A Culturally Informed Model of Academic Well-Being for Latino Youth: The Importance of Discriminatory Experiences and Social Support.
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 comp...
| Publicado en: | Family Relations Vol. 55; no. 3; pp. 267 - 279 |
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| Autores principales: | , |
| Formato: | Artículo |
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Wiley-Blackwell
July 2006
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=507898425&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507898425 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 01976664 FMR jtl: Family Relations issn: 01976664 maglogo: N pubinfo: dt: July 2006 vid: 55 iid: 3 pid: 480 pub: Wiley-Blackwell artinfo: ui: 507898425 10.1111/j.1741-3729.2006.00401.x ppf: 267 ppct: 12 formats: fmt: – @attributes: type: T – @attributes: type: P size: 158KB tig: atl: A Culturally Informed Model of Academic Well-Being for Latino Youth: The Importance of Discriminatory Experiences and Social Support. aug: au: DeGarmo, David S. Martinez, Charles R. su: Social support Discrimination in education Education of Hispanic Americans Psychological stress Hispanic American youth sug: subj: Social support Discrimination in education Education of Hispanic Americans Psychological stress Hispanic American youth ab: 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. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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