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

Perceptions from Newcomer Multilingual Adolescents: Predictors and Experiences of Sense of Belonging in High School

Background

Recently arriving to US schools, 405 immigrant adolescents in a large, urban high school shared backgrounds and perspectives on what variables and sociocultural factors contributed to their sense of belonging in their new school. This study occurred in 2019-2020 and examined belonging during a xenophobic socio-political climate.

Objective

This study examines what predictors and experiences, if any, contributed to belonging for a large population of multilingual, newcomer youth. This research extends the body of literature to include a large, linguistically and culturally diverse, adolescent newcomer population to test hypotheses that gender, GPA, grade level, employment status, relationships, and family factors impact belonging.

Methods

In this descriptive, single-site case study of newcomers enrolled in an International Academy (IA), semi-structured online interviews (N = 14) and a survey (N = 391) were utilized. Anchored with Goodenow's belonging definition and scale, quantitative data analysis included regression analysis to reveal three demographic belonging predictors. Qualitative data analysis leveraged emergent coding of newcomer comments to surface five belonging contributing factors.

Results

Results indicated that females had higher sense of belonging scores, while students of smaller language groups and students paying rent had statistically significantly lower scores. Additionally, five sociocultural school factors emerged that contributed to belonging: support networks, language, participation opportunities, safety, and recognition.

Conclusion

Conclusions resulted for improving secondary school structures, practices, and climate to cultivate belonging for newcomers. Directly from students, this study presents educators with opportunities to ensure newcomers feel included, accepted, and valued through peer support networks, post-secondary preparation, and linguistic, emotional, and physical safety.

Bicultural competence and academic adjustment across Latino youth adaptation from high school to college

This study investigated the association between bicultural competence and academic adjustment (i.e., engagement, efficacy, achievement) among 193 Latino youth (65.3% female; 89.1% U.S.-born) followed from their senior high school year (M_age  = 17.58 years, SD = 0.53) to their fifth college semester (2016-2019). Latent growth analyses revealed that youth's overall bicultural competence trajectory was moderately high and stable across this period. Youth who maintained or increased bicultural competence levels over time (slopes) demonstrated greater self-efficacy. Youth with greater high school bicultural competence (intercepts) demonstrated higher engagement but lower achievement. No other associations emerged. This study highlights that the promoting influence of bicultural competence may not extend to all indicators of academic adjustment but may depend upon the contexts and demands they navigate.

Acculturative stress and eating disinhibition among Asian young adults: The role of depressive symptoms and gender

Acculturative stress is associated with health behaviors that have downstream consequences for health outcomes. Eating disinhibition, a behavior characterized by eating emotionally and uncontrollably in the presence of disinhibiting stimuli, has been consistently associated with acculturative stress, but the underlying mechanism is not well-understood. The current study sought to test the role of depressive symptoms and gender on these associations. Asian undergraduate students (N = 477; 78% female) participated in an online cross-sectional study. Higher acculturative stress was associated with higher eating disinhibition (b = 3.45, 95% CI = [0.75, 6.15]), and depressive symptoms showed a partial indirect effect on this association (indirect effect = 0.57, 95% CI_boot = [0.13, 1.34]). Among male young adults (b = 0.98, 95% CI_boot = [0.24, 2.39]), the indirect correlation was stronger than among female young adults (b = 0.44, 95% CI_boot = [0.05, 1.20]; non-significant trend), implying individual differences underlying the indirect effect of depressive symptoms in the acculturative stress and eating disinhibition correlation. The Intercultural Relations dimension of acculturative stress appeared to drive the observed associations. This study is among the first highlighting the role of acculturative stress, depressive symptoms, and gender in eating disinhibition and provides evidence that can inform health professionals to target at-risk Asian individuals with eating problems.

Biculturalism and adjustment among U.S. Latinos: A review of four decades of empirical findings

Incorporating both heritage (e.g., Latino) and national (e.g., American) cultural systems into our sense of self (i.e., bicultural identity) and developing the ability to successfully respond to demands associated with each of these systems (i.e., bicultural competence) have been theorized to be central to the development and positive adjustment of U.S. Latinos, a group that represents a large segment of the country's population. In this comprehensive review, we examined empirical research on biculturalism among U.S. Latinos spanning four decades (1980-2020), with a focus on synthesizing the field's understanding of antecedents and consequents associated with biculturalism and identifying directions for future research. Our review of 152 empirical articles revealed that this literature was characterized by multiple approaches to the conceptualization (i.e., dual-cultural adaptation, dual-cultural identity, bicultural identity integration, and bicultural competence) and subsequent operationalization of biculturalism. Although each conceptualization has different implications for the conclusions that can be drawn regarding an aspect or facet of biculturalism and potential influence on adjustment, a significant majority (78%) of studies, across conceptualizations, provided evidence supporting a positive association between biculturalism and Latinos' adjustment. In addition, a relatively small body of qualitative work was identified, and findings largely informed potential antecedents of biculturalism. We review this literature with attention to: the aspects of biculturalism that are associated with Latinos' adjustment (i.e., psychosocial and physical health), how sample characteristics may limit the generalizability of this work, and important directions for future research both in terms of conceptualization and study design.

