Community Disadvantage and Academic Achievement among Hispanic Adolescents: The Role of Familism | mijn-bsl Skip to main content

Mijn bibliotheek

Shop

Nieuws
Boeken
Tijdschriften
E-learning
Web-tv
Video
Audio

Tips voor Mijn BSL

UITGEBREID ZOEKEN
Inloggen
Top
Journal of Child and Family Studies

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in: Journal of Child and Family Studies 12/2017

17-08-2017 | Original Paper

Community Disadvantage and Academic Achievement among Hispanic Adolescents: The Role of Familism

Auteur: Mellissa S. Gordon

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 12/2017

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail
    Link delen
publish
Publiceer nu

Abstract

Hispanic adolescents experience disproportionately higher dropout rates at the secondary level, and their efforts tend to be further compounded by economic adversity. In considering how to meet the challenges facing this bolstering population, prior research suggests that parental investment, or familism, may increase their academic success. Therefore, the goal of the present study was to examine the association between community disadvantage, measured at the community level, and Hispanic adolescents' academic achievement, in addition to identifying the underlying mechanisms and interactive effects of familism on this association. Based on theories and previous literature, the following hypotheses were tested: (1) that community-level community disadvantage will negatively impact Hispanic adolescents' academic achievement, (2) that familism will mediate the association between community disadvantage and Hispanic adolescents' academic achievement and (3) that familism will also moderate the association between community disadvantage and Hispanic adolescents' academic achievement. Results supported the proposed hypotheses and shed light on the importance of considering the unique needs of Hispanic adolescents in the classroom. Implications and future directions are discussed.
vorige artikel Toward Developing Laboratory-Based Parent–Adolescent Conflict Discussion Tasks that Consistently Elicit Adolescent Conflict-Related Stress Responses: Support from Physiology and Observed Behavior
volgende artikel Mothers’ Experiences of Parent-Reported and Video-Recorded Observational Assessments
Literatuur
Alfaro, E. C., & Umaña-Taylor, A. J. (2010). Latino adolescents’ academic motivation: the role of siblings. Hispanic Journal of Behavioral Sciences, 32(4), 549–570. CrossRef
Altschul, I. (2012). Linking socioeconomic status to the academic achievement of Mexican American youth through parent involvement in education. Journal of the Society for Social Work and Research, 3, 13–30. CrossRef
Balfanz, R., & Legters, N. (2004). Locating the dropout crisis. Which high schools produce the nation's dropouts? Where are they located? Who attends them? Report 70. Center for Research on the Education of Students Placed at Risk CRESPAR/Johns Hopkins University.
Bernal, D. D. (2002). Critical race theory, Latino critical theory, and critical raced-gendered epistemologies: recognizing students of color as holders and creators of knowledge. Qualitative Inquiry, 8, 105–126. CrossRef
Bronfenbrenner, U. (1979). Contexts of child rearing: problems and prospects. American Psychologist, 34(10), 844–850. CrossRef
Card, N. A., Stucky, B. D., Sawalani, G. M., & Little, T. D. (2008). Direct and indirect aggression during childhood and adolescence: a meta‐analytic review of gender differences, intercorrelations, and relations to maladjustment. Child Development, 79(5), 1185–1229. CrossRefPubMed
Ceballo, R., Maurizi, L. K., Suarez, G. A., & Aretakis, M. T. (2014). Gift and sacrifice: parental involvement in Latino adolescents’ education. Cultural Diversity and Ethnic Minority Psychology, 20(1), 116–127. CrossRefPubMed
Cooper, S. M. (2009). Associations between father-daughter relationship quality and the academic engagement of African American adolescent girls: self-esteem as a mediator? Journal of Black Psychology, 35(4), 495–516. CrossRef
Crede, J., Wirthwein, L., McElvany, N., & Steinmayr, R. (2015). Adolescents’ academic achievement and life satisfaction: the role of parents’ education. Frontiers in Psychology, 6, 52. CrossRefPubMedPubMedCentral
Day, J. C., & Newburger, E. C. (2002). The big payoff: Educational attainment and synthetic estimates of work-life earnings. Special Studies. Current Population Reports. Bureau of the Census (DOC), Washington, DC. Economics and Statistics Administration.
Delgado, R., & Stefancic, J. (2012). Critical race theory: An introduction. New York: New York University Press.
Fowler, P. J., Tompsett, C. J., Braciszewski, J. M., Jacques-Tiura, A. J., & Baltes, B. B. (2009). Community violence: a meta-analysis on the effect of exposure and mental health outcomes of children and adolescents. Development and Psychopathology, 21, 227–259. CrossRefPubMed
