of generalized distress than native-born Americans. Fifty-two percent of Central American immigrants who migrated as a result of war or political unrest reported symptoms consistent with a diagnosis of PTSD, compared with 49 percent of Central Americans who migrated for other reasons and 25 percent of Mexican immigrants. The authors call for more research to document the psychosocial aspects of migration.
View details for Web of Science ID A1989U830500011
View details for PubMedID 2737629
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RESEARCH THEMES, AUTHORS, AND FUTURE-DIRECTIONS IN THE HISPANIC JOURNAL OF BEHAVIORAL-SCIENCES
HISPANIC JOURNAL OF BEHAVIORAL SCIENCES
1988; 10 (4): 325-337
View details for Web of Science ID A1988T032700001