Latino Youth (latino + youth)

Distribution by Scientific Domains


Selected Abstracts


A Culturally Informed Model of Academic Well-Being for Latino Youth: The Importance of Discriminatory Experiences and Social Support,

FAMILY RELATIONS, Issue 3 2006
David S. DeGarmo
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. [source]


Engaging Families to Prevent Substance Use Among Latino Youth

JOURNAL FOR SPECIALISTS IN PEDIATRIC NURSING, Issue 4 2010
Angela Chia-Chen Chen PhD, PMHNP-BC Assistant Professor
Angela Chia-Chen Chen, Bonnie Gance-Cleveland, Albert Kopak, Steven Haas, and Mary Gillmore Column Editor: Bonnie Gance-Cleveland Family-Centered Care provides a forum for sharing information about basic components of caring for children and families, including respect, information sharing, collaboration, family-to-family support, and confidence building. [source]


A Culturally Informed Model of Academic Well-Being for Latino Youth: The Importance of Discriminatory Experiences and Social Support,

FAMILY RELATIONS, Issue 3 2006
David S. DeGarmo
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. [source]


Practitioners' Perspectives on Cultural Sensitivity in Latina/o Teen Pregnancy Prevention,

FAMILY RELATIONS, Issue 3 2006
Ada M. Wilkinson-Lee
Abstract: This study examined practitioners' understandings of cultural sensitivity in the context of pregnancy prevention programs for Latina teens. Fifty-eight practitioners from teen pregnancy prevention programs in California were interviewed in a guided conversation format. Three themes emerged in our analysis. First, practitioners' definitions of cultural sensitivity were consistent with existing models in the published research literature and focused largely on reinforcing the cultural strengths of Latino youth and families. Second, strategies for cultural sensitivity were complicated by tension between traditional Latino culture and the culture of pregnancy prevention programs. Third, practitioners identified a blend of personal and professional characteristics associated with cultural sensitivity among staff. We discussed policy and practice implications for Latino pregnancy prevention. [source]


The role of resource, protective, and risk factors on academic achievement-related outcomes of economically disadvantaged Latino youth

JOURNAL OF COMMUNITY PSYCHOLOGY, Issue 5 2003
Hazel M. Prelow
We examined the effects of cumulative risk, resource, and protective factors on the language and math achievement scores and school problem behaviors of a sample of 549 10,14-year-old, economically disadvantaged Latino youths. Findings indicated that as the number of risk factors increased, youth's language and math achievement scores decreased and school problem behaviors increased. Hierarchical regression analyses revealed that each of the hypothesized resource variables (i.e., maternal monitoring, maternal academic involvement, socioemotional competence, and extracurricular activity) made a unique contribution to at least one achievement-related outcome, over and above the effects of cumulative risk. Moreover, maternal monitoring buffered the effects of multiple risk factors on language achievement scores. Contrary to expectations, higher levels of participation in extracurricular activities had a detrimental effect on male school problem behavior scores and was unrelated to girl's problem behavior scores. © 2003 Wiley Periodicals, Inc. J Comm Psychol 31: 513,529, 2003. [source]


Informal Mentors and Role Models in the Lives of Urban Mexican-Origin Adolescents

ANTHROPOLOGY & EDUCATION QUARTERLY, Issue 3 2003
Professor Ricardo D. Stanton-Salazar
This article draws on a larger study investigating the social networks and help-seeking practices of Mexican-origin youth in San Diego, California. The authors present the subset of findings concerning adult, nonfamily informal mentors and role models. Using survey data, interviews, and a critical ethnographic perspective grounded in sociological theory, the article examines participating adolescents' critical understandings of these significant figures their lives, the rare and fortuitous nature of these relationships, and their empowering influence in the lives of urban, low-income, immigrant Latino youth. Linkages to social capital and developmental theories are offered. [source]


Ethnicity and Image: Correlates of Crowd Affiliation Among Ethnic Minority Youth

CHILD DEVELOPMENT, Issue 3 2008
B. Bradford Brown
Because ethnicity is a basis for defining peer crowds in ethnically diverse American high schools, some may question whether crowds foster discrimination and stereotyping or affirm minority youths' positive ties to their ethnic background. Through examination of both self- and peer ratings of crowd affiliation among 2,465 high school youth aged 14,19 years, this study assesses the likelihood that African American, Asian American, Latino, and multiethnic adolescents are associated with ethnically defined crowds. Crowd affiliations are related to friendship patterns among all groups, positive features of ethnic orientation for Asian and Latino youth, but also some aspects of stereotyping and discrimination for Latinos. Results emphasize ethnic diversity in the role that peer crowds play in minority adolescents' social experiences. [source]


The role of resource, protective, and risk factors on academic achievement-related outcomes of economically disadvantaged Latino youth

JOURNAL OF COMMUNITY PSYCHOLOGY, Issue 5 2003
Hazel M. Prelow
We examined the effects of cumulative risk, resource, and protective factors on the language and math achievement scores and school problem behaviors of a sample of 549 10,14-year-old, economically disadvantaged Latino youths. Findings indicated that as the number of risk factors increased, youth's language and math achievement scores decreased and school problem behaviors increased. Hierarchical regression analyses revealed that each of the hypothesized resource variables (i.e., maternal monitoring, maternal academic involvement, socioemotional competence, and extracurricular activity) made a unique contribution to at least one achievement-related outcome, over and above the effects of cumulative risk. Moreover, maternal monitoring buffered the effects of multiple risk factors on language achievement scores. Contrary to expectations, higher levels of participation in extracurricular activities had a detrimental effect on male school problem behavior scores and was unrelated to girl's problem behavior scores. © 2003 Wiley Periodicals, Inc. J Comm Psychol 31: 513,529, 2003. [source]