Perceived Support Within Immigrant Community Predicts School Aspirations and Performance, While Self-Affirmation Lowers Adolescent Stress

• In Event: Roundtable Session 11
  In Roundtable Session: Complicating Identity: In- and Out-of-School Contexts of Equity

Abstract

Supportive and resource-rich schools and communities are strongly predictive of student motivation and performance. The current study investigates 59 adolescents of a predominantly Latino, low-income immigrant community. The community in focus—a mobile home park encompassed by a wealthy city and school district—affords stability and resources to its residents and has a near-100% graduation rate, but faces potential closure. The current study demonstrates positive relationships between perceived supports from family, school, and community and the adolescents’ school aspirations, performance, and well-being. Through random allocation of a values affirmation intervention, the study also demonstrates that affirming personal values can help reduce stress and protect self-agency despite a threat of home relocation and loss of school and community support.

Authors

• Juan Miguel Arias, Stanford University

• Amado M. Padilla, Stanford University