Professor
Los Angeles, CA, UNITED STATES
Department of Educational Leadership and Administration
Ph.D., Education
Bachelor of Arts, Psychology
Fellowship
BLAIS Foundation $24,000
2015-05-01
Grant Award
Hispanic Journal of Behavioral Sciences
Perez, W., Ramos, K., Espinoza, R., & Cortes, R.
2009-02-01
This study examined the academic resilience of undocumented immigrant Latino students. It was hypothesized that due to their legal and social marginalization, students who experienced high risk accompanied by high levels of both personal and environmental protective factors would have higher academic outcomes than students with lower levels of these protective resources. The results from regression and cluster analyses (N = 104) indicated that despite specific risk factors (e.g., elevated feelings of societal rejection, low parental education, and high employment hours during school) undocumented students who have high levels of personal and environmental protective factors (e.g., supportive parents, friends, and participation in school activities) report higher levels of academic success than students with similar risk factors and lower levels of personal and environmental resources. The results also suggested variability in risk exposure among undocumented students with some students reporting low levels of risk accompanied by high levels of personal and environmental protective factors.
view moreJournal of Hispanic Higher Education
Perez, W., Ramos, K., Espinoza, R., & Cortes, R.
2010-06-01
This study examined the civic engagement of undocumented Mexican students. Civic engagement was defined as providing a social service, activism, tutoring, and functionary work. Survey data results (n = 126) suggest that despite high feelings of rejection because of their undocumented status, part-time employment, and household responsibilities, 90% of respondents had been civically engaged. Females and students with higher academic achievement and extracurricular participation demonstrated higher civic engagement whereas older students were more likely to have participated in activism. Policy implications of undocumented Latino college student civic engagement are discussed.
view moreHispanic Journal of Behavioral Sciences
Mesinas, M., & Perez, W.
2016-09-01
This exploratory study analyzed the influence of Zapotec parental socialization practices on the cultural awareness and involvement, ethnic identity, and Zapotec language use of their adolescent children. A total of 15 parent-child dyads participated in the study. Semi-structured interviews were conducted with parents. Adolescents responded to corresponding open-ended questions in a written survey. Results indicate that the children of parents who were the most involved in cultural groups and organizations were more likely to participate in traditional dance and music groups. The children of parents who identified as indigenous and encouraged Zapotec language use were more likely to also identify as indigenous and speak Zapotec. High cultural awareness and participation among adolescents was not always related to indigenous self-identification and/or Zapotec language use. Many adolescents who did not self-identify as indigenous and did not speak Zapotec also reported high levels of cultural awareness and involvement. Implications for parental socialization research on Mexican indigenous immigrants in the United States are discussed.
view more
Social