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Identifying Potential Risk and Protective Factors among Non-Metropolitan Latino Youth: Cultural Implications for Substance Use Research

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Abstract

Immigration studies show that the social adaptation of second-generation youth is conditioned by the pace of acculturation among parents and children, cultural and economic barriers, and family and community resources for confronting barriers. This research, however, has primarily focused on the link between acculturation and acculturative stress on Latino adolescents residing in large urban communities. There is a lack of research on the social integration of Latino youth living in rapidly expanding non-metropolitan communities. Consequently, we explored cultural aspects and potential risk and protective factors for early onset of alcohol use for Latino youth. Our findings indicate these rural Latino youth face unique and common stressors compared to urban youth that place them at risk for alcohol use. Cultural expectations surrounding substance use, however, may serve as protective factors to substance use for Latino youth, particularly girls.

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Acknowledgements

Funding for data collection was provided by a grant to Dan Hoyt from the Tobacco Settlement Funds for Biomedical Research Enhancement Funds. Support for manuscript preparation was facilitated by a faculty fellowship funded by a grant to Marcela Raffaelli and Gustavo Carlo from the Nebraska Tobacco Settlement Biomedical Research Enhancement Funds. Thanks to Dan Hoyt, Kimberly Tyler and the anonymous reviewers who provided important insights for this paper.

Author information

Authors and Affiliations

  1. Department of Sociology, University of Nebraska-Lincoln, 711 Oldfather Hall, Lincoln, NE 68588-0324, Nebraska, USA

    Rosalie A. Torres Stone

  2. Division of Sociomedical Sciences, Preventive Medicine and Community Health, University of Texas Medical Branch, Galveston, TX, USA

    Deanna Meyler

Authors
  1. Rosalie A. Torres Stone
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  2. Deanna Meyler
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Corresponding author

Correspondence to Rosalie A. Torres Stone.

Appendices

Appendix: Focus group facilitator script

I just want to start by thanking you for taking the time to talk together today. My name is ________ and I am going to help keep the conversation flowing this afternoon. (Note taker name) is here to take notes so that I can focus on what you are saying.

You were invited here because you are all Latino youth. We are interested in knowing what that means to you and how being Latino impacts your life. I will be asking a number of questions, and I would like you to share your experiences and opinions with me and with each other. There are no right or wrong answers, so please feel free to share your point of view even if it differs from what others have said.

Before we begin, let me share some ground rules. This is a scientific research project and your participation does not help or harm your relationship with the university or your school. Please speak up – only one person should talk at a time and state your name each time. We’re recording the session because we don’t want to miss any of your comments. If several of you are talking at the same time, the tape will get garbled and we may miss something important. We will be on a first name basis today, and in our reports no names will be attached to your comments. You may be assured of complete confidentiality as much as we possibly can. Obviously some of you are familiar with each other, but I would ask that out of respect for each other and for science that we keep the comments made here within these walls. In addition, please do not laugh at or with each other or talk unless you are answering the questions.

Our session will last about two hours. Let’s begin. We’ve placed name cards on the table in front of you to help us remember each other’s names.

Ice breaker

You are all here because you share the common characteristic of being Latino. Please say your first name, and tell us what your favorite thing to do during your free time is.

After all are introduced:

What kinds of things do you do that show you are Latino?

Only say this if students are unsure of the question:

For example, Germans are known for dancing polkas and eating foods like sausage and kraut; sometimes we think of Cowboys and farmers as people who like to ride horses, eat steaks, and listen to country music.

Topics to make sure students discuss, but not to linger on:

  • How do you feel about expressing your Latino self in school?

  • How do you feel about expressing your Latino self in the community?

  • Let’s talk about how your parents think of being Latino.

  • Let’s talk about how it feels to go to a non-Latino friend’s house.

  • What kinds of things do you like to do with your non-Latino friends? How are these different from what you like to do with your Latino friends?

  • When you have kids, what will you teach them about being Latino?

  • How do you keep the Latino values your parents taught you while in the US? (If students born outside the US: How did your culture change when you came to the US?)

  • What is cool about being Latino?

  • What is tough about being Latino?

  • How does Latino culture view alcohol use? Dating? Spending time with friends? Religion?

What images come to mind when you think of being Latino?

  • What kinds of differences do you notice between you and your Latino friends from other countries? How do these differences make you feel?

  • If your non-Latino friend was describing Latinos, what do you think s/he would say? How does that make you feel?

  • On what occasions do you speak English at home? Do you think your parents and/or family want you to speak Spanish or English as your primary language? Why might they feel this way?

Attention! We want specifics. For example, if students say it is hard to move to the US, we want to know how it is hard.

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Stone, R.A.T., Meyler, D. Identifying Potential Risk and Protective Factors among Non-Metropolitan Latino Youth: Cultural Implications for Substance Use Research. J Immigrant Health 9, 95–107 (2007). https://doi.org/10.1007/s10903-006-9019-5

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