Understanding the promotive role of familism in the link between ethnic-racial identity and Latino youth school engagement.

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

doi:10.1037/lat0000117

Cited by 11 publications

(16 citation statements)

References 54 publications

(134 reference statements)

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“…Nevertheless, research examining how ethnic–racial identity relates to academic engagement specifically among Native American adolescents remains a grossly understudied area (Rivas-Drake et al, 2014). Thus, the present study’s findings contribute to previous literature on adolescents’ ethnic–racial identity and academic engagement (Butler-Barnes et al, 2013; Constante et al, 2019; Rivas-Drake, 2011) and support our first hypothesis by demonstrating that greater centrality and more positive regard were related to greater classroom engagement among Native American youth. Ethnic–racial identity development is a salient hallmark of the adolescence period (Umaña-Taylor et al, 2014) and may play a major role in predicting positive attitudes toward schools by combating the impact of various negative experiences adolescents face (Berkel et al, 2010; Rivas-Drake et al, 2014).…”

Section: Discussionsupporting

confidence: 87%

Investigating the relation between ethnic–racial identity and classroom engagement among Cherokee adolescents: Cultural socialization as a moderator.

Bakth¹,

Hoffman²,

Schacter³

2022

Cultural Diversity & Ethnic Minority Psychology

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Objective: Ethnic-racial identity is an important factor that can promote classroom engagement among ethnic-racial minority adolescents. However, the relationship between ethnic-racial identity and academic engagement remains severely understudied among Native American youth, who report some of the lowest levels of classroom engagement among ethnic-racial minority youth in the United States. Thus, the present study aimed to investigate the relation between ethnic-racial identity and classroom engagement among Cherokee youth. Further, we sought to examine the role of parental cultural socialization as a factor that could moderate this association. Method: The analytic sample consisted of 211 Cherokee adolescents (M = 12.72, SD = .97; female = 52%). Participants were recruited from Grades 6 to 8 from one tribal (60% or n = 126) and two public (40% or n = 85) middle schools. Adolescents completed survey measures of ethnic-racial centrality, private regard, public regard, parental pride socialization, parental preparation for bias socialization, and classroom engagement. Results: Analyses showed that ethnic-racial centrality and regard were positively associated with classroom engagement. Furthermore, pride socialization enhanced the relation between private regard and engagement. Unexpectedly, preparation for bias mitigated the relation between public regard and engagement. Conclusions: The present study demonstrates an important association between ethnic-racial identity and classroom engagement for Cherokee youth. Furthermore, findings highlight the importance of parental cultural socialization as a potential malleable factor that can enhance or diminish the relation between ethnic-racial identity and classroom engagement for Cherokee adolescents. These results suggest that encouraging parental cultural socialization, particularly pride socialization, may be beneficial in promoting classroom engagement for Cherokee youth. Public Significance StatementCherokee adolescents who had a stronger and more positive ethnic-racial identity were more likely to report being engaged in their classroom activities. Moreover, positive associations between ethnicracial identity and classroom engagement were strengthened when adolescents reported receiving messages of cultural pride from parents and were weakened when parents prepared them for bias they may experience in their lives. These findings suggest that the kind of messages that parents relay when they talk with their children about their ethnicity/race can be beneficial for enhancing the positive relationship between ethnic-racial identity and classroom engagement, particularly through pride socialization messages.

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Section: Discussionsupporting

confidence: 87%

Investigating the relation between ethnic–racial identity and classroom engagement among Cherokee adolescents: Cultural socialization as a moderator.

