Skip to main content
Top
Gepubliceerd in:

21-08-2015 | Empirical Research

How Do My Friends Matter? Examining Latino Adolescents’ Friendships, School Belonging, and Academic Achievement

Auteurs: Melissa Y. Delgado, Andrea Vest Ettekal, Sandra D. Simpkins, David R. Schaefer

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 6/2016

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

Abstract

Are Latino adolescents’ friendships an untapped resource for academic achievement or perhaps one of the reasons why these youth struggle academically? Using data from the National Longitudinal Study of Adolescent Health (N = 6782; 7th through 12th graders; 52.9 % female), we examined whether the process of Latino students’ school belonging mediated the relationships between the context of friendships (i.e., friendship network indicators) and their academic outcomes (i.e., a context-process-outcomes model), and tested whether the process-context link varied by friends’ characteristics (i.e., GPA and problem behavior; social capital). Moreover, we tested whether all relationships varied across the four largest Latino subgroups in the U.S. (i.e., Mexican, Central/South American, Puerto Rican, and Cuban). Our findings indicate that being nominated as a friend by peers and perceiving to have friends exerted both direct effects on school belonging in all but one of the Latino ethnic samples (i.e., Puerto Rican samples) and indirect effects on academic achievement in the full Latino, Mexican, and Central/South American samples. As such, school belonging was more likely to explain the links between academic achievement with nominations by peers as a friend and perceived friends than with having close-knit friendship groups. However, having a close-knit group of average or low-achieving friends predicted more school belonging for Mexican youth, but less school belonging for Cubans. Our findings suggest that friendships may be particularly beneficial for the school belonging process of highly marginalized groups in the U.S. (i.e., Mexican-origin).
Voetnoten
1
This approach does not account for non-independence between respondents, which can lead to correlated errors (e.g., a student misreporting her GPA would produce error for each respondent who nominated that student as a friend). Sophisticated network models exist to account for interdependence, but those models do not have the capacity to perform the types of mediation and moderation analyses we require. We adopt the current approach given that potential bias is likely to be minimal: for each respondent, we averaged GPA and problem behavior across all of their friends (M = 3.4), meaning that the possible error introduced by one friend is partially offset by the remaining friends.
 
