Resilience! The Impact of Cultural Stressors and Assets on Latino Adolescents’ Academic Beliefs and Performance

• In Event: Poster Session 09
  In Poster Session: PS 09 Topic - Education, Schooling

Abstract

Latino youth (LY) have high educational expectations, yet there is an evident academic achievement gap that separates them from their non-Hispanic peers (Witherspoon & May, 2019).
Ethnic-racial socialization (ERS) can moderate the negative influence of discrimination, prejudice, and racism on LY’s academic performance and beliefs (i.e., academic outcomes [AO]) (Grindal & Nieri, 2015). Nevertheless, research exploring cultural stressors and assets that may lessen this achievement gap is arguably incomplete, particularly among LY in new destination contexts (i.e., non-traditional immigrant settlement areas).

The integrative model (García Coll et al., 1996) proposes that neighborhood’s effects on cultural stressors can influence LY’s AO. Is it suggested, that parent and youth perceived discrimination influence youth ERS (i.e., preparation for bias, promotion of mistrust, cultural socialization) and in turn, ERS positively predicts LY’s AO (Benner & Graham, 2011; Farzana et al., 2016). ERS has also been suggested to moderate the effects of discrimination on African American students’ AO (Neblett et al., 2016). Few studies (e.g.,Stein et al., 2014) explore LY’s individual and contextual factors in non-traditional settlement areas. More research must explore the interactive impact of cultural stressors and strengths on LY’s AO in new destinations given the increased probability of LY living there. Therefore, the current study examines if parent and youth perceived discrimination is associated with LY’s AO; if ERS is associated with LY’s AO; and if ERS moderates the association between discrimination and AO. It is hypothesized that 1) parental and youth perceived discrimination will be negatively correlated with AO; 2) ERS will be positively associated with AO; and 3) ERS will moderate the relationship between discrimination and AO.

The present study’s data was drawn from a project focused on neighborhood and LY development. See Tables 1 and 2 for participant demographics and measures, respectively.

Reliability and exploratory factor analyses (EFAs) confirmed the measures’ reliability. Pearson correlations determined associations between variables. With two hierarchical regression models for parental discrimination and two for youth discrimination, SPSS 25.0 will be used to test the hypotheses. Academic performance and academic expectations are the dependent variables; demographics covariates (i.e., gender, age, ethnicity, generational status) will be included at step 1. Parent or youth discrimination will be included at step 2 in two separate models to explore correlation with AO (hypothesis 1). ERS dimensions will be included at step 3 to examine associations with AO (hypothesis 2). Two-way interactions between parent/youth discrimination will be included at step 4 to see if ERS moderates the association between discrimination and AO (hypothesis 3). Any significant interactions will be probed with simple slope analysis.

All the data for the current study has been collected. A methodologist will assist with the analyses and interpretation. These factors ensure data analysis completion before the SRCD biennial meeting.

Ultimately, this study may offer insight into the complex association between parent and youth’s discrimination experiences and ERS and their effect on AO Latino families’ AO in new destination contexts. Potentially providing greater knowledge to formulate action plans that may decrease the academic achievement gap.

Authors

• Hannah Cotto, Pennsylvania State University, University Park
  Presenting Author

• Dawn Paula Witherspoon, Pennsylvania State University, University Park
  Non-Presenting Author

• Mayra Y Bamaca, University of California-Merced
  Non-Presenting Author