Bakth¹,

Hoffman²,

Schacter³

2022

Cultural Diversity & Ethnic Minority Psychology

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“…Indeed, MIBI-based measures are less robustly associated with academic outcomes (Rivas-Drake et al, 2014). Or, it may be that other aspects of ethnic-racial identity are more critical to familism values like ethnic-racial exploration and resolution (Constante, Marchand, Cross, & Rivas-Drake, 2018; Streit et al, 2018) and familism may serve as a mediator of these aspects of ethnic-racial identity. Indeed, in a cross-sectional analysis, Constante et al (2018) found support for an indirect effect of ethnic identity exploration through familism on academic cognitive, emotional, and behavioral engagement.…”

Section: Discussionmentioning

confidence: 99%

“…Or, it may be that other aspects of ethnic-racial identity are more critical to familism values like ethnic-racial exploration and resolution (Constante, Marchand, Cross, & Rivas-Drake, 2018; Streit et al, 2018) and familism may serve as a mediator of these aspects of ethnic-racial identity. Indeed, in a cross-sectional analysis, Constante et al (2018) found support for an indirect effect of ethnic identity exploration through familism on academic cognitive, emotional, and behavioral engagement. Taken together, it is clear that ethnic-racial identity and cultural endorsement influence adaptation in Latinx families, and more work should continue to disentangle possible differential effects of various components of ethnic-racial identity and related processes over time and with distinct outcomes.…”

Section: Discussionmentioning

confidence: 99%

Familism in action in an emerging immigrant community: An examination of indirect effects in early adolescence.

Stein¹,

Mejia²,

González³

et al. 2020

Developmental Psychology

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Familism values promote the positive adaptation of Latinx youth, but few studies have examined potential indirect effects associated with these positive effects. In emerging immigrant communities, where fewer resources are available to youth and families to maintain cultural values and ties, familism may be especially important. In this study of 175 primarily second-generation Latinx youth in such a community, we tested whether familism values were indirectly associated with adolescent outcomes through positive parent-child relationships, private racial/ethnic regard, meaning in life, and support seeking coping. Familism values were associated with greater academic motivation. Additionally, there were significant indirect effects in terms of positive parent-child relationships explaining the links between familism and fewer parent-reported externalizing symptoms, and for meaning in life explaining the links between familism and fewer depressive symptoms and greater academic motivation. Familism was also associated with greater support seeking coping, but this was associated with greater depressive symptoms. Our study suggests that in an emerging immigrant community familism values are primarily associated with positive adaptation through distinct mechanisms.

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“…Relatively little is known about how the relationships between familismo and academic outcomes play out in emerging adulthood in the college context for Latinx undergraduates. Research investigating the relations between familismo and academic outcomes thus far has focused on Latinx middle and high school students (e.g., Aretakis et al, 2015; Constante et al, 2019; Esparza & Sánchez, 2008; Toyokawa & Toyokawa, 2019; Valenzuela & Dornbusch, 1994; cf. Ovink, 2014).…”

Section: Introductionmentioning

confidence: 99%

“Dedicado a Mi Familia”: The Role of Familismo on Academic Outcomes Among Latinx College Students

Azpeitia

Bacio

2022

Emerging Adulthood

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Addressing the retention and support of Latinx college students is imperative given their low graduation rates despite increasing enrollment. We sought to extend our understanding of the effects of familismo (i.e., the sense of providing support, acting in reference, and feeling an obligation to the family) on academic outcomes among Latinx college students by examining the roles of immigrant generation and gender. Latinx college students ( N = 176) from highly selective and predominantly White institutions completed self-report measures on familismo, academic motivation, and ganas. Familismo positively predicted academic motivation for first-generation Latinos and second-generation Latinas, suggesting that this association differs by immigrant generation and gender. Findings revealed that familism support most closely predicted academic motivation. Understanding the factors that promote academic motivation among Latinx college students, rather than those that hinder it, is crucial to addressing the disparities in attaining a higher education faced by this growing and diverse community.

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Understanding the promotive role of familism in the link between ethnic-racial identity and Latino youth school engagement.

Cited by 11 publications

References 54 publications

Investigating the relation between ethnic–racial identity and classroom engagement among Cherokee adolescents: Cultural socialization as a moderator.

Investigating the relation between ethnic–racial identity and classroom engagement among Cherokee adolescents: Cultural socialization as a moderator.

Familism in action in an emerging immigrant community: An examination of indirect effects in early adolescence.

“Dedicado a Mi Familia”: The Role of Familismo on Academic Outcomes Among Latinx College Students

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