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Academic Success of Mexican Origin Adolescent Boys and Girls: The Role of Mothers’ and Fathers’ Parenting and Cultural Orientation

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Abstract

To understand the role that Mexican origin parents play in their children’s academic success, this study used structural equation modeling to evaluate the associations of parents’ parenting practices (warmth, monitoring, harshness, and academic involvement) and cultural orientations (enculturation and acculturation) with their adolescents’ grades, classroom behavior, and association with peers who get into trouble at school. Data were obtained from teachers, mothers, fathers, and male and female adolescents in 560 Mexican origin families living in the southwest USA. Results indicated that mothers’ and fathers’ parenting practices and cultural orientations were linked to adolescents’ academic outcomes. However, there were differences for boys and girls. Results are discussed in relation to parent and adolescent gender roles and implications for intervention.

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Authors and Affiliations

  1. School of Social and Family Dynamics, Arizona State University, Tempe, AZ, USA

    Larry E. Dumka

  2. Department of Psychology, Arizona State University, Tempe, AZ, USA

    Nancy A. Gonzales & Roger E. Millsap

  3. Prevention Research Center, Arizona State University, Tempe, AZ, USA

    Darya D. Bonds

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  1. Larry E. Dumka
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  2. Nancy A. Gonzales
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  3. Darya D. Bonds
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  4. Roger E. Millsap
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Correspondence to Larry E. Dumka.

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Dumka, L.E., Gonzales, N.A., Bonds, D.D. et al. Academic Success of Mexican Origin Adolescent Boys and Girls: The Role of Mothers’ and Fathers’ Parenting and Cultural Orientation. Sex Roles 60, 588–599 (2009). https://doi.org/10.1007/s11199-008-9518-z

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