Literaturnachweis - Detailanzeige
| Autor/inn/en | DeGarmo, David S.; Martinez, Charles R., Jr. |
|---|---|
| Titel | A Culturally Informed Model of Academic Well-Being for Latino Youth: The Importance of Discriminatory Experiences and Social Support |
| Quelle | In: Family Relations, 55 (2006) 3, S.267-278 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0197-6664 |
| DOI | 10.1111/j.1741-3729.2006.00401.x |
| Schlagwörter | Youth; Hispanic American Students; Social Support Groups; Academic Achievement; Educational Discrimination; Parent Influence; School Role; Social Discrimination; Peer Influence |
| Abstract | This study tested a culturally informed model of academic well-being for 278 Latino youth. We examined detrimental effects of discriminatory experiences and protective effects of social support on self-reported academic outcomes. Models specified main and buffering effects of social support and compared contributions of support provided by parents, school, and peers. Data indicated that discrimination was associated with lower academic well-being, social support buffered effects of discrimination on academic well-being, and parental support was most predictive of greater academic well-being. Combined sources of social support were more important than any one source alone. Implications for culturally specified research, preventive interventions, and practitioners are discussed. (Author). |
| Anmerkungen | Blackwell Publishing. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8599; Fax: 781-388-8232; e-mail: customerservices@blackwellpublishing.com; Web site: http://www.blackwellpublishing.com/jnl_default.asp. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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