Friendships Between Immigrant and US-Born Latinx Youth as Facilitators of Achievement in Middle School

• In Event: Poster Session 02
  In Poster Session: PS 02 Topic - Social Relationships

Abstract

Racial disparities in achievement are a prominent feature of US schooling; on average, US-born Latinx youth have lower grade point averages (GPA) and report less academic engagement than White and some populations of Asian youth (e.g., Massey et al., 2003; Sciarra & Sierup, 2008). The lower achievement of Latinx students is largely due to structural inequities, such as racialized academic tracking (Oakes, 2005). In contrast to US-born Latinx youth, first-generation immigrant students (some of whom are also Latinx) outperform their US-born same-ethnic peers on a variety of academic outcomes, including achievement and persistence (e.g., Aretakis et al., 2015). Focusing on cross-generation friendships between US-born Latinx youth and first-generation immigrant peers, we presumed that such friendships would be academically beneficial for US-born Latinx students. Specifically, we hypothesized that having at least one first-generation friend in the beginning of middle school would predict increases in US-born Latinx students’ classroom engagement and GPA by the end of middle school.

Method. Participants for the current study (N=1,498; 52% girls, 81.5% second-generation) were second- and third-generation Latinx youth drawn from a large, longitudinal study of adolescent development across 26 ethnically diverse California middle schools. Students named their “good friends” in their grade (unlimited nominations). Nominations of first-generation immigrant peers (any ethnicity) were identified across sixth and seventh grades. Friendship stability (a second predictor) was determined by assessing whether a particular individual was nominated across in both grades. Friend ethnicity (a third predictor) was determined by identifying the racial/ethnic self-identification of nominated peers. School records of students’ GPA in core academic courses were obtained, and teachers provided ratings of classroom engagement for all students in their class.

Results. Thirty-eight percent of US-born Latinx youth reported at least one first-generation friend and 68% of those were same-ethnic. Controlling for participant sex, generational status, baseline achievement, and socioeconomic status, multilevel analyses (students nested within schools) revealed that US-born youth reporting even one friendship with a first-generation peer had significantly higher GPAs (b=.11, SE=.05) and were rated by teachers as significantly more engaged (b=.09, SE=.05) at the end of middle school than peers with no such friendship. Moreover, the GPA effect appeared to be driven by stable friendships that lasted across two grade levels (b=.21, SE=.05) and by cross-ethnic friendships with first-generation immigrant peers (b=.16, SE=.07). Increases in teacher-rated engagement were predicted by cross-ethnic friendships (b=.13, SE=.06).

Discussion. Consistent with our hypotheses, having a first-generation immigrant friend was positively associated with academic achievement and engagement among US-born Latinx youth. Also, stable and cross-ethnic friendships were associated with higher GPA, and cross-ethnic friendships were associated with higher teacher-rated engagement. Future research should examine the mechanisms by which friendships with first-generation peers facilitate positive academic development. For instance, it would be important to know whether the positive effects of first-generation friends entail modeling of their behaviors (e.g., study habits) or talking about future aspirations and the value of education. The current findings regarding the positive effects of first-generation friends provide an assets-based view that challenges negative stereotypes of immigrants.

Authors

• Ritika Rastogi, Brigham and Women's Hospital
  Presenting Author

• Jaana Juvonen
  Non-Presenting Author