School engagement among Latino youth in an urban middle school context: Valuing the role of social support

Education and Urban Society

Volumn 37, Issue 3, 2005, Pages 257-275

  Garcia Reid, Pauline ^a,c   Reid, Robert J ^a   Andrew Peterson, N ^b  

^a MONTCLAIR STATE UNIVERSITY   (United States)

^b UNIVERSITY OF IOWA   (United States)

^c Child Advocacy Program   (United States)

Author keywords

Latino youth; School engagement; Social support

Indexed keywords

EID: 18444397141     PISSN: 00131245     EISSN: None     Source Type: Journal    
DOI: 10.1177/0013124505275534     Document Type: Article

References (65)

1. Aisenberg, E., & Mennen, F. E. (2000). Children exposed to community violence: Issues for assessment and treatment. Child & Adolescent Social Work Journal, 17, 341-360.
2. Alexander, K. L., Enwisle, D. R., & Horsey, C. S. (1997). From first grade forward: Early foundations of high school dropout. Sociology of Education, 70, 87-107.
3. Anglin, T. N., Song, L., & Lunghofer, L. (1995). Adolescents' exposure to violence associated symptoms of psychological trauma. Journal of American Medical Association, 273, 477-482.
4. Arbuckle, J. (1997). Amos 4.0 user's guide. Chicago: Small Waters.
5. Batttistich, V., Schaps, E., Watson, M., & Solomon, D. (1996). Prevention effects of the child development project: Early findings from an ongoing multi-site demonstration trail. Journal of Adolescent Research, 11(1), 6-11.
6. Bowen, N. K., & Bowen, G. L. (1998). The mediating role of educational meaning in the relationship between home academic culture and school performance. Family Relations: Interdisciplinary Journal of Applied Family Studies, 47, 45-51.
7. Bowen, N. K., & Bowen, G. L. (1999). Effects of crime and violence in neighborhoods and schools on the school performance of adolescents. Journal of Adolescent Research, 14, 319-342.
8. Bowen, G. L., & Chapman, M. V. (1996). Poverty, neighborhood danger, social support, and the individual adaptation among "at-risk" youth in urban areas. Journal of Family Issues, 17, 641-666.
9. Bowen, G. L., & Richman, J. M. (1995). The school success profile. Chapel Hill, NC: University of North Carolina at Chapel Hill.
10. Bowen, G. L., & Richman, J. M. (2001). The school success profile. Chapel Hill, NC: University of North Carolina at Chapel Hill.
11. Bowen, G., Rose, R., & Bowen, N. (2004, January). Statistical procedures for determining the validity and reliability of a multidimensional survey instrument: The school success profile. Poster session at the eighth annual conference of the Society for Social Work and Research, New Orleans, LA.
12. Brbnfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge: Harvard University Press.
13. Buka, S. L., Stichick, T. L., Birdthistle, I., & Earls, F. J. (2001). Youth exposure to violence: Prevalence, risks and consequences. American Journal of Orthopsychiatry, 71, 298-310.
14. Buriel, R., & Cardoza, D. (1988). Sociocultural correlates of achievement among three generations of Mexican American high school seniors. American Educational Research Journal, 25, 177-192.
15. Ceballo, R. (2000). The neighborhood club: Supportive intervention group for children exposed to urban violence. American Journal of Orthopsychiatry, 70, 401-407.
16. Ceballo, R., Dahl, T. A., Aretakis, M. T., & Ramirez, C. (2001). Inner-city children's exposure to community violence: How much do parents know? Journal of Marriage & Family, 63, 927-940.
17. Center for Substance Abuse Prevention (1999). Understanding substance abuse prevention toward the 21st century:A primer on effective programs. Rockwille, MD: U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration.
18. Croninger, R. G., & Lee, V. E. (2001). Social capital and dropping out of high school: Benefits to at-risk students of teachers' support and guidance. Teachers College Record, 4, 548-581.
19. Davis, L., & Siegel, L. J. (2000). Posttraumatic stress disorder in children and adolescents: A review and analysis. Clinical Child & Family Psychology Review, 3, 135-154.
20. Delgado, M. (1999). Social work practice in nontraditional urban settings. New York: Oxford University Press.
