The Effect of Child Gender, Parent School Involvement, and Parent Language Use on School Functioning among Trauma-Exposed Latinx Youth

Autor/inn/en	Woodard, Grace S.; Brewer, Stephanie K.; Fuller, Anne K.; Lennon Papadakis, Jaclyn; DeCarlo Santiago, Catherine
Titel	The Effect of Child Gender, Parent School Involvement, and Parent Language Use on School Functioning among Trauma-Exposed Latinx Youth
Quelle	In: Hispanic Journal of Behavioral Sciences, 43 (2021) 3, S.294-310 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Woodard, Grace S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0739-9863
DOI	10.1177/07399863211041458
Schlagwörter	Trauma; Gender Differences; Parent Participation; Language Usage; Parent School Relationship; Hispanic American Students; Posttraumatic Stress Disorder; Correlation; English (Second Language); Spanish Speaking; Urban Schools; Hispanic Americans; Low Income Groups; Minority Groups; Grade 5; Grade 6; Grade 7; Grade 8; Violence; Grades (Scholastic); Attendance + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Elternmitwirkung; Sprachgebrauch; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Korrelation; English as second language; English; Second Language; Englisch als Zweitsprache; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Ethnische Minderheit; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Gewalt; Notenspiegel; Anwesenheit
Abstract	High rates of trauma exposure can impede school functioning, which is predictive of many negative long-term outcomes. This study examined school functioning in Latinx children with clinically elevated levels of posttraumatic stress symptoms. We found that child gender, parent language use, and parent school involvement were associated with school functioning in complex ways. Interactive effects revealed that the association between parent school involvement and child school functioning depended on parent language use. Greater parent school involvement was linked with better school functioning when parents spoke more English, but parent school involvement did not improve school functioning when parents spoke more Spanish, which may reflect Spanish-speaking parents' challenges engaging with schools. These findings have important implications for improving academic outcomes for trauma-exposed Latinx youth. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01