UW Madison - Department of Counseling Psychology - Faculty - Alberta M. Gloria

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Main Office

Department of
Counseling Psychology

School of Education
335 Education Building
1000 Bascom Mall
MadisonWI  53706-1326

Tel: 608/262-4807
Fax: 608/265-4174

Email: counpsych@education.wisc.edu
or by contact form

Professor Alberta M. Gloria

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Professor Alberta M. Gloria

Counseling Psychology (CP)

325 Education - 1000 Bascom Mall Education Building  binoculars icon
Madison, Wisconsin 53706-1398
Office: 608/262-2669



BA, Psychology
University of Oklahoma

MS, Industrial/Organizational Psychology
University of Tennessee-Chattanooga

Ph D, Counseling Psychology, Division of Psychology in Education
Arizona State University

Counseling Psychology
University of California-Irvine Counseling Center

Scheduled Teaching

  • Spring 2016 - Coming to Terms with Cultural Diversity: An Invitation to Dialogue
    Course Prefix: 270, Course Number: 225, Section: 001, Minimum Credit Hours: 3, Maximum Credit Hours: 3, Course Level: Undergraduate, Course Delivery Mode: Hybrid (Part Classroom/Part On-Line)

Research Interests

Dr. Gloria has several research teams exploring the educational processes and coping strategies that facilitate academic persistence and educational wellness for students of color. Studies are conceptualized using the Psychosociocultural approach to academic persistence (Gloria & Rodriguez, 2000; Castellanos & Gloria, 2007) in which the "whole student" is considered within the context of the university environment. Central to her work is the concept of creation and maintenance of "academic families" (Gloria, Castellanos, Duenas, & Franco, 2020) in which students find cultural congruity (Gloria & Robinson Kurpius, 1996), personal and professional reflection and validation, and dimensionalized connections to persist within their educational contexts (Castellanos & Gloria, 2007; Duenas & Gloria, 2017; Gloria, 1997; Gloria & Segura-Herrera, 2004).