21. Delgado-Gaitan, C. (1988). The value of conformity: Learning to stay in school Anthropology & Education Quarterly, 19, 35, 354-381.
22. Feigelman, S., Howard, D. E., Li, P. H. X., & Cross, S. I. (2000). Psychological and environmental correlates of violence perpetration among African American urban youth. Journal of Adolescent Health, 27, 202-209.
23. Fennelly, K., Mulkeen, P., & Giusti, C. (1998). Coping with racism and discrimination: The experience of young Latino adolescents. In H. McCubbin & E. Thompson (Eds.), Resiliency in Native American and immigrant families (Vol. 2, pp. 367-383). Thousand Oaks: Sage.
24. Fenster, J., & Needle Cohn, S. (1998). Helping young children cope with community violence: A proposal for the reduction of social distress in the inner cities. Journal of Social Distress & the Homeless, 7, 75-84.
25. Garbarino, J. (2001). An ecological perspective on the effects of violence on children. Journal of Community Psychology, 29, 361-378.
26. Garbarino, J., & Abramowitz, R. H. (1992). Children and families in the social environment (2nd ed.). New York: Aldine de Gruyter.
27. Garbarino, J., & Kostelny, K. (1997). Coping with the consequences of community violence. In A. P. Goldstein & J. C. Conoley (Eds.), School violence intervention: A practical handbook (pp. 366-387). New York: Guilford.
28. Garbarino, J., Kostelny, K., & Barry, F. (1998). Neighborhood-based programs. In P. K. Trickett & C. J. Schellenback (Eds.), Violence against children in the family and the community (pp. 287-314). Washington, DC: American Psychological Association.
29. Garbarino, J., Stott, F. M., & Faculty of the Erikson Institute. (1989). What children can tell us: Eliciting, interpreting, and evaluating information from children. San Francisco: Jossey-Bass.
30. Garcia, S. B., & Guerra, P. L. (2004). Deconstructing deficit thinking: Working with educators to create more equitable learning environments. Education and Urban Society, 36, 150-168.
31. Garcia-Preto, N. (1996). Latino families: An overview. In M. McGoldrick, J. Giordano, & J. K. Pearce (Eds.), Ethnicity & family therapy (2nd ed., pp. 141-154). New York: Guilford.
32. Garcia-Reid, P. (2003). Pathways to school engagement among Latino youth in an urban middle school context: The influence of social support sense of ethnic pride, and perception of discrimination. Dissertation Abstracts International, 64, (2-A) 641.
33. Gladstein, J., Rusonis, E. S., & Heald, F. P. (1992). A comparison of inner-city and upper middle class youths' exposure to violence. Journal of Adolescent Health, 13, 275-280.
34. Gorski, J. D., & Pilotto, L. (1993). Interpersonal violence among youth: A challenge for school personnel. Educational Psychology Review, 5, 35-61.
35. Hawkins, J. D., Catalano, R. F., & Miller, J. Y. (1992). Risk and protective factors for alcohol and other drug problems in adolescence and early adulthood: Implications for substance abuse and prevention. Psychological Bulletin, 112, 64-105.
36. Hawkins, J. D., Jenson, J. M., Catalano, R. F., & Lishner, D. M. (1988). Delinquency and drug abuse: Implications for social service. Social Service Review, 62, 258-284.
37. Hechinger, F. M. (1994). Saving youth from violence. Carnegie Quarterly, 39, 2-15.
38. Jeynes, W. H. (2003). A meta-analysis: The effects of parental involvement on minority children's academic achievement. Education and Urban Society, 35, 202-218.
39. Katz, S. R. (1999). Teaching in tensions: Latino immigrant youth, their teachers and the structure of schooling. Teachers College Record, 100, 809-840.
40. Kindler, A. L. (2002). Survey of the States' limited English proficient students and available educational programs and services 2000-2001 summary report. Washington, DC: The George Washington University, National Clearinghouse for English Language Acquistion & Language Instruction Educational Program.
41. LeCompte, M. D., & Dworkin, A. G. (1991). Giving up on school: Student dropouts and teacher burnouts. Newbury Park, CA: Corwin Press.
42. MacPhee, D., Fritz, J., & Miller-Heyl, J. (1996). Ethnic variations in personal social networks and parenting. Child Development, 67, 3278-3295.