Gonzales, N. A., Coxe, S., Roosa, M. W., White, R., Knight, G. P., Zeiders, K. H., & Saenz, D. (2011). Economic hardship, neighborhood context, and parenting: prospective effects on Mexican–American adolescent's mental health. American Journal of Community Psychology, 47(1–2), 98–113. CrossRefPubMedPubMedCentral
Gordon, M. S., & Cui, M. (2012). The effect of school‐specific parenting processes on academic achievement in adolescence and young adulthood. Family Relations, 61(5), 728–741. CrossRef
Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: a meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740–763. CrossRefPubMedPubMedCentral
Kao, G., & Thompson, J. S. (2003). Racial and ethnic stratification in educational achievement and attainment. Annual Review of Sociology, 29, 417–442. CrossRef
McBride Murry, V., Berkel, C., Gaylord‐Harden, N. K., Copeland‐Linder, N., & Nation, M. (2011). Neighborhood poverty and adolescent development. Journal of Research on Adolescence, 21, 114–128. CrossRef
McBride, B. A., Schoppe-Sullivan, S. J., & Ho, M. H. (2005). The mediating role of fathers' school involvement on student achievement. Journal of Applied Developmental Psychology: An International Lifespan Journal, 26(2), 201–216. CrossRef
Merten, M. J. (2010). Parental health and adolescent obesity in the context of community disadvantage. Health & Place, 16, 1053–1057. CrossRef
Niemeyer, A. E., Wong, M. M., & Westerhaus, K. J. (2009). Parental involvement, familismo, and academic performance in Hispanic and Caucasian adolescents. North American Journal of Psychology, 11(3), 613–632.
Perez, W., Espinoza, R., Ramos, K., Coronado, H. M., & Cortes, R. (2009). Academic resilience among undocumented Latino students. Hispanic Journal of Behavioral Sciences, 31(2), 149–181. CrossRef
Preacher, K. J., Zhang, Z., & Zyphur, M. J. (2011). Alternative methods for assessing mediation in multilevel data: the advantages of multilevel SEM. Structural Equation Modeling: A Multidisciplinary Journal, 18(2), 161–182. CrossRef
Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods 1, Thousand Oaks: Sage Publications.
Richmond, T. K., Hayward, R. A., Gahagan, S., Field, A. E., & Heisler, M. (2006). Can school income and racial/ethnic composition explain the racial/ethnic disparity in adolescent physical activity participation? Pediatrics, 117(6), 2158–2166. CrossRefPubMed
Sabogal, F., Marín, G., Otero-Sabogal, R., Marín, B., & Perez-Stable, E. J. (1987). Hispanic familism and acculturation: what changes and what doesn’t? Hispanic Journal of Behavioral Sciences, 9, 397–412. CrossRef
Schofield, T. J., Parke, R. D., Kim, Y., & Coltrane, S. (2008). Bridging the acculturation gap: parent-child relationship quality as a moderator in Mexican American families. Developmental Psychology, 44(4), 1190–1194. CrossRefPubMed
Toldson, I. A., & Lemmons, B. P. (2013). Social demographics, the school environment, and parenting practices associated with parents' participation in schools and academic success among black, hispanic, and white students. Journal of Human Behavior in the Social Environment, 23(2), 237–255. CrossRef
U.S. Bureau of the Census (1994) Current Population Reports, Series P60–189, Income, Poverty, and Valuation of Noncash Benefits: U.S. Government Printing Office, Washington, DC, 1996.
Youngblade, L. M., Theokas, C., Schulenberg, J., Curry, L., Huang, I. C., & Novak, M. (2007). Risk and promotive factors in families, schools, and communities: a contextual model of positive youth development in adolescence. Pediatrics, 119(Supplement 1), S47–S53. CrossRefPubMed
Metagegevens
Titel
Community Disadvantage and Academic Achievement among Hispanic Adolescents: The Role of Familism
Auteur
Mellissa S. Gordon
Publicatiedatum
17-08-2017
Uitgeverij
Springer US
Gepubliceerd in
Journal of Child and Family Studies / Uitgave 12/2017
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI
https://doi.org/10.1007/s10826-017-0845-y

Andere artikelen Uitgave 12/2017

Journal of Child and Family Studies 12/2017 Naar de uitgave

Original Paper

Different Mental Health-Related Symptoms, Different Decisions: A Survey of Pediatric Primary Care Providers

Original Paper

Electronic Communication Use and Socio-Emotional Well-Being among Military Youth

Original Paper

Effect of Child Gender on the Bidirectional Relationships between Parental Monitoring and Delinquent Behavior

Original Paper

Emotional, Social and Cultural Experiences of Latino Children with ADHD Symptoms and their Families

Original Paper

Associations of Parent-Adolescent Discrepancies in Family Cohesion and Conflict with Adolescent Impairment

Original Paper

Mothers’ Experiences of Parent-Reported and Video-Recorded Observational Assessments