793
Views
17
CrossRef citations to date
0
Altmetric
Articles

Academic Socialization Among Latino Families: Exploring the Compensatory Role of Cultural Processes

&

REFERENCES

  • Bempechat, J., Graham, S. E., & Jimenez, N. V. (1999). The socialization of achievement in poor and minority students: A comparative study. Journal of Cross-Cultural Psychology, 30, 139–158. doi:10.1177/0022022199030002001
  • Ceballo, R., Maurizi, L. K., Suarez, G. A., & Aretakis, M. T. (2014). Gift and sacrifice: Parental involvement in Latino adolescents’ education. Cultural Diversity and Ethnic Minority Psychology, 20, 116–127. doi:10.1037/a0033472
  • Chen, J. J. (2005). Relation of academic support from parents, teachers, and peers to Hong Kong adolescents’ academic achievement: The mediating role of academic engagement. Genetic, Social and General Psychology Monographs, 131, 77–127. doi:10.3200/MONO.131.2.77-127
  • Davis-Kean, P. E. (2005). The influence of parent education and family income on child achievement: The indirect role of parental expectations and the home environment. Journal of Family Psychology, 19, 294–304. doi:10.1037/0893-3200.19.2.294
  • Esparza, P., & Sánchez, B. (2008). The role of attitudinal familism in academic outcomes: A study of urban, Latino high school seniors. Cultural Diversity and Ethnic Minority Psychology, 14, 193–200. doi:10.1037/1099-9809.14.3.193
  • Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13, 1–22. doi:10.1023/A:1009048817385
  • Fischer, M. J. (2010). Immigrant educational outcomes in new destinations: An exploration of high school attrition. Social Science Research, 39, 627–641. doi:10.1016/j.ssresearch.2010.01.004
  • Fredricks, J., Blumenfeld, P., & Paris, A. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59–109. doi:10.3102/00346543074001059
  • Fuligni, A. J., Tseng, V., & Lam, M. (1999). Attitudes toward family obligations among American adolescents with Asian, Latin American, and European backgrounds. Child Development, 70, 1030–1044. doi:10.1111/1467-8624.00075
  • García Coll, C., Lamberty, G., Jenkins, R., McAdoo, H. P., Crnic, K., Wasik, B. H., & Vazquez Garcia, H. (1996). An integrative model for the study of developmental competencies in minority children. Child Development, 67, 1891–1914. doi:10.2307/1131600
  • García Coll, C., & Marks, A. K. (2012). The immigrant paradox in children and adolescents: Is becoming American a developmental risk? Washington, DC: American Psychological Association. doi:10.1037/13094-000
  • Green, C. L., Walker, J. M. T., Hoover-Dempsey, K. V., & Sandler, H. M. (2007). Parents’ motivations for involvement in children’s education: An empirical test of a theoretical model of parental involvement. Journal of Educational Psychology, 99, 532–544. doi:10.1037/0022-0663.99.3.532
  • Henry, C. S., Merten, M. J., Plunkett, S. W., & Sands, T. (2008). Neighborhood, parenting, and adolescent factors and academic achievement in Latino adolescents from immigrant families. Family Relations, 57, 579–590. doi:10.1111/j.1741-3729.2008.00524.x
  • Hill, N. E., Castellino, D. R., Lansford, J. E., Nowlin, P., Dodge, K. A., Bates, J. E., & Pettit, G. S. (2004). Parent academic involvement as related to school behavior, achievement, and aspirations: Demographic variations across adolescence. Child Development, 75, 1491–1509. doi:10.1111/j.1467-8624.2004.00753.x
  • Hill, N. E., & Torres, K. (2010). Negotiating the American dream: The paradox of aspirations and achievement among Latino students and engagement between their families and schools. Journal of Social Issues, 66, 95–112. doi:10.1111/j.1540-4560.2009.01635.x
  • Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45, 740–763. doi:10.1037/a0015362
