With a growing Mexican American population and an increasing dropout rate predicted for this group, research is needed to examine ways of deterring this trend and increasing retention rates. The current study examined extracurricular activity, perception of school, and ethnic identification, and the association with school retention rates among Mexican American and White non-Hispanics. Individuals reporting participation in extracurricular activity were 2.30 times more likely to be enrolled in school than were those not participating in extracurricular activity. Those Mexican Americans reporting a higher White non-Hispanics ethnic identity level were 2.41 times more likely to be enrolled in school and had a more positive perception of school than did Mexican American individuals reporting low levels of White non-Hispanics ethnic identification.

The authors examined the roles of perceived parental school support and family communication in the context of delinquent behaviors in Mexican American and White non-Latino adolescents. Family communication was defined as the degree to which adolescents endorsed that they communicated with their parents about a variety of topics. The Parental School Support scale was administered to assess adolescents' perceptions of parental support for academic pursuits. Data analysis included the relationship between these variables and their predictive relationship to delinquency, and the relationship to gender and ethnicity. Results demonstrated that adolescents' perceptions of family communication and parental school support were related to the likelihood of committing delinquent acts. There were no significant differences in gender or ethnicity in perceived levels of family communication and parental school support.

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