Acculturative Stress and School Belonging among Latino Youth

Autor/inn/en	Roche, Cathy; Kuperminc, Gabriel P.
Titel	Acculturative Stress and School Belonging among Latino Youth
Quelle	In: Hispanic Journal of Behavioral Sciences, 34 (2012) 1, S.61-76 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0739-9863
DOI	10.1177/0739986311430084
Schlagwörter	Acculturation; Factor Analysis; Immigration; Immigrants; Stress Variables; Hispanic American Students; Middle School Students; Correlation; Mexican Americans; Academic Achievement; Student School Relationship; Age; Racial Bias + Suchen Sie Ihr Suchwort? Akkulturation; Faktorenanalyse; Immigrant; Immigrantin; Immigranten; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Korrelation; Schulleistung; Schüler-Lehrer-Beziehung; Alter; Lebensalter; Racial discrimination; Rassismus
Abstract	Dimensions of acculturative stress and their implications for school belonging and achievement were examined among 199 Latino middle-school students. The proposed model hypothesized that school belonging would mediate the association between acculturative stress dimensions and low school achievement. Eighty percent youth of the sample were immigrants, 73% had Mexican origins, 57% were girls, and the mean age of the participants was 13.6 years. A factor analysis yielded two dimensions of acculturative stress: discrimination stress and immigration-related stress. Immigration-related stress was associated with age of immigration, but discrimination stress was not. Findings supported the hypothesis that lack of school belonging may be a mechanism by which "discrimination" stress, but not "immigration-related" stress, decreases school performance among Latino youth. (Contains 1 figure and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10