  • Hoover-Dempsey, K. V., & Sandler, H. M. (1995). Parental involvement in children’s education: Why does it make a difference? Teachers College Record, 95, 310–331. doi:10.3102/00346543067001003
  • Hu, L.-T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6, 1–55. doi:10.1080/10705519909540118
  • Hughes, D., Rivas, D., Foust, M., Hagelskamp, C., Gersick, S., & Way, N. (2008). How to catch a moonbeam: A mixed-methods approach to understanding ethnic socialization processes in ethnically diverse families. In S. Quintana & C. McKown (Eds.), Handbook of race, racism, and the developing child (pp. 226–277). Hoboken, NJ: Wiley.
  • Hughes, D., Witherspoon, D., Rivas-Drake, D., & West-Bey, N. (2009). Received ethnic–racial socialization messages and youths’ academic and behavioral outcomes: Examining the mediating role of ethnic identity and self-esteem.. Cultural Diversity and Ethnic Minority Psychology, 15, 112–124. doi:10.1037/a0015509
  • Huynh, V., & Fuligni, A. J. (2008). Ethnic socialization and the academic adjustment of adolescents from Mexican, Chinese, and European backgrounds. Developmental Psychology, 44, 1202–1208. doi:10.1037/0012-1649.44.4.1202
  • Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York, NY: Guilford Press.
  • Knight, G. P., & Carlo, G. (2012). Prosocial development among Mexican American youth. Child Development Perspectives, 6, 258–263. doi:10.1111/j.1750-8606.2012.00233.x
  • Kuperminc, G. P., Jurkovic, G. J., & Casey, S. (2009). Relation of filial responsibility to the personal and social adjustment of Latino adolescents from immigrant families. Journal of Family Psychology, 23, 14–22. doi:10.1037/a0014064
  • Lareau, A. (1989). Home advantage: Social class and parental involvement in elementary education. New York, NY: Basic Books.
  • Lareau, A., & Horvat, E. M. (1999). Moments of social inclusion and exclusion race, class, and cultural capital in family-school relationships. Sociology of Education, 72, 37–53. doi:10.2307/2673185
  • Lugo Steidel, A. G., & Contreras, J. M. (2003). A new familism scale for use with Latino populations. Hispanic Journal of Behavioral Sciences, 25, 312–330. doi:10.1177/0739986303256912
  • Marsiglia, F. F., Parsai, M., & Kulis, S. (2009). Effects of familism and family cohesion on problem behaviors among adolescents in Mexican immigrant families in the southwest United States. Journal of Ethnic & Cultural Diversity in Social Work, 18(3), 203–220.
  • Massey, D. (2008). New faces in new places: The changing geography of American immigration. New York, NY: Russell Sage.
  • Murdock, T. B. (1999). The social context of risk: Status and motivational predictors of alienation in middle school. Journal of Educational Psychology, 91, 62–75. doi:10.1037/0022-0663.91.1.62
  • Muthén, L.K., & Muthén, B.O. (1998–2012). Mplus User’s Guide (7th ed.). Los Angeles, CA: Muthén & Muthén
  • Perreira, K., Fuligni, A. J., & Potochnick, S. (2010). Fitting in: The roles of social acceptance and discrimination in shaping the academic motivations of Latino youth in the U.S. southeast. Journal of Social Issues, 66, 131–153. doi:10.1111/j.1540-4560.2009.01637.x
  • Reese, L., Balzano, S., Gallimore, R., & Goldenberg, C. (1995). The concept of educación: Latino family values and American schooling. International Journal of Educational Research, 23, 57–81. doi:10.1016/0883-0355(95)93535-4
  • Sanchez, B., Esparza, P., Colon, Y., & Davis, K. E. (2010). Tryin’ to make it during the transition from high school: The role of family obligation attitudes and economic context for Latino-emerging adults. Journal of Adolescent Research, 25, 858–884. doi:10.1177/0743558410376831
  • Schwartz, S. J., Unger, J. B., Baezconde-Garbanati, L., Zamboanga, B. L., Córdova, D., Lorenzo-Blanco, E. I., Huang, S., … Szapocznik, J. (2015), Testing the Parent–Adolescent Acculturation Discrepancy Hypothesis: A Five-Wave Longitudinal Study. Journal of Research on Adolescence. doi: 10.1111/jora.12214