Religion in the Hallways: Academic Performance and Psychological Distress among Immigrant origin Muslim Adolescents in High Schools

Islamic norms and Islamophobia present unique challenges for Muslim adolescents in Western countries. For Muslim students, even "secular" public schools are not a religion-free space because their religious beliefs and values are central in their manner of living. To inquire more about these issues, an exploratory sequential design mixed-method study was conducted that included focus groups and a survey addressing the public school experiences of Muslim adolescents in a Midwestern state in the United States and how those experiences are related to their academic achievement, educational aspirations, and psychological adjustment. Overall, the findings characterize this study's sample as coping well in the school context in terms of academic achievement, high educational expectations, and relatively low levels of psychological distress. However, those who experience greater frequency and severity of hassles at school report higher levels of psychological distress. In particular, the frequency of hassles associated with representing Islam, limited English competency, relations with both Muslim and non-Muslim peers, and religious discrimination at school related to increased distress. Together, these findings suggest the importance of considering both individual and ecological determinants of wellbeing for Muslim adolescents. The findings also suggest the importance of looking more carefully at the sample, context, and time when the data were collected before making generalizations within or across cultural and/or religious groups.

A Meta-Analysis of the Correlates of Educational and Vocational Goals for Latina/o Students

Among Latina/o Americans, the fastest growing segment of the U.S. population, disparities exist in educational and career attainment. The emergence of research on Latina/o students has resulted in varied findings that make it difficult to draw conclusions as to which predictors are most closely associated with goal outcomes for this population. Using meta-analytic techniques, the current study examined the magnitude, direction, and heterogeneity of effect sizes across multiple educational and vocational goal outcomes for Latina/o students (i.e., educational/vocational aspirations, expectations, goals/plans, and persistence). Across 34 independent samples from 33 studies, career-related self-efficacy, peer support, adult support, barriers, and Anglo acculturation had moderate effects on at least one of the outcomes, with career-related self-efficacy and peer support being moderately related to two or more outcomes. If replicated, this research suggests that interventions focused on career-related self-efficacy and peer support could enhance the development of educational and career goals for Latina/o students.

Effect of an obesogenic environment and health behaviour-related social support on body mass index and body image of adolescents

Aim:

The purpose of this study was to examine the effect of an obesogenic environment and social support for health behaviours on body mass index and body image in adolescents.

Methods:

This methodological and descriptive study was conducted in a city centre in Turkey. Interviews were made with the Provincial Directorate for National Education, and the schools in the city centre were divided into three regions according to socioeconomic levels; three schools were then determined among the regions by drawing lots. The data collection was performed with 270 students randomly selected from the three schools. A student information form, an obesogenic environment evaluation form, body cathexis scale, body mass index (BMI) and the Child and Adolescent Social Support Scale for Healthy Behaviours were used to collect data. Percentage distributions, correlations, chi-square tests, analyses of variance and independent samples t-tests were used in the data analysis.

Results:

According to the data acquired, 10.7% of adolescents in the study group were overweight and 3.0% were obese. There was a positive relationship between the obesogenic environment and BMI, and as the obesogenic environmental features of adolescents increased, the BMI increased, and the body image scores decreased. As social support for the adolescents’ health behaviours increased from their mothers, fathers, teachers, classmates, and close friends, BMI decreased and they were more likely to be satisfied satisfied with their bodies.

Conclusion:

Our results demonstrate that, while an obesogenic environment contributed to increased BMI in adolescents and decreased their body satisfaction, social support given for health behaviours had a positive effect on BMI and body perception.

Latino Students in North Carolina

This study describes results from an investigation of Latino students attending a Hispanic Education Summit (HES) in North Carolina. Findings from data gleaned from 275 middle and high school students' perceptions are presented. Self-report data assessed level of acculturation, as well as students' perceptions with regard to a variety of issues, including school programs, barriers to participation in programs, problems in the school environment, and academic aspirations. Results revealed that students reported few perceived barriers to school and aspirations. However, there was a significant relationship between acculturation level and the frequency with which students reported selected barriers and future life goals. Gender differences were found with regard to acculturation level, perception of barriers, and academic aspirations. Directions for further research are discussed.

