Torres’ Model of Hispanic Identity Development

Brief Overview
Printable Summary (PDF)

Previous cohorts of FSU students have developed these printable summaries and used them to prepare for test and papers.  We hope they’ll be of help to you too.

Stages, Levels, Phases, and Components of the Theory

Stages, Levels, Phases, and Components of the Theory:  

  • Model look speaks specifically to college students
  • In the first two years, there are three influences:
    • Environment Where They Grew Up –
      • Individuals are more socialized into the Hispanic culture depending on the community he or she grew up in; the more Hispanic influences the stronger the ethnic identity
    • Family Influence and Generational Status –
      • As individuals are more and more removed from the first-generation, the more acculturated and assimilated into the dominate culture
    • Self-perception and Status in Society –
      • An individuals sense of privilege as a Latino is based upon the extent to which stereotypes about the Latino culture are believed
      • Individuals will go through two processes when experiencing conflict in current environment
    • Cultural Dissonance –
      • An individuals realization of their perception of a Latino identity and how other’s expect from a person who identifies as Latino
    • Changes in Relationships
      • An individuals clash with current peer groups’ values of a Latino
Application of Theory to Practice
This section is designed to provide student affairs professionals, staff, and faculty members with tips and tools to apply theory to practice.
Annotations of Associated Literature

Annotations listed below are associated with the author’s original work to provided a more in-depth look at the theory.

Original Citation

Torres, V. (2003). Influences on ethnic identity development of Latino college students in the first two years of college. Journal of College Student Development44(4), 532-547.

Additional Resources

This information above was originally written by Michelle Robinson. The webpage is maintained by Amanda Peerce and Jesse Ford.  For information on the page, please contact Amanda Peerce at or Jesse Ford at