Perceived Discrimination and Academic Achievement Among Latino Adolescents PDF Download
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Author: Sharon R. Ghazarian
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 101
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Book Description
"Discrimination experiences can act as salient stressors for ethnic minority adolescents by impacting a variety of developmental outcomes in a negative manner. However, the majority of available research on adolescent discrimination experiences has been conducted with African American samples and a paucity of discrimination research exists with Latino adolescents. The current study examined associations among discrimination, self-regulated learning efficacy, and academic achievement for 399 Latino adolescents. Using a risk and resilience theoretical framework, this study examined the potential for discrimination from peers, authority figures, and teachers to function as risk factors for lower self-regulated learning efficacy and lower academic achievement. Self-regulated learning efficacy was examined as a potential generative mechanism, providing a partial explanation for why discrimination experiences might be associated with lower academic achievement. Parental support and monitoring were included as possible protective factors, and adolescent gender (being female) was included as a vulnerability factor."--Abstract from author supplied metadata.
Author: Sharon R. Ghazarian
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 101
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Book Description
"Discrimination experiences can act as salient stressors for ethnic minority adolescents by impacting a variety of developmental outcomes in a negative manner. However, the majority of available research on adolescent discrimination experiences has been conducted with African American samples and a paucity of discrimination research exists with Latino adolescents. The current study examined associations among discrimination, self-regulated learning efficacy, and academic achievement for 399 Latino adolescents. Using a risk and resilience theoretical framework, this study examined the potential for discrimination from peers, authority figures, and teachers to function as risk factors for lower self-regulated learning efficacy and lower academic achievement. Self-regulated learning efficacy was examined as a potential generative mechanism, providing a partial explanation for why discrimination experiences might be associated with lower academic achievement. Parental support and monitoring were included as possible protective factors, and adolescent gender (being female) was included as a vulnerability factor."--Abstract from author supplied metadata.
Author:
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages :
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Book Description
Academic achievement among Latino adolescents was examined to determine what contextual factors contribute to school success. ANCOVA analyses indicated that lower levels of perceived discrimination and a higher sense of school belonging were associated with better grades. Neighborhood social capital was not associated with school grades. More adaptation stress was associated with lower grades for US-reared students, but it was not associated with grades for more recent Latino immigrants. The findings suggest that discrimination, school belonging, and adaptation stress play an important role in academic achievement among Latino youth. They also suggest that immigrants may be more academically resilient than their second generation peers in the face of adaptation stress.
Author: Aletha Marie Harven
Publisher:
ISBN:
Category :
Languages : en
Pages : 85
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Book Description
The purpose of this research was to explore Black and Latino adolescents' experiences with racial discrimination in school. First, a mediation model was utilized to examine the hypothesized path between teacher racial discrimination, academic goals, and school achievement - and the hypothesized path between peer racial discrimination, mental health, and school achievement. Second, moderated mediation was employed to examine the influence of parent educational advocacy on the hypothesized path between teacher racial discrimination, academic goals, and school achievement - and the influence of friendship support on the hypothesized path between peer racial discrimination, mental health, and school achievement. Structural Equation Modeling (SEM) was used to test all paths. Only mental health factors were found to mediate the relation between peer racial discrimination and school achievement for Black and Latino girls. However, moderated mediation revealed additional mediated paths that were not gender specific but were influenced by differing levels of the moderating variables. For instance, lower levels of parent educational advocacy were found to strengthen the negative impact of teacher racial discrimination on student achievement through mastery goals and performance-avoidance goals for Latino youth. Similarly, lower levels of friendship support were found to strengthen the negative impact of peer racial discrimination on student achievement through depressive symptoms for Black youth. These findings suggest that the absense of parent educational advocacy and friendship support in adverse situations can have negative psychological and academic consequences for both Black and Latino students. Implications of the findings for promoting parent educational advocacy and friendship support were discussed. Also discussed was the notion that mediation cannot always be understood alone and that differing levels of a moderator can more effectively explain a unique path.
