This empirical study examines the behavioral sequelae of acculturation strains among Latino adolescents in home ans school settings. Two theoretically derived hypotheses are tested. First, low acculturation Latinos experiencing strains associated wsith rapid cultural and language transitions will have more behavior problems reported by their parents and teachers. Second, highly acculturated Latinos reporting more acculturation strains. associated with perceptions of prejudical treatment and internalization of inority status will have more behavior problems reported by aprents and teachers. The data were taken from the self‐reports of 2,360 adolescents in the greater Miami (Florida) area, ans their teacher ans parent reports. problem behaviors were measured using the Child Behavior Checklist and the Teacher Report Form. Strain measures included language conflicts, acculturation conflicts, perceived discrimination, and perception of a closed society. Results indicated general confirmation of both hypotheses. Among immigrant adolescents only language confilicts were associated with reported behavior problems reported by teachers and parents. Among the U.S. born, language conficts, perceived discrimination, and perceptions ofa closed society were associated with behavior problems reported by teachers but not by parents. The central finding is that both immigrant and nonimmigrant Latino adolescents are likely to experience a variety of acculturative strains in the school setting that may affect role performance and lower educational aspirations.

A multiracial/multiethnic sample of middle school adolescents and their teachers was used to assess whether teacher ratings of student behavior problems varied according to teacher-student racial/ethnic differences and students' perception of teachers' attitudes toward them. No significant mean score differences were found for Hispanic or non-Hispanic white students according to the race/ethnicity of the teachers doing the ratings. However, African American students rated by Hispanic and non-Hispanic white teachers had significantly higher mean total behavior problem scores than African American students rated by African American teachers. Teacher ratings were also compared to those made by parents. The percentage of students rated as cases by teachers but not by parents differed significantly by race/ethnicity of student. Other findings indicated highly significant relationships between student-perceived teacher disparagement and the assignment of high behavior problem scores to students by teachers.

Longitudinal findings are presented on the relationships between disaster related stresses, depression scores, and suicidal ideation among a multi-racial/ethnic sample of adolescents (N = 4,978) all of whom have been exposed to Hurricane Andrew. Regression analysis showed that being female, hurricane generated stresses, low levels of family support, pre-hurricane suicidal ideation, and post-hurricane depression scores were significant predictors of post-hurricane suicidal ideation. Path analysis revealed that being female, low socioeconomic status, pre- and post-hurricane depression, high stress scores, low family support, and pre-hurricane suicidal ideation had significant direct/indirect effects on post-hurricane suicidal ideation.

Longitudinal findings are presented on lifetime, past year, and magnitude of use of cigarettes, alcohol, and illicit drugs among non-Hispanic White (NHW), African-American, Cuban, Nicaraguan, Colombian, and Puerto Rican adolescent boys. The T-3 sample included 5,370 adolescents of whom 3,403 were Hispanic. About one-half the Hispanic sample was foreign born. Significant increases in lifetime use and magnitude of use of all three substances were found over the three data collection periods for all six groups. NHW and Hispanic adolescents had higher substance use rates than African-Americans. Most differences were not significant for NHW and Hispanic subgroups. Foreign-born Hispanics reported positive relationships between length of time in country and substance use. Significant relationships were found in two instances. Length of time in country was related to lifetime use of all substances for Cubans and for past year use of alcohol and illicit drugs. It was also significantly related to lifetime and past year use of alcohol and for lifetime illicit drug use among Nicaraguans. Although substance use did not vary greatly for different Hispanic groups, the authors suggest caution be used in offering generalizations, especially among young groups with diverse nativity and immigration histories.

No abstract