Literatuur
go back to reference Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Newbury Park, CA: Sage Publications. Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Newbury Park, CA: Sage Publications.
go back to reference Baca Zinn, M., & Wells, B. (2000). Diversity within Latino families: New lessons for family social science. In D. H. Demo, K. R. Allen, & M. A. Fine (Eds.), Handbook of family diversity (pp. 252–273). New York: Oxford. Baca Zinn, M., & Wells, B. (2000). Diversity within Latino families: New lessons for family social science. In D. H. Demo, K. R. Allen, & M. A. Fine (Eds.), Handbook of family diversity (pp. 252–273). New York: Oxford.
go back to reference Cherng, H. S., Turney, K., & Kao, G. (2014). Less socially engaged? Participation in friendship and extracurricular activities among racial/ethnic minority and immigrant adolescents. Teachers College Record, 116. Retrieved from http://works.bepress.com/grace_kao/47. Cherng, H. S., Turney, K., & Kao, G. (2014). Less socially engaged? Participation in friendship and extracurricular activities among racial/ethnic minority and immigrant adolescents. Teachers College Record, 116. Retrieved from http://​works.​bepress.​com/​grace_​kao/​47.
go back to reference Crosnoe, R. (2011). Fitting in, standing out: Navigating the social challenges of high school to get an education. Cambridge: Cambridge University Press.CrossRef Crosnoe, R. (2011). Fitting in, standing out: Navigating the social challenges of high school to get an education. Cambridge: Cambridge University Press.CrossRef
go back to reference Debnam, K. J., Johnson, S. L., Waasdorp, T. E., & Bradshaw, C. P. (2013). Equity, connection, and engagement in the school context to promote positive youth development. Journal of Research on Adolescence, 24, 447–459. doi:10.1111/jora.12083.CrossRef Debnam, K. J., Johnson, S. L., Waasdorp, T. E., & Bradshaw, C. P. (2013). Equity, connection, and engagement in the school context to promote positive youth development. Journal of Research on Adolescence, 24, 447–459. doi:10.​1111/​jora.​12083.CrossRef
go back to reference Deci, E. L. (1992). The relation of interest to the motivation of behavior: A self-determination theory perspective. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 43–70). Hillsdale, NJ: Erlbaum. Deci, E. L. (1992). The relation of interest to the motivation of behavior: A self-determination theory perspective. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 43–70). Hillsdale, NJ: Erlbaum.
go back to reference Epstein, J. A., Botvin, G. J., & Diaz, T. (1999). Social influence and psychological determinants of smoking among inner-city adolescents. Journal of Child and Adolescent Substance Abuse, 8, 1–19. doi:10.1300/J029v08n03_01.CrossRef Epstein, J. A., Botvin, G. J., & Diaz, T. (1999). Social influence and psychological determinants of smoking among inner-city adolescents. Journal of Child and Adolescent Substance Abuse, 8, 1–19. doi:10.​1300/​J029v08n03_​01.CrossRef
go back to reference Gándara, P., & Gibson, M. A. (2004). Peers and school performance: Implications for research, policy, and practice. In M. A. Gibson, P. C. Gándara, & J. P. Koyama (Eds.), School connections (pp. 18–38). New York: Teachers College Press. Gándara, P., & Gibson, M. A. (2004). Peers and school performance: Implications for research, policy, and practice. In M. A. Gibson, P. C. Gándara, & J. P. Koyama (Eds.), School connections (pp. 18–38). New York: Teachers College Press.
go back to reference García Coll, C., Crnic, K., Lamberty, G., Wasik, B. H., Jenkins, R., Vázquez García, H., & McAdoo, H. P. (1996). An integrative model for the study of developmental competencies in minority children. Child Development, 67, 1891–1914. doi:10.2307/1131600.CrossRefPubMed García Coll, C., Crnic, K., Lamberty, G., Wasik, B. H., Jenkins, R., Vázquez García, H., & McAdoo, H. P. (1996). An integrative model for the study of developmental competencies in minority children. Child Development, 67, 1891–1914. doi:10.​2307/​1131600.CrossRefPubMed
go back to reference Halgunseth, L. C. (2004). Continuing research on Latino families: El Pasado y el Futuro. In M. Coleman, & L. Ganong (Eds.), Handbook of contemporary families: Considering the past, contemplating the future. Thousand Oaks, CA: Sage Publications. Halgunseth, L. C. (2004). Continuing research on Latino families: El Pasado y el Futuro. In M. Coleman, & L. Ganong (Eds.), Handbook of contemporary families: Considering the past, contemplating the future. Thousand Oaks, CA: Sage Publications.