  • Smokowski, P. R., Rose, R., & Bacallao, M. L. (2008). Acculturation and Latino family processes: How cultural involvement, biculturalism, and acculturation gaps influence family dynamics. Family Relations, 57, 295–308. doi:10.1111/j.1741-3729.2008.00501.x
  • Smokowski, P., Rose, R., & Bacallao, M. (2010). Influence of risk factors and cultural assets on Latino adolescents’ trajectories of self-esteem and internalizing symptoms. Child Psychiatry & Human Development, 41, 133–155. doi:10.1007/s10578-009-0157-6
  • Stamps, K., & Bohon, S. A. (2006). Educational attainment in new and established Latino metropolitan destinations. Social Science Quarterly, 87, 1225–1240. doi:10.1111/j.1540-6237.2006.00425.x
  • Stein, G. L., Cupito, A. M., Mendez, J. L., Prandoni, J., Huq, N., & Westerberg, D. (2014). Familism through a developmental lens. Journal of Latina/o Psychology, 2, 224–250. doi:10.1037/lat0000025
  • Stein, G. L., Gonzalez, L. M., Cupito, A. M., Kiang, L., & Supple, A. J. (2015). The protective role of familism in the lives of Latino adolescents. Journal of Family Issues, 36, 1255–1273. doi:10.1177/0192513X13502480
  • Suárez-Orozco, C., & Suárez-Orozco, M. (2001). Children of immigration. Cambridge, MA: Harvard University Press.
  • Telzer, E. H. (2010). Expanding the acculturation gap-distress model: An integrative review of research. Human Development, 53, 313–340. doi:10.1159/000322476
  • Trusty, J., Plata, M., & Salazar, C. F. (2003). Modeling Mexican Americans’ educational expectations: Longitudinal effects of variables across adolescence. Journal of Adolescent Research, 18, 131–153. doi:10.1177/0743558402250345
  • Umaña-Taylor, A. J., Alfaro, E. C., Bámaca, M. Y., & Guimond, A. (2009). The central role of familial ethnic socialization in Latino adolescents’ cultural orientation. Journal of Marriage and Family, 71, 46–60. doi:10.1111/j.1741-3737.2008.00579.x
  • Umaña-Taylor, A. J., O’Donnell, M., Knight, G. P., Roosa, M. W., Berkel, C., & Nair, R. (2014). Mexican-origin early adolescents’ ethnic socialization, ethnic identity, and psychosocial functioning. The Counseling Psychologist, 42, 170–200. doi:10.1177/0011000013477903
  • Umaña-Taylor, A. J., Updegraff, K. A., & Gonzales-Backen, M. A. (2011). Mexican-origin adolescent mothers’ stressors and psychosocial functioning: Examining ethnic identity affirmation and familism as moderators. Journal of Youth and Adolescence, 40, 140–157. doi:10.1007/s10964-010-9511-z
  • Vernez, G., & Mizell, L. (2001). Goal: To double the rate of Hispanics earning a Bachelor’s degree: Rand policy brief. Retrieved from http://www.rand.org/pubs/documented_briefings/DB350/
  • Wang, M. T., Hill, N., & Hofkens, T. (2014). Parental involvement and African American and European American adolescents’ academic, behavioral, and emotional development in secondary school. Child Development, 85, 2151–2168. doi:10.1111/cdev.12284
  • Wortham, S., Murillo, E. G., & Hamann, E. T. (2002). Education in the new Latino diaspora: Policy and the politics of identity. Westport, CT: Ablex.
  • Yamamoto, Y., & Holloway, S. D. (2010). Parental expectations and children’s academic performance in sociocultural context. Educational Psychology Review, 22, 189–214. doi:10.1007/s10648-010-9121-z
  • Zhan, M. (2006). Assets, parental expectations and involvement, and children’s educational performance. Children and Youth Services Review, 28, 961–975. doi:10.1016/j.childyouth.2005.10.008
  • Zimmerman, M. A., Stoddard, S. A., Eisman, A. B., Caldwell, C. H., Aiyer, S. M., & Miller, A. (2013). Adolescent resilience: Promotive factors that inform prevention. Child Development Perspectives, 7, 215–220. doi:10.1111/cdep.12042

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.