Latino adolescents' academic success: The role of discrimination, academic motivation, and gender

被引:135
作者
Alfaro, Edna C. [1 ]
Umana-Taylor, Adriana J.
Gonzales-Backen, Melinda A.
Bamaca, Mayra Y. [2 ]
Zeiders, Katharine H.
机构
[1] Arizona State Univ, Sch Social & Family Dynam, Tempe, AZ 85287 USA
[2] Penn State Univ, University Pk, PA 16802 USA
关键词
Latino adolescents; Academic success; Academic motivation; Discrimination; Gender; PERCEIVED DISCRIMINATION; AMERICAN STUDENTS; MEXICAN-AMERICAN; SCHOOL; IMMIGRANT; ACHIEVEMENT; UNIVERSITY; FAMILY; SOCIALIZATION; EXPERIENCES;
D O I
10.1016/j.adolescence.2008.08.007
中图分类号
B844 [发展心理学(人类心理学)];
学科分类号
040202 ;
摘要
Guided by the academic resilience perspective, the current longitudinal study examined whether academic motivation mediated the relation between Latino adolescents' (N=221) experiences with discrimination and their academic success. The potential moderating role of gender was also examined. Using multiple group analysis in structural equation modeling, findings indicated that perceived discrimination at Wave 2 significantly predicted academic motivation at Waves 2 and 3 for boys but not girls. Additionally, for boys, academic motivation significantly mediated the relation between perceived discrimination and academic success. Findings underscore the importance of considering the long-term implications of discrimination for Latino boys' academic success. Furthermore, findings encourage moving beyond the examination of gender differences in specific academic Outcomes (e.g., academic success) and focusing on how the processes leading to academic success vary by gender. (C) 2008 The Association for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.
引用
收藏
页码:941 / 962
页数:22
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