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American High School Students (american + high_school_student)

Distribution by Scientific Domains
Humanities and Social Sciences60%
Psychology40%

Kinds of American High School Students

  • mexican american high school student
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    Selected Abstracts

    The Meaning of Good Parent,Child Relationships for Mexican American Adolescents

    JOURNAL OF RESEARCH ON ADOLESCENCE, Issue 4 2007
    Lisa J. Crockett
    Perceptions of good parent,adolescent relationships were explored among 19 Mexican American high school students aged 14,17 who participated in focus group interviews on what it means for Mexican American teenagers to have good relationships with parents. Using a grounded theory approach, five general themes emerged in the responses, corresponding to open communication, instrumental and emotional support, indirect expressions of caring, parental control, and valued relationship qualities. Both genders described distinct relationships with mothers and fathers. Relationships with mothers were closer and more open than relationships with fathers, and mothers were seen as being more affectionate, lenient, and emotionally supportive, whereas fathers tended to express caring indirectly by providing instrumental and financial support and by just being there. Parental upbringing, culture, gender, and parental role expectations emerged as explanations for parents' behavior. Theoretical, methodological, and practical implications are discussed. [source]

    Mexican American High School Students' Ethnic Self-Concepts and Identity

    JOURNAL OF SOCIAL ISSUES, Issue 1 2010
    Stephen M. Quintana
    Mexican American high school students (N= 24) were administered semistructured interviews about their psychological experience of ethnicity. The interview focused on individual, friendship, peer group, and family domains. Qualitative analyses of the interview transcripts revealed six domains including ethnic identity, socialization, intraethnic support and challenge, interethnic relations and attitudes, ethnic transcendence, and ethnic differences and similarities. These six domains were graphically depicted that differentiated ethnic self-concepts from ethnic identity processes and identified the intraethnic and interethnic influences of the ethnic self-concepts and identity processes. There were three ethnic self-concepts (i.e., cultural self, possible minority self, and self that transcends ethnic group boundaries). These basic three ethnic self-concepts are consistent with other researchers' identification of analogous ethnic self-concepts and socialization messages across a wide range of contexts. Implications for future empirical and theoretical research are discussed. [source]

    To be or not to be: An exploration of ethnic identity development in context

    NEW DIRECTIONS FOR CHILD & ADOLESCENT DEVELOPMENT, Issue 120 2008
    Niobe Way
    This qualitative study focused on the intersection of personal and ethnic identities among forty African American, Puerto Rican, Dominican, and Chinese American high school students. The patterns in content indicated that for the Puerto Ricans, the intersection of their personal and social identities was a series of accommodations to a positive peer climate and a resistance to being Dominican. For the other ethnic groups, the intersection of their personal and social identities consisted of a process of resistance and accommodation to negative stereotypes projected on them by their peers and, for African Americans, themselves. © Wiley Periodicals, Inc. [source]

    Acculturation, social support and academic achievement of Mexican and Mexican American high school students: An exploratory study

    PSYCHOLOGY IN THE SCHOOLS, Issue 3 2002
    Eric J. López
    Concerns about the high dropout rate among Mexican American high school students has led researchers and educators to determine which variables affect academic success. The study investigated two factors associated with academic achievement: acculturation and social support. The sample consisted of 60 ninth-grade students of Mexican decent in a southwestern school district. Results indicated that students identified as highly integrated and strongly Anglo-oriented bicultural tended to have higher academic achievement. In addition, the sample as a whole perceived social support from all four sources. Although no generational effects were identified, females tended to have higher GPAs, and perceive more social support, while the males, interestingly, were slightly more acculturated. © 2002 Wiley Periodicals, Inc. [source]