Early childrearing practices and their relationship to academic performance in Mexican American children

PURPOSE

To examine whether parenting behaviors and childrearing practices in the first 3 years of life among Mexican American (MA) families predict children's academic performance at school age.

METHODS

Thirty-six children were assessed using the Parent Behavior Checklist, Nursing Child Assessment Teaching Scale, Home Observation for Measurement of the Environment Inventory, and Bayley Scales of Infant Development II. Academic performance was measured with the Illinois Standards Achievement Test during third grade.

RESULTS

Correlation between parents' developmental expectations, nurturing behaviors, discipline, and academic performance were statistically significant (P < .05). Developmental expectations and discipline strategies predicted 30% of the variance in the Illinois Standards Achievement Test of reading.

CONCLUSIONS

The results of this study suggest that early developmental expectations that MA parents have for their children, and the nurturing and discipline behaviors they engage in, are related to how well the children perform on academic tests at school age.

Association between school engagement and disclosure of suicidal ideation to adults among Latino adolescents

We examined associations between Latino adolescents' school engagement and their likelihood of disclosing suicidal ideation (SI) to adults and of asking for help for SI. A first set of analyses was conducted on a total sample of 14 high schools, and a second set of analyses was conducted on 8 "Latino-representative" high schools. The criterion for Latino representation was that ≥10% of the school's total student population was Latino. Across all 14 high schools, 17% (110/663) of Latino students reported SI in the past year, compared to 13% (359/2,740) of non-Hispanic White students and 11% (78/719) of African American students. Of Latino students with SI, 24% (26/110) told an adult and 35% (38/110) sought help. In the 8 Latino-representative schools, higher levels of reported school engagement were associated with a greater likelihood of seeking help (OR = 6.17) and disclosure of SI to an adult (OR = 7.64) for Latino males. For Latinas, however, school engagement was not associated with either disclosure of SI to an adult or seeking help. Additional research is needed to clarify the processes, including social connectedness, that contribute to the disclosure of and help-seeking for SI among Latino adolescents.

Acculturation Tendencies in a Border Latino Population

The purpose of this study was to identify variables distinguishing more acculturated versus less acculturated Latinos residing near the United States— Mexico border. The study sample consisted of 438 participants ranging in age from 20 to 68 years. Data were gathered through a self-report survey instrument composed of items assessing acculturation, self-esteem, health, physical activity involvement, education, and marital status. Descriptive discriminant analysis was used to determine which variables made the greatest contribution in discerning between more acculturated and less acculturated border Latinos. Results indicated educational attainment, higher self-esteem, and marriage differentiated between high- and low-acculturated participants with gender, health status, and physical activity showing no group differentiation.

Relationship of sociocultural factors and academic self-esteem to school grades and school disengagement in North African French adolescents

The present study was designed to provide an integrated understanding of school grades and psychological disengagement among ethnic minority students. For that purpose, perceived parental involvement, acculturation orientations, and ethnic identity were simultaneously investigated in order to discover their respective contribution to grades among these students. Additionally, it was tested whether academic self-esteem mediated the relationship between grades and psychological disengagement. North African French junior high-school students completed a questionnaire assessing their ethnic identity, acculturation orientations, perceptions of parental involvement, academic self-esteem and trend toward the devaluing and discounting facets of psychological disengagement. Their grades in the main courses were obtained from the school records. Although perceived parental involvement displayed the strongest contribution to grades, acculturation orientations and ethnic identity still predicted grades, after controlling for parental involvement. Academic self-esteem mediated the influence of grades on both facets of disengagement, while this pattern was less clear for the devaluing process.

Associations between poor health and school-related behavior problems at the child and family levels: a cross-sectional study of migrant children and adolescents in southwest urban China

BACKGROUND

Due to urbanization in China, the numbers of migrant children and adolescents in urban environments have increased. Previous studies have indicated that children and adolescents are more likely to suffer from health problems and poor school achievement. The present study identified associations between poor health and school-related behavior problems (ie, learning attitudes and learning disabilities [LL], antisocial behavior and risk behavior [AR], and social adaptation and role function [SR]) at the child and family levels.

METHODS

A cross-sectional design was used. Seven hundred and eighty-one participants were recruited in inclusive settings. Correlational analysis was conducted to assess the associations between demographic variables and the primary study variables. Logistic regression analysis was used to determine which study factors were the strongest predictors of general health problems.