  • Her, P., Gloria, A.M., Chang, S., Thao, P., Lee, D., & Xiong, M. (2019). Niam txiv txoj kev txawj ntse: A psychosociocultural understanding of Hmong parents support of their Hmong American undergraduates. Journal of Family Diversity in Education.
  • Gloria, A.M., Castellanos, J., Delgado-Guerrero, M., Salazar, A., Nieves, C., Mejia, A., & Martinez, V. (2016). El ojo en la meta: Latino male undergraduates’ educational experiences, coping, and use of spirituality. Journal of Diversity in Higher Education.
    Online Publication/Abstract
    Abstract: As Latino males are entering and graduating from higher education at low rates, this study focused on their educational experiences and coping processes. Interviews with five upper-division Latino male undergraduates at a large predominantly White 4-year university revealed challenging personal and academic experiences. In particular, the Latinos indicated that they used perspective-taking for self-protection as they sought to normalize difficult experiences, resolve themselves to the challenges, know about situation, and “roll” with the experiences. They also used their negative emotions and experiences to succeed. The students used their challenges as a “push” as they made use of their anger to succeed. Similarly, the Latinos centralized the larger reason of family for being at school as they sought to turn their negative educational experiences into a positive process. The use of spirituality and how it provided perspective to their educational experiences was also explored. Spirituality was used to manage their educational experiences as they sought relief from the college worldview of rationality, as a means to calm and soothe themselves during difficult times, as well as a way to ask for strength and to give appreciation for the educational opportunity to gain a higher education. Implications for gender- and culture-specific educational support for Latino undergraduates are addressed.
  • Her, P., & Gloria, A.M. (2016). Kev txhawb siab: Hmong parents’ educational encouragement of their undergraduate daughter/son. Journal of Family Diversity in Education.
  • Castellanos, J., Gloria, A.M., Besson, D., & Clark Harvey, L. (2016). Mentoring matters: Racial and ethnic minority undergraduates cultural fit, mentorship, and college and life satisfaction. Journal of College Reading and Learning.
    Abstract: This study examined the degree to which cultural fit (cultural congruity in combination with perception of the university environment) and the dimensional non-cognitive processes of mentoring predicted college satisfaction and life satisfaction for 238 racial and ethnic minority undergraduates from two university contexts. Group differences as well as differences in strength of relationships emerged by site and mentor status. Perception of the university environment was the strongest positive predictor of college satisfaction, whereas cultural congruity was the strongest predictor of life satisfaction. Limitations, future research directions, and implications of the study’s findings are discussed.
  • Lin, M.M., Her, P., & Gloria, A.M. (2015). Kawm ntawv siab: Understanding the psychosociocultural educational experiences of Hmong American undergraduates. Journal of South East Asian American Educational Advancement.
    Online Publication/Abstract
    Abstract: Using a psychosociocultural framework, this study examined the educational experiences of 85 Hmong American undergraduates attending a predominantly-White university. Differences in class standing indicated that upper-division students reported higher confidence in college-related tasks than their lower-division counterparts, yet the upper-division students perceived a less-welcoming university environment that was incongruent with their cultural values than the lower-division undergraduates. Peer support, college self-efficacy and cultural congruity were salient variables in understanding Hmong American undergraduate’s educational experiences. The study’s limitations, future research directions, and implications for college administrators and faculty are discussed.
  • Gloria, A.M., Castellanos, J., & Herrera, N. (2015). The reliability and validity of the Cultural Congruity and University Environment Scales with Chicana/o community college students.
    Online Publication/Abstract
    Abstract: 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.
  • Delgado-Guerrero, M., Cherniack, M., & Gloria, A.M. (2014). Family away from home: Factors influencing undergraduate women of color’s decisions to join a cultural-specific sorority. Journal of Diversity in Higher Education. 7, 45-57.
    Abstract: This study sought to understand the reasons undergraduate women of color join a cultural-specific sorority. Through the use of an online survey, 159 narratives of women of color undergraduates attending predominately White institutions (PWIs) in the Midwest was conducted. LeCompte’s (2000) five-step analysis yielded four culturally-focused meta-themes which addressed the participants’ reasons for joining a cultural-specific sorority. The first meta-theme of elements of the sorority addressed the shared values, characteristics, and qualities that attracted the members to the cultural-specific sorority. Next, the emphasis of relationships meta-theme underscored the need to form meaningful and supportive family-like relationships with other undergraduate women of similar and cultural diverse backgrounds. The third meta-theme of importance of growth, addressed how their sorority was a mechanism of empowerment to promote the development of women and communities of color. Finally, the personal needs meta-theme highlighted how sorority affiliation met their cultural and individual needs to persist academically. Importantly, the shared diverse values and family-like relationships were salient elements for the women of color to find a “home” in which they were comforted, valued, and supportively challenged. The study’s findings underscore the need for cultural-specific student groups, which emphasize interpersonal connections, validate educational and personal experiences, and support academic empowerment on university campuses. Implications for university administrators regarding opportunities for family-like connections and culturally congruent activities are discussed to assist with the positive educational experiences and ultimate persistence of undergraduate women of color on predominantly White campuses.
  • Castellanos, J., Gloria, A.M., Cho Kim, S., & Park, Y.S. (2014). Gender and generational differences in the expression of depressive sympomatology in Korean American undergraduates. Journal of College Counseling. 17, 208-221.
    Abstract: Heeding the call for within group investigations for different student groups, in this study we examined the influence of acculturation and perception of the university environment on the depressive symptomatology of 228 Korean American undergraduates with a focus on sex and generation status differences and relationships. Perceptions of university environment and perceived barriers were positive predictors of depressive symptomotology in respective regression equations by sex and generation. Study limitations and counseling practice implications are discussed.
  • Aguinaga, A., & Gloria, A.M. (2014). The effects of generational status and university environment for Latina/o undergraduates’ persistence decisions. Journal of Diversity in Higher Education.