go back to reference Hamm, J. V., Brown, B. B., & Heck, D. J. (2005). Bridging the ethnic divide: Student and school characteristics in African American, Asian-descent, Latino, and White adolescents’ cross-ethnic friend nominations. Journal of Research on Adolescence, 15, 21–46. doi:10.1111/j.1532-7795.2005.00085.x.CrossRef Hamm, J. V., Brown, B. B., & Heck, D. J. (2005). Bridging the ethnic divide: Student and school characteristics in African American, Asian-descent, Latino, and White adolescents’ cross-ethnic friend nominations. Journal of Research on Adolescence, 15, 21–46. doi:10.​1111/​j.​1532-7795.​2005.​00085.​x.CrossRef
go back to reference Hartup, W. (1992). Friendships and their developmental significance. In H. McGurk (Ed.), Contemporary issues in childhood social development (pp. 175–205). London: Routledge. Hartup, W. (1992). Friendships and their developmental significance. In H. McGurk (Ed.), Contemporary issues in childhood social development (pp. 175–205). London: Routledge.
go back to reference Hoefer, M., Rytina, N., & Baker, B. C. (2010). Estimates of the unauthorized immigrant population residing in the United States: January 2009. Department of Homeland Security, Office of Immigration Statistics: Washington, D.C. Hoefer, M., Rytina, N., & Baker, B. C. (2010). Estimates of the unauthorized immigrant population residing in the United States: January 2009. Department of Homeland Security, Office of Immigration Statistics: Washington, D.C.
go back to reference Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indices in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55. doi:10.1080/10705519909540118.CrossRef Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indices in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55. doi:10.​1080/​1070551990954011​8.CrossRef
go back to reference Juvonen, J., Espinoza, G., & Knifsend, C. (2012). The role of peer relationships in student academic and extracurricular engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 387–401). New York: Springer. doi:10.1007/978-1-4614-2018-7_18.CrossRef Juvonen, J., Espinoza, G., & Knifsend, C. (2012). The role of peer relationships in student academic and extracurricular engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 387–401). New York: Springer. doi:10.​1007/​978-1-4614-2018-7_​18.CrossRef
go back to reference Kingery, J. N., Erdley, C. A., & Marshall, K. C. (2011). Peer acceptance and friendship as predictors of early adolescents’ adjustment across the middle school transition. Merrill-Palmer Quarterly, 57(215–243), 2011. doi:10.1353/mpq.2011.0012. Kingery, J. N., Erdley, C. A., & Marshall, K. C. (2011). Peer acceptance and friendship as predictors of early adolescents’ adjustment across the middle school transition. Merrill-Palmer Quarterly, 57(215–243), 2011. doi:10.​1353/​mpq.​2011.​0012.
go back to reference Kline, R. B. (2005). Principle and practice of structural equation modeling (2nd ed.). New York: Guildford Press. Kline, R. B. (2005). Principle and practice of structural equation modeling (2nd ed.). New York: Guildford Press.
go back to reference Larson, R. W., Richards, M. H., Moneta, G., Holmbeck, G., & Duckett, E. (1996). Changes in adolescents’ daily interactions with their families from ages 10 to 18: Disengagement and transformation. Developmental Psychology, 32, 744–754. doi:10.1037//0012-1649.32.4.744.CrossRef Larson, R. W., Richards, M. H., Moneta, G., Holmbeck, G., & Duckett, E. (1996). Changes in adolescents’ daily interactions with their families from ages 10 to 18: Disengagement and transformation. Developmental Psychology, 32, 744–754. doi:10.​1037/​/​0012-1649.​32.​4.​744.CrossRef
go back to reference McLoyd, V. C. (1998). Changing demographics in the American population: Implications for research on minority children and adolescents. In V. C. McLoyd & L. Steinberg (Eds.), Studying minority adolescents; Conceptual, methodological, and theoretical issues (pp. 3–28). Mahwah, NJ: Lawrence Erlbaum. McLoyd, V. C. (1998). Changing demographics in the American population: Implications for research on minority children and adolescents. In V. C. McLoyd & L. Steinberg (Eds.), Studying minority adolescents; Conceptual, methodological, and theoretical issues (pp. 3–28). Mahwah, NJ: Lawrence Erlbaum.
