Despite their significant and growing demographic importance, U.S. Latina/o youth are rarely the focus of research and almost never studied from a perspective that reflects counseling psychologists' emphases on social justice and the strengths of individuals. Such a perspective is likely to result in more effective approaches to the understanding and prevention of adverse outcomes and can expand the understanding of variables that have been traditionally used to study U.S. Latina/o youth. In this study, two specific asset variables-leadership and social responsibility-were used to test hypotheses about the role of biculturalism in adaptive psychological functioning among U.S. Latina/o youth. Results suggest that bicultural identity is Major Contribution

This study examines whether incorporating a multidimensional perspective to the study of the relation between cultural adaptation and academic attitudes among Latinas/os in the United States can clarify this relation. Hypotheses about the relation between cultural adaptation and academic attitudes were examined using data provided by U.S. Latina/o high school students. Findings suggest that enculturation and acculturation moderate each other's effects on academic attitudes and that this moderation effect varies across cultural adaptation dimensions. Resumen Este estudio examina si la incorporación de una perspectiva multidimensional para el estudio de la relación entre la adaptación cultural y el éxito académico entre las estudiantes latinas(os) en Estados Unidos (EE.UU.) puede aclarar esta relación. Las hipótesis sobre la relación entre la adaptación cultural y actitudes académicas se examinaron utilizando datos proporcionados por estudiantes latinos de preparatoria. Los resultados sugieren que los efectos de la enculturación y la aculturación se moderan entre sí en cuanto a las actitudes académicas y que este efecto de moderación varía a través de las dimensiones de adaptación cultural.

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