ERIC Number: EJ1057822
Record Type: Journal
Publication Date: 2015-May
Abstractor: As Provided
Reference Count: 57
Parent and Teacher Support among Latino Immigrant Youth: Effects on School Engagement and School Trouble Avoidance
Garcia-Reid, Pauline; Peterson, Christina Hamme; Reid, Robert J.
Education and Urban Society, v47 n3 p328-343 May 2015
While a significant portion of Latino immigrant youth are failing to meet their academic potential, many others have been able to acquire the resources needed to excel academically. This study examined social capital assets (i.e., parent and teacher supports) for school engagement and trouble avoidance among a sample of recently arrived, non-U.S. born, middle school Latino adolescents (n = 141) residing in a high-poverty community located in the northeastern United States. School outcomes were compared for students who reported different combinations of low and high teacher and parent support. Findings from this study provided evidence of the additive benefit of teacher and parent support on school engagement and trouble avoidance among middle school, Latino immigrant adolescents. Implications for school-based interventions for this underserved population are discussed.
Descriptors: Hispanic American Students, Immigrants, Learner Engagement, Prosocial Behavior, Social Capital, Parent Student Relationship, Teacher Student Relationship, Middle School Students, Comparative Analysis, Outcomes of Education, Correlation, Multivariate Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Authoring Institution: N/A