RESULTS

School-aged migrants who had poorer health tended to be more likely to suffer from school-related behavior problems. Poor health was also found to hinder scholastic achievement in migrant children and adolescents through a higher prevalence of school-related behavior problems, including negative learning attitudes and learning disabilities, antisocial behavior and risk behavior, and social maladjustment. Health risk factors included inappropriate parental education methods, fewer classmates, and less social support.

CONCLUSIONS

Health and individual risk factors should be explored further to determine their causal role in migrant children and adolescents with school-related behavior problems. These results have implications for future school health education for these students.

Measuring the Psychosocial Characteristics of Teacher Candidates Through the Academic Self-Identity: Self-Observation Yearly (ASI SOY) Inventory

This study contends that multiple psychosocial factors mediate students’ pursuit of the teaching profession, including beliefs, ethnic identity, acculturation, efficacy, and motivation. Despite the myriad literature addressing teacher characteristics, less is known about how these factors influence the academic or personal development of teacher candidates preparing to teach in diverse classrooms. The authors examined the psychometric properties of the Academic Self-Identity: Self-Observation Yearly (ASI SOY), specifically developed to measure teacher candidates’ psychosocial characteristics. A total of 670 ASI SOY inventories were collected from teacher candidates attending a Hispanic-serving institution. It was found that the ASI SOY is reliable and valid for measuring four out of five proposed constructs. ASI SOY may be useful in identifying the academic, personal, and professional development characteristics of teacher candidates.

Psychometric Properties of the Acculturation Rating Scale for Mexican Americans—II

The Acculturation Rating Scale for Mexican Americans—II is one of the most frequently used measures of acculturation, despite lack of validation. This study analyzed the structure of the Marginality Scale of the Acculturation Rating Scale for Mexican Americans—II using data from a diverse Latino sample of residents. Confirmatory factor analysis of the Marginality Scale yielded poor model-to-data fit for the hypothesized scales. Exploratory analysis and tests of construct validity were performed to further analyze the Marginality Scale. Results indicate that the revised version needs further work and should be validated with the original intended population for the scale. The utility of the marginality concept is questioned overall considering its history of lack of clear conceptualization and validity.

Migrants' Adjustment to Career: An Analysis in Relation to Nicholson's Theory

This study addressed career transitions in view of new environments along with the mobility of individuals across cultural territories. It paid attention to various adjustments individuals can make in their career in relation to their new enviornment and analysed those adjustment modes in relation to Nicholson's theory of work role transitions. Different clusters of such adjustment modes were identified and their influences on different career outcomes were examined. The study suggested that individuals' adjustment towards their career plays an important role in determining career outcomes such as employment status and career satisfaction.

Achieving college student possible selves: Navigating the space between commitment and achievement of long-term identity goals

This study explores the possible-self construction and achievement process in students of color from low-income communities by investigating these processes in 28 college students. Findings suggest that while parental encouragement of college aspirations may affect age at which the college student possible self is constructed and expectancy level, development of schematic possible selves is more crucial to achievement of possible-self goals. Furthermore, findings point out a need to include conceptual schemas, in addition to procedural schemas, as potential predictors of possible-self achievement.

Effect of medical students' ethnicity on their attitudes towards consultation skills and final year examination performance

AIM

The study had two aims. The first aim was to examine the relationship between final year medical students' ethnicity and their attitudes towards consultation skills. The second aim was to investigate the relationship between ethnicity and final year performance.

METHOD

A cross-sectional study was undertaken of all final year medical students in 1995 and 1996, both before and after their attachment through the Department of General Practice at Monash University, Australia. A questionnaire was designed to assess students' attitudes (views of importance and confidence) towards consultation skills. Also, records of final year performance were obtained from the University.

RESULTS

Five clusters of consultation skills were formed through factor analysis: communication skills, difficult consultations, traditional diagnostic methods, routine management and life threatening conditions. There were no significant differences in students' attitudes towards these consultation skills based on country of birth, language, or student status preattachment. The only significant postattachment difference was that students born in non-Western countries placed a significantly higher importance on communication skills and the traditional diagnostic method than students born in Western countries. There were significant differences in final year performance between students across all three parameters of ethnic diversity. Non-Western born students performed worse than Western born students. Students who preferred using a language other than English also performed worse than those students preferring English. International students performed worse than students with Australian citizenship or permanent residency.,

CONCLUSIONS

The only significant difference regarding attitudes to consultation skills was that non-Western born students placed significantly greater importance on communication skills and the traditional diagnostic method postattachment than Western born students. No significant differences were found in attitudes preattachment. There were significant differences in performance, with students of ethnic background performing consistently poorer in all the final year assessment parameters analysed.