go back to reference Mello, Z. R., Mallett, R. K., Andretta, J. R., & Worrell, F. C. (2012). Stereotype threat and school belonging in adolescents from diverse racial/ethnic backgrounds. The Journal of At-Risk Issues, 17, 9–14. Mello, Z. R., Mallett, R. K., Andretta, J. R., & Worrell, F. C. (2012). Stereotype threat and school belonging in adolescents from diverse racial/ethnic backgrounds. The Journal of At-Risk Issues, 17, 9–14.
go back to reference Molloy, L. E., Gest, S. D., & Rulison, K. L. (2011). Peer influences on academic motivation: Exploring multiple methods of assessing youths’ most “influential” peer relationships. Journal of Early Adolescence, 31, 13–40. doi:10.1177/0272431610384487.CrossRef Molloy, L. E., Gest, S. D., & Rulison, K. L. (2011). Peer influences on academic motivation: Exploring multiple methods of assessing youths’ most “influential” peer relationships. Journal of Early Adolescence, 31, 13–40. doi:10.​1177/​0272431610384487​.CrossRef
go back to reference Muthén, L. K., & Muthén, B. (2007). Mplus user’s guide. Version 5.1. Los Angeles, CA: Muthén & Muthén. Muthén, L. K., & Muthén, B. (2007). Mplus user’s guide. Version 5.1. Los Angeles, CA: Muthén & Muthén.
go back to reference Perez, L. (2001). Growing up in Cuban Miami: Immigration, the enclave, and new generations. In R. G. Rumbaut & A. Portes (Eds.), Ethnicities: Children of immigrants in America (pp. 91–125). Berkeley: Univ of California Press. Perez, L. (2001). Growing up in Cuban Miami: Immigration, the enclave, and new generations. In R. G. Rumbaut & A. Portes (Eds.), Ethnicities: Children of immigrants in America (pp. 91–125). Berkeley: Univ of California Press.
go back to reference Phelan, P., Yu, H. C., & Davidson, A. (1994). Navigating the psychosocial pressure of adolescence: The voices and experiences of high school youth. American Educational Research Journal, 31, 415–447. doi:10.2307/1163316.CrossRef Phelan, P., Yu, H. C., & Davidson, A. (1994). Navigating the psychosocial pressure of adolescence: The voices and experiences of high school youth. American Educational Research Journal, 31, 415–447. doi:10.​2307/​1163316.CrossRef
go back to reference Preacher, K. J., Curran, P. J., & Bauer, D. J. (2006). Computational tools for probing interaction effects in multiple linear regression, multilevel modeling, and latent curve analysis. Journal of Educational and Behavioral Statistics, 31, 437–448. doi:10.3102/10769986031004437.CrossRef Preacher, K. J., Curran, P. J., & Bauer, D. J. (2006). Computational tools for probing interaction effects in multiple linear regression, multilevel modeling, and latent curve analysis. Journal of Educational and Behavioral Statistics, 31, 437–448. doi:10.​3102/​1076998603100443​7.CrossRef
go back to reference Ream, R. K., & Rumberger, R. W. (2008). Student engagement, peer social capital, and school dropout among Mexican American and Non-Latino White students. Sociology of Education, 81, 109–139. doi:10.1177/003804070808100201.CrossRef Ream, R. K., & Rumberger, R. W. (2008). Student engagement, peer social capital, and school dropout among Mexican American and Non-Latino White students. Sociology of Education, 81, 109–139. doi:10.​1177/​0038040708081002​01.CrossRef
go back to reference Roeser, R. W., Midgley, C., & Urdan, T. C. (1996). Perceptions of the school psychological environment an early adolescents’ psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88, 408–422. doi:10.1037/0022-0663.88.3.408.CrossRef Roeser, R. W., Midgley, C., & Urdan, T. C. (1996). Perceptions of the school psychological environment an early adolescents’ psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88, 408–422. doi:10.​1037/​0022-0663.​88.​3.​408.CrossRef
go back to reference Roosa, M. W., Morgan-Lopez, A., Cree, W., & Specter, M. (2002). Ethnic culture, poverty and context: Sources of influence on Latino families and children. In J. Contreras, A. Neal-Barnett, & K. Kerns (Eds.), Latino children and families in the United States: Current research and future directions (pp. 27–44). Wesport, CT: Greenwood. Roosa, M. W., Morgan-Lopez, A., Cree, W., & Specter, M. (2002). Ethnic culture, poverty and context: Sources of influence on Latino families and children. In J. Contreras, A. Neal-Barnett, & K. Kerns (Eds.), Latino children and families in the United States: Current research and future directions (pp. 27–44). Wesport, CT: Greenwood.
