Contextual Influences on Latino Adolescent Ethnic Identity and Academic Outcomes

Autor/inn/en	Supple, Andrew J.; Ghazarian, Sharon R.; Frabutt, James M.; Plunkett, Scott W.; Sands, Tovah
Titel	Contextual Influences on Latino Adolescent Ethnic Identity and Academic Outcomes
Quelle	In: Child Development, 77 (2006) 5, S.1427-1433 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2006.00945.x
Schlagwörter	Correlation; Family Influence; Social Influences; Hispanic Americans; Ethnicity; Outcomes of Education; Neighborhoods; Individual Characteristics; Adolescents; Socialization; Context Effect; Parent Child Relationship + Suchen Sie Ihr Suchwort? Korrelation; Sozialer Einfluss; Hispanic; Hispanoamerikaner; Ethnizität; Lernleistung; Schulerfolg; Neighbourhoods; Nachbarschaft; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Socialisation; Sozialisation; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung
Abstract	This study examined the association between 3 components of ethnic identity (exploration, resolution, and affirmation) and factors related to family, neighborhood, and individual characteristics. The purpose was to identity factors that are positively associated with adolescent ethnic identity among a sample of 187 Latino adolescents with a mean age of 14.61. The findings suggested that family ethnic socialization was directly associated with exploration and resolution, but not ethnic affirmation. Analyses with moderator variables suggested that associations between family ethnic socialization and ethnic affirmation varied based on parental behaviors and neighborhood characteristics. The results also suggested that ethnic affirmation, but not exploration or resolution, was positively associated with teacher reports of school performance. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10