The school success of Latino adolescents: The predictive utility of risk/protective bases and mediating factors
Abstract
Little attention has been given to the identification of variables related to the school success of high-risk youth of Latino background. Using a sample of 391 adolescents in the public schools of the New York City area, the present study investigated factors that operate to help some Latino adolescents succeed in school, while others from similar backgrounds do not. School success was defined in several ways: self-reported GPA, awards won for school work, participation in an honors class, and standardized math and reading scores. Using hierarchical multiple regression analyses, the relationship among risk/protective bases (household economic resources, household density, and English language competence), personological factors (self-efficacy, problem-solving skills), and ecological factors (social support, involvement and participation across the family, school, and peers microsystems) was explored to help identify significant predictors of school success.
Subject Area
Developmental psychology
Recommended Citation
Mendez, Milagros Alexandra, "The school success of Latino adolescents: The predictive utility of risk/protective bases and mediating factors" (1993). ETD Collection for Fordham University. AAI9412141.
https://research.library.fordham.edu/dissertations/AAI9412141
