Abstract
This study examined the relationship between factors related to perceptions of institutional dimensions and academic outcomes. A total of 114 Latinx female (n = 71), male (n = 40), transgender ( n = 1), genderqueer (n = 1) and nonbinary ( n = 1) students between the ages of 18 and 33 years were included in the analyses. The first hypothesis that more same-ethnic friends would be associated with perceived discrimination after controlling for demographic variables was not supported. The second hypothesis that having more same ethnic friends would have a negative association with sense of belonging after controlling for demographic variables was also not supported. The third hypothesis that higher perceived discrimination and lower sense of belonging would yield a negative relationship with GPA after controlling for demographic variables was only partially supported, as only perceived discrimination predicted GPA. The fourth hypothesis stating that higher perceived discrimination and lower sense of belonging would be negatively associated with college self-efficacy after controlling for demographic variables was also partially supported. Only sense of belonging contributed a statistically significant variance to the overall model. Overall, results of this study support the need for systemic changes that will increase Latinx students' sense of belonging and minimize perceived discrimination as both factors were found to predict important academic outcomes. Clinicians may use these results when working with Latinx college students who are not doing well academically, by exploring students' perceived discrimination and sense of belonging in the therapeutic setting.