A vast literature documents a host of advantages conferred upon middle class European American children whose parents employ an authoritative style of parenting, including enhanced academic achievement and positive behavioral outcomes. The literature is much less clear about the relationship between parental authority style and child outcomes in…

Accumulating evidence suggests that children's approaches to learning (ATL) at kindergarten entry predict their academic achievement years later. However, the gains associated with ATL may be diminished for Hispanic immigrant children, many of whom are English language learners (ELLs). We tested whether ATL predicted math scores in a sample of…

The present study was conducted in four phases and constructed a self-report parenting instrument for use with Mexican immigrant mothers of children aged 6 to 10. The 14-item measure was based on semistructured qualitative interviews with Mexican immigrant mothers (N = 10), was refined by a focus group of Mexican immigrant mothers (N = 5), and was…

In an effort to better understand possible pathways that lead to a relatively high incidence of depressive symptoms among Mexican American youth, an interpersonal stress model of depression was tested using a community sample of 674 Mexican American mothers and their 5th grade children. Structural equation analyses revealed that maternal…

Present conceptualizations and measures of self-esteem do not account for linguistic self-esteem, an aspect of the self specifically relevant for bilingual students. This study examines the utility of a newly developed measure of linguistic self-esteem. This novel measure is compared with a commonly used self-esteem measure, two standardized…

This study examined the degree to which teacher behaviors established as predictors of achievement generalize to Hispanic students. Participants included 995 students (68% Hispanic) across Grades 3 through 5 and their teachers (N = 46) in an urban school district in the Midwest. Classroom dynamics were measured using the Classroom Assessment…

In this study, 69 Mexican American elementary school girls in Grades 3 through 6 (age 8-13 years) from an agricultural community were interviewed regarding their perceptions of the frequency of communication with their mothers about education and their interaction with their teachers. The authors examined how these variables were associated with…

This study examined mothers' and fathers' reports of their time spent in their school-age children's care and academic work and the relationships between socioeconomic status and social support variables with fathers' time spent in children's care and academic work within two-parent Mexican immigrant families. Mother and father dyads from 79…

This project analyzed multimodel student archival data to address the relationship between academic achievement, acculturative stress, and coping factors. Participants were 126 children between 8 and 11 years of age (59 White and 67 Latino). Measurements included demographics, SAFE-C, A-COPE, Self-Perception Profile for Children, and Harter…