Understanding the Promotive Role of Familism in the Link Between Ethnic-Racial Identity and Latino Youth School Engagement

Kevin Constante, Aixa D. Marchand, Fernanda L. Cross, Deborah Rivas-Drake

Research output: Contribution to journalArticlepeer-review

Abstract

The present study assessed how ethnic-racial identity (ERI) and familism promote beneficial academic outcomes in Latino/a youth. In particular, we examined how ERI exploration and resolution were associated with school engagement through youths' endorsement of the cultural value of familism. Data were drawn from a study of 148 Latino/a adolescents (79% U.S.-born, 53% girls) in the Midwestern region of the United States. Adolescent ERI exploration was associated with emotional, cognitive, and behavioral school engagement, whereas ERI resolution was associated with behavioral school engagement. Adolescent ERI exploration was also indirectly associated with school engagement via familism. This demonstrates that processes involved with gaining knowledge and having clarity about one's ethnicity, along with youth's endorsement of cultural values, work together in distinct ways to convey academic benefits to Latino/a adolescents.

Original languageEnglish (US)
JournalJournal of Latina/o Psychology
DOIs
StateAccepted/In press - 2018
Externally publishedYes

Keywords

  • Academic adjustment
  • Ethnic-racial identity
  • Familism
  • Latino/a adolescents

ASJC Scopus subject areas

  • Social Psychology
  • Cultural Studies
  • Anthropology
  • Clinical Psychology
  • Applied Psychology

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