Author: Yacihuilca Moní
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 182
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Book Description
Latinos are among the fastest growing ethnic groups in the US (Pew Hispanic Center, 2010). Nevertheless, for decades, Latinos have trailed behind other ethnicities academically. Latinos also have a high risk of dropping out of high school and are less likely to enroll in four-year colleges (Ryan & Siebens, 2012; A stronger America, 2012). There are a number of factors that may influence this gap in academic achievement. For example, people who have more positive school attitudes appear to consistently perform better in school (Colangelo et al., 1993; McCoach, 2001). Thus, one of the factors that may affect academic achievement among Latinos is their attitude toward school. Another factor that may influence both school attitude and academic achievement is that of acculturation. Acculturation refers to the psychological and behavioral changes that the individual experiences as a result of being exposed to a new culture or group (Berry, 1987). In 1987, Berry proposed a bidimensional model that incorporates four different acculturation strategies: Integration, assimilation, marginalization, and separation. Individuals who use the integration strategy tend to maintain the heritage culture while adapting to the host culture. Individuals who use the assimilation strategy typically discard the heritage culture and fully immerse themselves in the host culture. In the separation strategy, individuals engage with the heritage culture and reject the host culture. Finally, in the marginalization strategy, individuals disconnect from both the heritage and host cultures. Assimilation and integration are believed to be associated with more positive outcomes, while separation and marginalization are believed to be associated with more negative outcomes (Berry 1997). In addition to acculturation, other studies have suggested that variables such as depression, anxiety, substance use, and perceived discrimination are negatively associated with academic outcomes (Alamilla, Kim, & Lam, 2010; Berry, 1997; Eccles et al., 2006). Thus, this thesis posits that these variables may mediate the relationship between acculturation and academic outcomes (including both school attitude and academic achievement). The results of this study indicate that acculturation was not related to academic achievement. However, it was related to the degree to which a student feels satisfied with teachers, class material, and academic related activities or services. In other words, acculturation was related to school attitude. Participants who reported a higher level of integration had a more positive school attitude, while participants who scored higher on assimilation had a more negative school attitude. Acculturation was also related to substance use, depression, anxiety, and perceived discrimination. Students who scored higher on separation were more likely to experience high levels of depression, anxiety, and perceived discrimination. Students who scored higher on assimilation were more likely to engage in higher levels of substance use, but were less likely to experience perceived discrimination. Students who scored high on integration were slightly less likely to report symptoms of depression. Depression meditated the relationship between the use of the separation acculturation strategy and school attitude. Substance use mediated the relationship between integration and school attitude. The thesis demonstrates the importance of acculturation strategy in understanding academic outcomes among Latino college students. These factors include acculturation, depression, anxiety, substance use, and perceived discrimination. It also discusses the implications of these findings for educators and programs targeting the academic success of Latino college students.
Author: Ryan M. Murphy
Publisher:
ISBN:
Category : Discrimination in education
Languages : en
Pages : 172
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Book Description
Author: Yair Amichai-Hamburger
Publisher: OUP Oxford
ISBN: 019164823X
Category : Psychology
Languages : en
Pages : 582
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Book Description
In the past two decades, the Internet has come to dominate every aspect of everyday life. This has been a huge change for many of us, and, for the younger generation - born into this situation - there has been no other way of living. How does this new way of life affect our health and happiness, our well-being? How does it affect our relationships, our friendships? Has the definition of friendship changed now that we have hundreds of friends on Facebook? Why is it that some people find it so hard to talk to people in their daily lives but find it so easy on the Internet? People spend so much time on the Internet - so what do we actually do on there? Why are some people so aggressive and others exceptionally helpful? Are these behaviors that we see from the same people offline? How do we take decisions online and which groups would we rather belong to online where nobody knows us, rather than revealing our true identity to the outside world? The new edition of 'The Social Net' provides a comprehensive understanding of the social aspects of the Internet. It contains chapters on topics such as identity manipulation, online romantic relationships, online decision making, the internet and aggression, and online prejudice and discrimination. The book provides the reader with an understanding of both the negative and positive influences of the net and is an exceptionally useful guide for for how to use the net to improve wellbeing. Today, when there is so much negative publicity surrounding the Internet - despite our reliance on it - this book provides a much needed balanced understanding of the Net and its influence.
