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Latino youths' high school adjustmen...

Rodriguez, Rita.

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Latino youths' high school adjustment: The risk and protective factors of perceived discrimination and ethnic identity.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Latino youths' high school adjustment: The risk and protective factors of perceived discrimination and ethnic identity./
作者:	Rodriguez, Rita.
面頁冊數:	172 p.
附註:	Adviser: Amado Padilla.
Contained By:	Dissertation Abstracts International68-12A.
標題:	Education, Bilingual and Multicultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3292411
ISBN:	9780549356417

Latino youths' high school adjustment: The risk and protective factors of perceived discrimination and ethnic identity.
Rodriguez, Rita.

Latino youths' high school adjustment: The risk and protective factors of perceived discrimination and ethnic identity. - 172 p.

Adviser: Amado Padilla.

Thesis (Ph.D.)--Stanford University, 2007.

The purpose of the two studies reported here was to understand how Latino youth's perception of discrimination in high school may act as a risk factor affecting their overall adjustment to high school. Study 1 utilized a risk and resilience framework to investigate perceived discrimination and ethnic identity on indicators of school adjustment including: (1) overall adjustment to high school, (2) school performance, (3) sense of belonging to school. (4) value placed on school, and (5) thoughts of dropping out of school. This quantitative study sought to determine the extent to which ethnic identification may act as a protective factor against the potential threats of experiences of ethnic discrimination. The study also explored youth's adjustment to high school and coping strategies in the face of perceived discrimination. To investigate individual students coping and adjustment to high school Study 2 utilized follow-on, in-depth interviews with a subsample of respondents two years later when they were in the 11th grade. Qualitative interviews were conducted to explore at a deeper level the individual and contextual factors that underlie "approach" and "avoidance" oriented coping styles.

ISBN: 9780549356417Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Latino youths' high school adjustment: The risk and protective factors of perceived discrimination and ethnic identity.
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020 $a 9780549356417
035 $a (UMI)AAI3292411
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100 1 $a Rodriguez, Rita. $3 1285863
245 1 0 $a Latino youths' high school adjustment: The risk and protective factors of perceived discrimination and ethnic identity.
300 $a 172 p.
500 $a Adviser: Amado Padilla.
500 $a Source: Dissertation Abstracts International, Volume: 68-12, Section: A, page: 4954.
502 $a Thesis (Ph.D.)--Stanford University, 2007.
520 $a The purpose of the two studies reported here was to understand how Latino youth's perception of discrimination in high school may act as a risk factor affecting their overall adjustment to high school. Study 1 utilized a risk and resilience framework to investigate perceived discrimination and ethnic identity on indicators of school adjustment including: (1) overall adjustment to high school, (2) school performance, (3) sense of belonging to school. (4) value placed on school, and (5) thoughts of dropping out of school. This quantitative study sought to determine the extent to which ethnic identification may act as a protective factor against the potential threats of experiences of ethnic discrimination. The study also explored youth's adjustment to high school and coping strategies in the face of perceived discrimination. To investigate individual students coping and adjustment to high school Study 2 utilized follow-on, in-depth interviews with a subsample of respondents two years later when they were in the 11th grade. Qualitative interviews were conducted to explore at a deeper level the individual and contextual factors that underlie "approach" and "avoidance" oriented coping styles.
520 $a A total of 127 high school students who self identified as being Latino were chosen for the 9th grade study from a total of 252 students who participated in a larger study of high school adjustment and motivation. The students attended two high schools differing in the percentages of Latino student enrollment. In one school Latino students comprised 63% of the total enrollment and in the other 44%. A questionnaire assessed motivation, adjustment to high school, perceptions of discrimination, ethnic identity, achievement, and school climate. Students who participated in Study 1 were asked to participate in an in-depth follow-on interview in the 11th grade. Twenty-two students participated in Study 2. The interviews complemented the quantitative data by exploring students coping with perceived discrimination and their adjustment over time.
520 $a Quantitative findings revealed that perceived discrimination was found to relate negatively to a sense of belonging to school and a student's sense of self within school. Perceptions of discrimination also negatively related to the value that students placed on academics. However, ethnic identity was found to relate positively to the value that students placed on academics and to their sense of belonging to school. Ethnic identification was also tested as a possible mediator of the negative experiences of perceived discrimination on school factors including the adjustment to high school, school performance, school belonging, value placed on school, educational expectations and aspirations, and thoughts of dropping out of school. A mediation model was not supported by the data.
520 $a The role of the school context was found to be especially important in this study as perceptions of discrimination in school was found to negatively relate to feelings of belonging to school, the students view of their place in school, and the value that students placed on academics. A school climate which facilitates academic success, positive social relationships, and self-expression was found to be positively associated with school adjustment and belonging. Increased perceptions of discrimination in school negatively related to youth's feelings that the context supported academic success, social relationships, and self-expression.
520 $a Belongingness was found to be an important factor in this study. A sense of belonging in school was found to relate positively to school performance, school adjustment, sense of self within school, and to the student's ethnic identification. A sense of belonging to school was negatively related to perceived discrimination in school. Together, these findings related to belongingness reveal just how important a factor it is for Latino students. A sense of belonging to school not only facilitates school adjustment and performance, but also a student's ethnic identification.
520 $a These findings suggest that systematic efforts are needed to foster positive intergroup relations in school and positive ethnic identity development as these factors influence school adjustment. As these findings suggest the school context provides the opportunity for positive development that not only can support school adjustment, but also a student's positive ethnic identity development. School administrators and teachers can and should take a more active role in providing opportunities for students to counter negative stereotypes and educate students in positive ways to counter negative stereotypes in the school context. This study demonstrates that the expression of racial/ethnic identity is influenced by contextual factors. While challenges to one's ethnic group can be a source of stress (e.g. perceived discrimination) that can lead to a decreased valuing of academics/school, ethnic identity can be a resiliency factor that positively influences the value students place on academics and on their feeling of belonging to the school they attend. (Abstract shortened by UMI.)
590 $a School code: 0212.
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650 4 $a Education, Secondary. $3 539262
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