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UW -Madison > School of Education > Counseling Psychology

Publications

Gloria Homepage | Presentations | Research Scales | Student Research | Publications | Books

 

Select Publications ~ Names in bold indicate student authors at time of publication.

    

     Castellanos, J., Gloria, A. M., *Cho Kim, S., & *Park, Y. (in press). Gender and generational differences in the expression of depression in Korean Americans undergraduates. Journal of College Counseling.*Equal contribution by authors, names in alphabetical order.

 

     Gloria, A. M., Castellanos, J., Segura-Herrera, T. A., Mayorga, M. (in press). Understanding acculturation, cultural congruity, and attitudes toward counseling for Latina college students. Journal of College Counseling.

 

     Gloria, A. M., Castellanos, J., Scull, N., & Villegas, F. J. (2009). Psychological coping and well-being of male Latino undergraduates: Sobreviviendo la Universidad. Hispanic Journal of Behavioral Sciences, 31(3), 317-339.

 

     Gloria, A. M., & Castellanos, J. (2009). Latinas/os and their communities. In Council of National Psychological Associations for the Advancement of Ethnic Minority Interests. Education and Training from Ethnic-/Culture-Specific Perspectives. Washington, D. C.: American Psychological Association.

    

     *Castellanos, J., & *Gloria, A. M. (2008). Rese un Ave Maria y ensendi una velita: The use of spirituality and religion as a means of coping with educational experiences for Latina/o college students. In B. McNeill & J. Cervantes (Eds.), Latina/o Healing Practices: Mestizo and Indigenous Perspectives (pp. 195-219). Brunner-Routledge. *Equal author contribution, names listed alphabetically.

 

     Gloria, A. M., Castellanos, J., Park, Y. S., & Kim, D. (2008). The role of adherence to Asian cultural values and cultural fit in Korean American undergraduates’ help-seeking attitudes. Journal of Counseling and Development, 86, 419-428.

 

     Gloria, A. M., Hird, J. S., & Tao, K. W. (2008). Assessing multicultural supervision: A nationwide survey of supervisors. Training and Education in Professional Psychology, 2, 129-136.

 

     *Castellanos, J., *Gloria, A. M., Mayorga, M., & Salas, C. (2007). Student affairs professionals' self-report of multicultural competence: Understanding awareness, knowledge, and skills, NASPA Journal, 44, 643-663. *Equal contribution by authors, names in alphabetical order.

 

     *Castellanos, J., & *Gloria, A. M. (2007). Research considerations and theoretical application for best practices in higher education: Latina/os achieving success. Journal of Hispanic Higher Education, 6, 378-396.*Equal author contribution, names listed alphabetically.

 

     Castellanos, J., Gloria, A. M., & Kamimura, M. (2006). The Latina/o Pathway to the Ph.D.: Abriendo Caminos. Sterling, VA: Stylus.

 

     Gloria, A. M., Castellanos, J., Lopez, A., & Rosales, R. (2005). A psychosociocultural examination of academic persistence of Latina/o undergraduates. Hispanic Journal of Behavioral Sciences, 27, 202-223.

 

     Gloria, A. M., Castellanos, J., & Orozco, V. (2005). Perceived educational barriers, cultural congruity, coping responses, and psychological well-being of Latina undergraduates. Hispanic Journal of Behavioral Sciences, 27, 161-183.

 

     Hird, J. S., Tao, K. W., & Gloria, A. M. (2004). Cross and same race supervision dyads: A national survey of intern supervisors. The Clinical Supervisor.

 

     Gloria, A. M., & Segura-Herrera, T. A. (2004). Ambrocia and Omar go to college: A Psychosociocultural examination of Chicana/os in higher education. In R. J. Velasquez, L. M. Arellano, & B. W. McNeill (Eds.). The handbook of Chicana/o psychology and mental health (pp. 401-425). Mahwah, NJ: Lawrence Erlbaum Associates.

 

     Gloria, A. M., Ruiz, E. L., Castillo, E. M. (2004). Counseling Latinos and Latinas: A psychosociocultural approach. In P. S. Richards & T. Smith (Eds.), Practicing multiculturalism: Internalizing and affirming diversity in counseling and psychology (pp. 167-184). Boston: Allyn and Bacon.

 

     Gloria, A. M., & Castellanos, J. (2003). Latino/a and African American students at predominantly White institutions: A psychosociocultural perspective of educational interactions and academic persistence. In J. Castellanos & L. Jones (Eds.), The majority in the minority: Retaining Latina/o faculty, administrators, and students (pp. 71-92). Sterling, VA: Stylus.

 

     Gloria, A. M., & Segura-Herrera, T. (2003). !Somos!: Latinos and Latinas in the U.S. In D. Atkinson, G. Morton, & D. W. Sue (Eds.), Counseling American Minorities: A cross cultural perspective (6th ed.). McGraw Hill.

 

     Gloria, A. M., & Ho, T. A. (2003). Environmental, social, and psychological experiences of Asian American undergraduates: Examining issues of academic persistence. Journal of Counseling and Development, 81, 93-105.

 

     Gloria, A. M., & Robinson-Kurpius, S. E. (2001). Influences of self-beliefs, social support, and comfort in the university environment on the academic persistence issues for American Indian undergraduates. Cultural Diversity and Ethnic Minority Psychology, 7, 88-102.

 

     Gloria, A. M., Rieckmann, T., & Rush, J. D. (2000). Issues and recommendation for teaching an ethnic/culture-based course. Teaching of Psychology, 27, 102-107.

 

     Gloria, A. M., and Rodriguez, E. R. (2000). Counseling Latino university students:Psychosociocultural issues for consideration. Journal of Counseling and Development, 78, 145-154.

 

     Gloria, A. M. (1999). Apoyando estudiantes Chicanas: Therapeutic factors in Chicana college student support groups. Journal for Specialists in Group Work, 24, 246-259.

 

     Constantine, M. G., & Gloria, A. M. (1998). The impact of managed health care on predoctoral internship training sites: A national study. Professional Psychology: Research and Practice, 29, 195-199.

 

     Gloria, A. M. (1997). Chicana academic persistence: Creating a university-based community. Education and Urban Society, 30, 107-121.

 

     Gloria, A. M., & Robinson-Kurpius, S. E. (1996). The validation of the ultural congruity scale and the university environment scale with Chicano/a students. Hispanic Journal of Behavioral Sciences, 18, 533-549.

 

Manuscripts in review

     Gloria, A. M., Lingon, K. D., & Williams, S. D. (manuscript in review). Ethnic identity, skin tone, and self-esteem of Black adolescent girls.

 

     Lin, M. M., & Gloria, A. M. (manuscript in review). Psychosociocultural influences on academic persistence decisions for Hmong American undergraduates.

 

    Sengkhammee, J. T., Gloria, A. M., Her, P., Lin, M. M., Thao, B. J., Cabinte, D.C., & Aroonsavath, L. B.,  (revise and resubmit). Txo kev nsthiab: Understanding Hmong American undergraduates' educational experience.

 

Writing in progress

     Castellanos, J., Gloria, A. M., Kanagui, M., & Rico, M. (writing in progress). Assessing depressive symptomatology with Latina/o undergraduates: Comparisons of the Beck Depression Inventory, the Center for Epidemiological Studies-Depression Scale, and the Self-Report Depression Scale.

 

    Cabinte, D. C., Gloria, A. M., Aroonsavath, L.(writing in progress). Understanding the educational experiences of domestic and international Asian students.