Understanding the Influence of Sexual Risk Taking, Ethnic Identity, and Family and Peer Support on School Importance Among Hispanic Adolescents

Pauline Garcia-Reid, David T. Lardier, Robert Reid, Ijeoma Opara

Research output: Contribution to journalArticleResearchpeer-review

1 Citation (Scopus)

Abstract

Despite the broader academic gains experienced by Hispanic students, who represent the largest minority group in the United States, they remain the least educated of all major ethnic groups, and our understanding of their academic needs and strengths remains woefully inadequate. Therefore, this study examined the risk (e.g., sexual risk taking) and protective factors (e.g., family support, supportive peer networks, and ethnic identity) associated with school importance among Hispanic teens (N = 587) residing in a high-risk, resource poor urban community and the ways in which these relationships vary between adolescent males (46.5%) and adolescent females (53.5%). Schools that are able to harness the numerous assets embedded within the Hispanic community are well positioned to create learning environments that are encouraging, are culturally responsive, and can potentially reduce risk involvement that may interfere with valuing the role of school importance. Implications for school-based personnel are discussed.

Original languageEnglish
JournalEducation and Urban Society
DOIs
StateAccepted/In press - 1 Jan 2018

Fingerprint

ethnic identity
adolescent
school
minority group
female adolescent
ethnic group
community
assets
personnel
learning environment
student
learning
minority
family
resource
resources
Group

Keywords

  • Hispanic adolescents
  • ethnic identity
  • family support
  • positive peer networks
  • school importance
  • sexual risk

Cite this

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title = "Understanding the Influence of Sexual Risk Taking, Ethnic Identity, and Family and Peer Support on School Importance Among Hispanic Adolescents",
abstract = "Despite the broader academic gains experienced by Hispanic students, who represent the largest minority group in the United States, they remain the least educated of all major ethnic groups, and our understanding of their academic needs and strengths remains woefully inadequate. Therefore, this study examined the risk (e.g., sexual risk taking) and protective factors (e.g., family support, supportive peer networks, and ethnic identity) associated with school importance among Hispanic teens (N = 587) residing in a high-risk, resource poor urban community and the ways in which these relationships vary between adolescent males (46.5{\%}) and adolescent females (53.5{\%}). Schools that are able to harness the numerous assets embedded within the Hispanic community are well positioned to create learning environments that are encouraging, are culturally responsive, and can potentially reduce risk involvement that may interfere with valuing the role of school importance. Implications for school-based personnel are discussed.",
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Understanding the Influence of Sexual Risk Taking, Ethnic Identity, and Family and Peer Support on School Importance Among Hispanic Adolescents. / Garcia-Reid, Pauline; Lardier, David T.; Reid, Robert; Opara, Ijeoma.

In: Education and Urban Society, 01.01.2018.

Research output: Contribution to journalArticleResearchpeer-review

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AU - Lardier, David T.

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AU - Opara, Ijeoma

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AB - Despite the broader academic gains experienced by Hispanic students, who represent the largest minority group in the United States, they remain the least educated of all major ethnic groups, and our understanding of their academic needs and strengths remains woefully inadequate. Therefore, this study examined the risk (e.g., sexual risk taking) and protective factors (e.g., family support, supportive peer networks, and ethnic identity) associated with school importance among Hispanic teens (N = 587) residing in a high-risk, resource poor urban community and the ways in which these relationships vary between adolescent males (46.5%) and adolescent females (53.5%). Schools that are able to harness the numerous assets embedded within the Hispanic community are well positioned to create learning environments that are encouraging, are culturally responsive, and can potentially reduce risk involvement that may interfere with valuing the role of school importance. Implications for school-based personnel are discussed.

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