Parent and Teacher Support Among Latino Immigrant Youth: Effects on School Engagement and School Trouble Avoidance

Pauline Garcia-Reid, Christina Hamme Peterson, Robert J. Reid

Research output: Contribution to journalArticle

23 Scopus citations

Abstract

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.

Original languageEnglish
Pages (from-to)328-343
Number of pages16
JournalEducation and Urban Society
Volume47
Issue number3
DOIs
StatePublished - 15 May 2015

Keywords

  • Latino immigrant youth
  • school engagement
  • social capital
  • social support
  • trouble avoidance

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