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The Role of Bilingualism on Biculturalism, Psychological Wellbeing and Academic Achievement in Mexican-Origin Undergraduates
by Jessica Chavarria
Faculty Advisor: Gladys S. Valdez, PhD
The U.S. Hispanic population has shown significant disparities in mental health and degree attainment when compared to other racial/ethnic groups in the country. This trend is most exacerbated among those of Mexican-origin, who display some of the poorest rates of mental
wellness and degree attainment when compared to most other Latinx groups. Past research has linked these deficits to acculturation and biculturalism, especially experiences regarding English- Spanish language competency and use. However, prior literature has neglected to investigate these effects in undergraduate populations. Furthermore, few studies have considered the exact role bilingualism may play in these relationships despite it being an essential element of bicultural identity. To address these gaps, this study examined the impact of biculturalism on academic achievement and psychological wellbeing in a sample of Mexican-origin undergraduate students. Moreover, the study analyzed bilingualism as a moderator in the aforementioned relationship. Bilingualism was not found to moderate the relationship between biculturalism, achievement and wellbeing. Furthermore, no significant correlation was found between biculturalism, wellbeing, and achievement.