    Abstract: This study examined the importance of identity and cultural fit within the university on Latina/o undergraduates’ academic persistence decisions. The psychosociocultural model (Gloria & Rodriguez, 2000) provided a framework for the study in which 128 Latino/a students’ generational level in the United States, cultural congruity, perceptions of the university environment, ethnic identity, and cultural orientation were explored relative to academic persistence decisions. Although each of the model’s dimensions collectively informs students’ educational experiences, the cultural dimension was emphasized to better understand its role for Latino/a undergraduates within higher education. Specifically, results of 3 mediating analyses supported the mediating role of university environment on academic persistence for students with an Anglo orientation, but not for those with a Mexican orientation. Similarly, results from 3 moderator analyses revealed a moderating role of generational level in the United States for Latina/o undergraduates with a Mexican orientation and a stronger ethnic identity, but not for those with an Anglo orientation. Overall, student services personnel should focus on meaning and adherence to values for first-generation students and sense of university cultural fit for second-generation plus students in addressing academic persistence decisions. Additional practice implications for student services personnel in higher education and directions for further research are discussed.
  • Delgado-Guerrero, M., & Gloria, A.M. (2013). La importancia de la hermandad Latina: Examining the psychosociocultural influences of Latina-based sororities on academic persistence decisions. Journal of College Student Development. 54(4), 361-389.
    Abstract: Using a psychosociocultural (PSC) approach, we examined how self-beliefs, social support, and cultural fit influenced the academic persistence decisions of 115 Latina sorority members. Upper-division Latinas reported higher self-efficacy than lower-division Latinas; however, lower-division students reported higher college stress and more perceived social support from their sorority sisters than their upper-division counterparts. Yet the relationship of perceived social support from sorority sisters and academic persistence decisions was stronger for the upper-division Latinas than the lower-division. Finally, the PSC dimensions collectively accounted for 43% of the variance of academic persistence decisions, with the self-beliefs dimension individually accounting for the most variance; perception of the university environment, however, emerged as the single strongest predictor. Implications for student affairs professionals and Latina sorority members and nonmembers are discussed.
  • Gloria, A.M., & Castellanos, J. (2013). Realidades culturales y identidades dimensionadas: The complexities of Latina diversities. In C. Enns & E. Williams (Eds.), Handbook of Feminist Multicultural Counseling Psychology, (pp. 169-182). NYC, NY: Oxford University Press.
    Abstract: To understand the realities and complexity of Latinas’ multidimensionality of identities, this chapter addresses the different sociocontextual considerations and cultural dimensions and roles that they contend. Implementing a gender-cultural strength lens, the role by which Latinas’ infuse their multiplicity of identities as a strength-based and powerful process is examined. Through the bridging of Latinas’ cultural and familial costumbres, valores, y practicas culturales the chapter emphasizes the energetically spiritual transmissions of Latinas’ internal strength patron (blueprint) while (re)defining una buena mujer and the process of tranformation to una Latina poderosa.
  • Castellanos, J., Gloria, A.M., Herrera, N., Kanagui-Muñoz, M., & Flores, C. (2013). ¡Apoyamos la educación de nuestros hija/os!: How Mexican parents’ college knowledge, perceptions, and concerns effect their parental support of their child. The Journal of Latino-Latin American Studies.
    Abstract: Applying a psychosociocultural framework, this mixed-methods study examined how immigrant Mexican parents’ college knowledge, perceptions of their children’s high school experiences, and university concerns were related to their parental support. Assessing quantitative data from 90 Mexican-heritage parents who had a son or daughter who was college-bound, several differences in strengths of relationships emerged for mothers and fathers for emotional and behavioral support of their children. Perceived readiness for a higher education was the strongest positive predictor for emotional and behavioral support. In addition, parental preoccupations and concerns, means of support, and resources needed to provide educational support were examined through qualitative data. Future research and implications are addressed.
  • Gloria, A.M., Castellanos, J., Kanagui, M., & Rico, M. (2012). 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. Hispanic Journal of Behavioral Sciences.
    Abstract: The use of depression scales as screening tools at university and college centers is increasing and thus, the question of whether scales are culturally valid for different student groups is increasingly more relevant with increased severity of depression for students and changing student demographics. As such, this study examined the reliability and validity of three commonly used depression scales with 203 Latina/o undergraduates. The scales varied in item response, assessment, reliability, convergent and construct validity, and detection of sex and class standing differences for the study’s sample. The strengths and limitations of implementing the scales with Latina/o undergraduates are addressed for research and within practice settings.
  • Gloria, A.M., & Castellanos, J. (2012). Desafíos y bendiciones: A multi-perspective examination of the educational experiences and coping responses of first-generation college Latina students. Journal of Hispanic Higher Education. 11(1), 81-98.
    Abstract: Taking a multiperspective approach, seven Latina students, two student services personnel, and one mental health service provider are interviewed to gain different stakeholder perspectives regarding Latina first-generation college educational and coping experiences. Familial involvement and connections with family, peers, and university personnel are critical to the educational coping of Latina first-generation college students. The students provide consejos for other Latina first-generation students to navigate college successfully. Practice implications and directives for future research are provided.
  • Gloria, A.M., Castellanos, J., Segura-Herrera, T.A., & Mayorga, M. (2010). Understanding acculturation, cultural congruity, and attitudes toward counseling of Latina college students. Journal of College Counseling. 13, 126-140.
    Abstract: This study assessed the influence of cultural orientation and cultural fit of 121 Latina undergraduates’ help-seeking attitudes. Mexican and Anglo orientation, cultural congruity, and perceptions of the university environment did not predict help-seeking attitudes; however differences emerged by class standing and self-reported previous counseling. Implications for university counselors are provided.
  • 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. McNeil & J. Cervantes (Eds.), Latina/o Healing Practices: Mestizo and Indigenous Perspectives, (pp. 195-219). Brunner-Routledge.
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