Letter from the Editors
Staff Articles
- The “Tiger Mom”: Stereotypes of Chinese Parenting in the United States
- The Volunteer Experience: Understanding and Fostering Global Citizenship
- Identity, Therapy, and Womanhood: Humanity in the Mafia
- “The Walking Wounded”: Here-and-now Coping Strategies to Ease the Reintegration of American Military Veterans
- Muslim-American Women in the United States: What is Considered Muslim Enough?
- Social Development in Democratic Elementary-School Classrooms
- The Impact of Parental Divorce on Emerging Adults’ Self-Esteem
- Discussing Sexuality with Children
- Acculturative Stress, Gender, and Mental Health Symptoms in Immigrant Adolescents
- Gendered Toy Preferences and Preschoolers’ Play Behaviors
- Lenses of Justice: Demographic, Cultural, Ideological, Socioemotional Factors & Distributive Justice
- The Role of Stereotype Vulnerability on Black Students’ Relational Engagement
- Multicultural Competence among Mental Health Professionals
- Teasing within English-Speaking Latino Families
- The Immigrant Paradox: Discrimination Stress and Academic Disengagement
- Trauma, Meaning-Making, and Identity in Young Women of Color
Alfredo Daniel Novoa
Latino youth are especially at risk for academic problems and the highest ethnic dropout rates in New York City. Dramatic proportional increases of Latino immigrant students in the education system prompt need for further understanding of social factors that negatively influence student performance in these underserved groups. The present study examined the role that generational status plays in the relation between discrimination stress and academic disengagement by adapting an immigrant paradox framework. Preventing academic disengagement is important when considering factors to reduce a student’s likelihood of dropping out. A cross-sectional sample of Latino adolescents (N=208) from the New York City Academic and Social Engagement Study (NYCASES) was analyzed to assess for the relations between these factors. Analyses found that discrimination stress predicted academic disengagement. Examining the role of generation status revealed first generation status significantly related to academic disengagement, however, second generation did not. Furthermore, generational status did not significantly moderate the relation between discrimination stress and academic disengagement. Understanding students’ experiences as they vary by generation further will help clarify appropriate preventative interventions for the adverse relation between discrimination stress and academic disengagement.