Emotional and Behavioral Problems Among Adolescent Students: The Role of Immigrant, Racial/Ethnic Congruence and Belongingness in Schools.
As levels of immigration and ethnic diversity continue to rise in most Western societies, the social demography of schools is changing rapidly. Although schools represent a prominent developmental context, relatively little is known about the extent to which the racial/ethnic composition of schools...
| Publicado en: | Journal of Youth & Adolescence Vol. 42; no. 9; pp. 1473 - 1493 |
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| Autores principales: | , , |
| Formato: | Artículo |
| Publicado: |
Springer Nature
Sep2013
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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=89702152&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 89702152 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00472891 JYA jtl: Journal of Youth & Adolescence issn: 00472891 maglogo: N pubinfo: dt: Sep2013 vid: 42 iid: 9 pid: 237 pub: Springer Nature artinfo: ui: 89702152 10.1007/s10964-012-9868-2 ppf: 1473 ppct: 20 formats: fmt: @attributes: type: P size: 430KB tig: atl: Emotional and Behavioral Problems Among Adolescent Students: The Role of Immigrant, Racial/Ethnic Congruence and Belongingness in Schools. aug: au: Georgiades, Katholiki Boyle, Michael Fife, Kelly affil: Department of Psychiatry and Behavioral Neurosciences, Offord Centre for Child Studies, McMaster University, 1280 Main Street West, Chedoke Site, Central Building 313 Hamilton L8S 4K1 Canada Department of Psychiatry and Behavioral Neurosciences, Offord Centre for Child Studies, McMaster University, 1280 Main Street West, Chedoke Site, Central Building 306 Hamilton L8S 4K1 Canada Department of Psychiatry and Behavioral Neurosciences, Offord Centre for Child Studies, McMaster University, 1200 Main Street West, Chedoke Site, Central Building, Room 301 Hamilton L8N 3Z5 Canada su: Adaptability (Personality) Asians Behavior disorders in children Black people Emotions Hispanic Americans Immigrants Indigenous peoples of the Americas Race Sex distribution White people Cross-sectional method Adolescence Confidence intervals Longitudinal method Probability theory Descriptive statistics sug: subj: Adaptability (Personality) Asians Behavior disorders in children Black people Emotions Hispanic Americans Immigrants Indigenous peoples of the Americas Race Sex distribution White people Cross-sectional method Adolescence Confidence intervals Longitudinal method Probability theory Descriptive statistics keyword: Behavioral problems Emotional problems Immigrant and racial/ethnic congruence School belonging Schools Behavioral problems Emotional problems Immigrant and racial/ethnic congruence School belonging Schools ab: As levels of immigration and ethnic diversity continue to rise in most Western societies, the social demography of schools is changing rapidly. Although schools represent a prominent developmental context, relatively little is known about the extent to which the racial/ethnic composition of schools influences mental health outcomes in students. The objective of the present study is to examine the association between immigrant and racial/ethnic congruence in school-the numerical representation of a student's immigrant generational status and race/ethnicity in the student body-and levels of emotional and behavioral problems. This study also examines the extent to which the association between congruence and emotional-behavioral problems differs across racial/ethnic immigrant sub-groups and is accounted for by individual perceptions of school belonging. Data come from the in-school survey of the Longitudinal Study of Adolescent Health (Add Health) conducted in the United States. The sample is nationally representative, and includes 128 schools and 77,150 adolescents in grades 7-12 (50 % female, M = 14.9 years, SD = 1.78). After controlling for school and family socio-demographic characteristics, immigrant and racial/ethnic congruence in school exhibited a negative association with emotional and behavioral problems for most sub-groups examined. School belonging was associated negatively with emotional and behavioral problems, and partially accounted for the effects linked to congruence in schools. The immigrant and racial/ethnic composition of schools and perceptions of belonging have strong links with emotional and behavioral problems and may represent important targets for intervention. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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