Author: Lisa R. Jackson
Publisher: Psychology Press
ISBN:
Category : Education
Languages : en
Pages : 62
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Book Description
First Published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.
Author: Katherine Benjamin
Publisher:
ISBN:
Category : Biculturalism
Languages : en
Pages : 114
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Book Description
Author: Saskias Casanova
Publisher: Stanford University
ISBN:
Category :
Languages : en
Pages : 417
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Book Description
Policymakers, practitioners, and educators frequently group Latina/o immigrant adolescents within a single homogenous category, thus creating a problem in understanding their diverse experiences. To explore these diverse Latina/o adolescent experiences this dissertation cross-culturally compares patterns of ethnic identity and acculturation across a group of Indigenous (Yucatec Maya) immigrant Latino/a adolescents in the U.S. with Yucatec Maya adolescents residing in Mexico and with non-Indigenous immigrant Latina/o adolescents in the U.S. How do ethnic identity, acculturation levels, perceived discrimination, and sense of school belonging compare across Yucatec Maya adolescents in the U.S., non-Yucatec Maya Latina/o adolescents in the U.S., and Yucatec Maya adolescents still in Mexico? What roles do individual factors such as gender, language, generation level, and external factors such as family, cultural practices, ethnic community networks, and peer relationships take in the adolescents' lives in the U.S. and in Yucatan? The study draws on ethnic identity and acculturation frameworks as they relate to perceived discrimination (the study of how the person targeted by discrimination reacts and interprets these acts) and to the adolescents' feelings of belonging at school. The participants included 65 Latina/o non-Yucatec Maya heritage adolescents living in the Los Angeles, California area, 66 Mexican Maya heritage immigrant adolescents living in San Francisco, California or the Los Angeles, California area, and 70 Mexican Maya heritage adolescents living in Yucatan, Mexico. All 201 adolescents took a survey incorporating measures of ethnic identity, acculturation, perceived discrimination, and school belonging. Thirty-eight of the adolescents participated in semi-structured interviews that explored attitudes toward school, culture, discrimination, family, community, and peers influencing the adolescents. Quantitative findings expose the intra-group differences across Yucatec Maya and non-Yucatec Maya Latina/os adolescents and the discrimination faced by the growing population of Yucatec Maya adolescents within the Latino/a immigrant groups. Language, gender, and generation all play roles in the amount of peer and adult perceived discrimination experienced and the distress caused by perceived discrimination across Indigenous and non-Indigenous adolescents. The quantitative findings ultimately show that Indigenous adolescents have different psychological and cultural experiences when compared to non-Indigenous Latina/o adolescents. Being Yucatec Maya, first generation, male, and/or knowledgeable of Maya would put the adolescent at a higher risk of experiencing more perceived discrimination acts and distress. More perceived discrimination from adults also relates to adolescents in the U.S. (both Yucatec Maya and non-Yucatec Maya) resulting in lower levels of school belonging. The qualitative findings across the non-Yucatec Maya adolescents, Yucatec Maya adolescents in the U.S., and Yucatec Maya adolescents in Mexico reveal an in depth look at multiple perspectives surrounding cultural and ethnic identity, cultural practices, American culture, discrimination, school, family, and peers. Specifically for the Yucatec Maya adolescents, the interviews provided a lens into their sentiments about the Maya culture and preserving the culture for future generations. The interviews reflect the agency, reclamation of culture, and lived experiences that make up the Indigenous and non-Indigenous adolescents of this study. The study exposes the Yucatec Maya youth's resilient Indigenous identity that emerges regardless of the discrimination they face from non-Latina/o/non-Mexican groups as well as from their own Latina/o/Mexican communities. This understanding is needed to provide more comprehensive resources and services to these adolescents.
Author: Francisco Villarruel
Publisher: SAGE
ISBN: 1412957605
Category : Psychology
Languages : en
Pages : 961
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Book Description
Emphasizing the importance of cultural sensitivity and competence in research and intervention approaches, this handbook offers unrivalled coverage of the psychology of all Latino groups in the United States.