43. Martinez Jr., C. R., DeGarmo, D. S., & Eddy, J. M. (2004). Promoting academic success among Latino youths. Hispanic Journal of Behavioral Sciences, 26, 128-151.
44. Morrison, G. M., Robertson, L., Laurie, B., & Kelly, J. (2002). Protective factors related to antisocial behavior trajectories. Journal of Clinical Psychology, 58, 277-290.
45. Myers, M. A., & Thompson, V. L. S. (2000). The impact of violence exposure on African American youth in context. Youth and Society, 32, 253-267.
46. National Opinion Research Center. (1988). National educational longitudinal study of 1988. First follow-up student questionnaire (OMB No. 1850-0593). Washington, DC: U.S. Department of Education, National Center for Education Statistics.
47. New Jersey Department of Education. (2003, February, 28). ABBOT Timplementation. Retrieved March 18, 2003 from http://www.state.nj.us/njded/ abbotts.
48. Pentz, M. A. (1995). Prevention research in multiethnic communities: Developing community support and collaboration, and adapting research methods. In G. J. Botvin, S. Schinke, & M. A. Orlandi (Eds.), Drug abuse prevention with multiethnic youth (pp. 193-214). Thousand Oaks, CA: Sage.
49. Reid, R. J., Peterson, N. A., Hughey, J., & Garcia-Reid, P. (Under Review). Paths to adolescent drug use: School climate, bullying, and violence victimization in the urban high school context. Journal of Primary Prevention.
50. Richman, J. M., Rosenfeld, L. B., & Bowen, G. L. (1998). Social support for adolescents at-risk of school failure. Social Work, 43, 309-323.
51. Rosenfeld, L. B., Richman, J. M., & Bowen, G. L. (1998). Low social support among at-risk adolescents. Social Work In Education, 20, 219-231.
52. Sabogal, F., Marin, G., Otero-Soboga, R., & Marin, B. V. (1987). Hispanic familism and acculturation: What changes and what doesn't? Hispanic Journal of Behavioral Sciences, 9, 397-412.
53. Saltzman, W. R., Pynoos, R. S., Layne, C. M., Steinberg, A. M., & Aisenberg, E. (2001). Trauma and grief focused intervention for adolescents exposed to community violence: Results of a school-based screening and group treatment protocol. Group Dynamics, 5, 291-303.
54. Sanders, M. G. (2003). Community involvement in schools from concept to practice, Education and Urban Society, 35, 161-180.
55. Shields, N., & Pierce, L. (2002). Factors related to aggressive and violent behavior among preadolescent African American boys. International Journal of Adolescence & Youth, 10, 52-68.
56. U.S. Department of Education. (1999). The NAEP 1998 reading report card for the Nation and States. (NCES 1999-500). Washington, DC: Office of Educational Research and Improvement, National Center for Educational Statistics.
57. U.S. Department of Education. (2001a). Digest of education statistics-2000 (Table 106). Washington, DC: National Center for Education Statistics.
58. U.S. Department of Education. (2001b). Helping Hispanic students reach high academic standards. Washington, DC: National Center for Education Statistics.
59. U.S. Department of Education. (2002). Status and trends in the education of Hispanics. Washington, DC: Office of Educational Research and Improvement, National Center for Education Statistics
60. Valverde, L. A. (2004). Introduction: Latino education: Systemic change needed for serious improvement. Education and Urban Society, 36, 123-129.
61. Veenema, T. G. (2001). Children's exposure to community violence. Journal of Nursing Scholarship, 33, 167-173.
62. Warner, B. S., Weist, M. D., & Krulak, A. (1999). Risk factors for school violence. Urban Education, 34, 52-68.
63. Wehlage, G. G., Rutter, R. A., Smith, G. A., Lesko, N., & Fernandez, R. R. (1989). Reducing the risk. Schools as communities of support. London: Palmer.
64. Werner, E. E. (1990). Protective factors and individual resilience. In S. Meisels & J. Shonkoff (Eds.), Handbook of early childhood intervention (pp. 97-116). New York: Cambridge University Press.
65. White House Initiative on Educational Excellence for Hispanic Americans. (2003). From risk to opportunity: Fulfilling the educational needs of Hispanic Americans in the 21st century. Final report of the President's advisory commission on educational excellence for Hispanic Americans. Washington, DC: Author.