go back to reference Sánchez, B., Colón, Y., & Esparza, P. (2005). The role of sense of school belonging and gender in the academic adjustment of Latino adolescents. Journal of Youth and Adolescence, 34, 619–628. doi:10.1007/s10964-005-8950-4.CrossRef Sánchez, B., Colón, Y., & Esparza, P. (2005). The role of sense of school belonging and gender in the academic adjustment of Latino adolescents. Journal of Youth and Adolescence, 34, 619–628. doi:10.​1007/​s10964-005-8950-4.CrossRef
go back to reference Stanton-Salazar, R. (2004). Social capital among working-class minority students. In M. A. Gibson, P. C. Gandara, & J. P. Koyama (Eds.), School connections (pp. 18–38). New York: Teachers College Press. Stanton-Salazar, R. (2004). Social capital among working-class minority students. In M. A. Gibson, P. C. Gandara, & J. P. Koyama (Eds.), School connections (pp. 18–38). New York: Teachers College Press.
go back to reference Stanton-Salazar, R., & Dornbusch, S. M. (1995). Social capital and the reproduction of inequality: Information networks among Mexican-origin high school students. Sociology of Education, 68, 116–135. doi:10.2307/2112778.CrossRef Stanton-Salazar, R., & Dornbusch, S. M. (1995). Social capital and the reproduction of inequality: Information networks among Mexican-origin high school students. Sociology of Education, 68, 116–135. doi:10.​2307/​2112778.CrossRef
go back to reference Umaña-Taylor, A. J., Diversi, M., & Fine, M. A. (2002). Ethnic identity and self-esteem of Latino adolescents: Distinctions among the Latino population. Journal of Adolescent Research, 17, 303–327. doi:10.1177/0743558402173005.CrossRef Umaña-Taylor, A. J., Diversi, M., & Fine, M. A. (2002). Ethnic identity and self-esteem of Latino adolescents: Distinctions among the Latino population. Journal of Adolescent Research, 17, 303–327. doi:10.​1177/​0743558402173005​.CrossRef
go back to reference Wasserman, S., & Faust, K. (1994). Social network analysis: Methods and applications. Cambridge: Cambridge University Press.CrossRef Wasserman, S., & Faust, K. (1994). Social network analysis: Methods and applications. Cambridge: Cambridge University Press.CrossRef
go back to reference Way, N., Gingold, R., Rotenberg, M., & Kuriakose, G. (2005). Close friendships among urban, ethnic-minority adolescents. New Directions for Child and Adolescent Development, 2005, 41–59. doi:10.1002/cd.120.CrossRef Way, N., Gingold, R., Rotenberg, M., & Kuriakose, G. (2005). Close friendships among urban, ethnic-minority adolescents. New Directions for Child and Adolescent Development, 2005, 41–59. doi:10.​1002/​cd.​120.CrossRef
go back to reference Weiss, C. C., Carolan, B. V., & Baker-Smith, E. C. (2010). Big school, small school: (Re)testing assumptions about high school size, school engagement and mathematics achievement. Journal of Youth and Adolescence, 39, 163–176. doi:10.1007/s10964-009-9402-3.CrossRefPubMed Weiss, C. C., Carolan, B. V., & Baker-Smith, E. C. (2010). Big school, small school: (Re)testing assumptions about high school size, school engagement and mathematics achievement. Journal of Youth and Adolescence, 39, 163–176. doi:10.​1007/​s10964-009-9402-3.CrossRefPubMed
go back to reference Woolley, M. E., Kol, K. L., & Bowen, G. L. (2009). The social context of school success for Latino middle school students: Direct and indirect influences of teachers, family, and friends. The Journal of Early Adolescence, 29, 43–70. doi:10.1177/0272431608324478.CrossRef Woolley, M. E., Kol, K. L., & Bowen, G. L. (2009). The social context of school success for Latino middle school students: Direct and indirect influences of teachers, family, and friends. The Journal of Early Adolescence, 29, 43–70. doi:10.​1177/​0272431608324478​.CrossRef
Metagegevens
Titel
How Do My Friends Matter? Examining Latino Adolescents’ Friendships, School Belonging, and Academic Achievement
Auteurs
Melissa Y. Delgado
Andrea Vest Ettekal
Sandra D. Simpkins
David R. Schaefer
Publicatiedatum
21-08-2015
Uitgeverij
Springer US
Gepubliceerd in
Journal of Youth and Adolescence / Uitgave 6/2016
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI
https://doi.org/10.1007/s10964-015-0341-x

Andere artikelen Uitgave 6/2016

Journal of Youth and Adolescence 6/2016 Naar de uitgave