Race and ethnic differences in depressed mood following the transition from high school

Young adulthood is a period of increased mental health risk, with evidence linking psychological disorder to problematic role transitions. To our knowledge, there has been little or no research that examines the forces shaping minority mental health at this time. Using a diverse, urban sample of young adults who are followed over a two-year period, this paper examines the link between race/ethnicity and depressed mood and the transitional roles and interpersonal experiences that mediate this association. Findings indicate that blacks and Hispanics have elevated depressed mood relative to whites and Asian Americans, independent of socioeconomic background factors. The underrepresentation of blacks and Hispanics in four-year colleges largely explains the differences in depressed mood between members of these groups and Asian American youth. In contrast, comparisons of black and Hispanic youth to white youth highlight problems in peer and parental relations among individuals in the former groups. Overall, findings suggest that the heightened depressed mood among Hispanics and blacks relative to whites and Asian Americans reflects their increasingly disadvantaged pathways into adulthood, characterized by poorer prospects for educational advancement and more problematic relationships subsequent to the high school years.     

Silver Inflation and the Senate in 1933

Along with the ever-increasing racial/ethnic diversity in U.S. schools, researchers began to investigate the impact of racial/ethnic identity on young people's understanding of the nation's history. Compared to other racial minorities, Asian American students have received little academic and educational attention. This article seeks to address this gap through a qualitative study on Korean American youth. Drawing from in-depth interviews with twenty Korean American high school students, this article examines how Korean American youth make sense of U.S. history and how their sociocultural backgrounds affect their historical perspectives as well as their ideas and experiences of learning history historical perspectives.     

Racial/ethnic disparities in US college students’ experience: Discrimination as an impediment to academic performance

ABSTRACT

Objective and Participants: Using data from 69,722 US undergraduates participating in the spring 2015 National College Health Assessment, we examine racial/ethnic differences in students’ experience of discrimination. Method: Logistic regression predicted the experience of discrimination and its reported negative effect on academics. Additional models examined the effect of attending a Minority Serving Institution (MSI). Results: Discrimination was experienced by 5–15% of students, with all racial/ethnic minority groups examined- including Black, Hispanic, Asian, AI/NA/NA, and Multiracial students- more likely to report discrimination relative to White students. Of students who experienced discrimination, 15–25% reported it had negatively impacted their academic performance, with Hispanic and Asian students more likely to report negative impacts relative to White students. Attending an MSI was associated with decreased experiences of discrimination. Conclusion: Students from racial/ethnic minority backgrounds are disproportionately affected by discrimination, with negative impacts for academic performance that are particularly marked for Hispanic and Asian students.     

The Role of Social Capital in Educational Aspirations of Rural Youth*

Drawing on a recent national survey of rural high school students, this study investigated the relationship between social capital and educational aspirations of rural youth. Results showed that various process features of family and school social capital were important for predicting rural youths' educational aspirations beyond sociodemographic background. In particular, parents' and teachers' educational expectations for their child and student, respectively, were positively related to educational aspirations of rural youth. In addition, discussion with parents about college was positively related to educational aspirations of rural youth. On the other hand, there was little evidence to suggest that number of siblings and school proportions of students eligible for free lunch and minority students are related to educational aspirations of rural youth, after controlling for the other variables. We highlight unique features of rural families, schools, and communities that may combine to explain the complexity of the role of social capital in shaping educational aspirations of rural youth.     

Perceptions of Academic Achievement and Educational Opportunities Among Black and African American Youth

Research focusing on disparities in academic achievement among Black, African American, and other youth has largely examined differences in quantitative risk and protective factors associated with levels of achievement. Few interpretive studies of academic achievement by race or ethnicity have considered how the context of young people’s lives impact their perceptions of academic performance. Furthermore, the lived experiences of Black and African American youth have rarely been considered. This study examined perceptions of academic achievement among a sample of Black and African American elementary and middle school students living in four public housing neighborhoods in a Western US city. Twenty-five Black and African American youth participated in the study. Fourteen youth were in grades 4 and 5, and 11 youth were in grades 6, 7, or 8. Sixty-four percent of participants (n?=?16) were male and 36% (n?=?9) were female. Four themes emerged regarding participants’ perceptions of academic achievement: (1) (in)equity and the internalization of messages; (2) teachers as gatekeepers; (3) family and community factors promoting and inhibiting academic success; and (4) cultural considerations—language, stereotypes, and difference. Implications for improving academic outcomes and reducing the achievement gap among Black, African American, and other students are noted.     

THE IMPLICATIONS OF CHOOSING "NO RACE" ON THE SALIENCE OF HISPANIC IDENTITY: How Racial and Ethnic Backgrounds Intersect among Hispanic Adolescents

Using data from the National Longitudinal Study of Adolescent Health (Add Health), a nationally representative sample of youth from 7th to 12th grades, we examined how racial and ethnic identification overlap among Hispanic adolescents. We evaluated the relative proximity between race and ethnic identifiers among Hispanics. Empirical analyses suggest that the racial identification of other students at school has a significant impact on the odds of choosing particular racial identifiers. Both Hispanic and non-Hispanic schoolmates' racial identification is related to the racial identification of Hispanic adolescents. We also find evidence that both ethnicity and race are distinct stratifiers among Hispanics. Overall, our findings support the notion that Hispanic may be a more meaningful "racial" identity than black, white, or other, but we also find that racial identification and ethnic background are still important and meaningful dividers among Hispanic youth.     

The Impact of Temporary Labor Migration on Mexican Children's Educational Aspirations and Performance1

This article examines how temporary U.S. labor migration by family members and by students affects the educational aspirations and performance of those same students growing up in Mexican migrant communities. Labor migration affects these children in two ways. First it brings remitted U.S. earnings into the household which allows parents to provide more education for their children and reduce the need for children's labor. Higher incomes are also associated with numerous factors that improve the general well‐being of children, as reflected in various indicators including higher school grades. Labor migration also has negative impacts on children. In addition to family stress and behavioral problems with adolescents due to parental and sibling absence, migration provides an example of an alternative route to economic mobility. Children growing up in migrant households have access to information and social networks that reduce their likelihood of migration failure should they choose this alternative to the Mexican labor market. We analyze a unique data set from a stratified random sample of 7600 grammar, junior high, and high school‐level students in a state capital, a large town, and 25 rural communities in a Mexican migrant‐sending state. We find that high levels of U.S. migration are associated with lower aspirations to attend a university at all academic levels. We find, however, a positive relationship between U.S. migration and grades. We conclude that while U.S. migration provides financial benefits that allow children to continue schooling and perform well, it may also reduce the motivation to attain above‐average years of schooling.     

Preludes to Attainment: Race,Sex, and Student Achievement Orientations*

This paper investigates race-sex differences in achievement orientation using a national sample of high school seniors. Achievement orientation is approximated by attitudinal measures (educational expectations, occupational aspirations, academic self concept, self esteem, and locus-of-control) known to be correlated with expected and actual attainments. Three major sets of student background factors are related to ent orientation: (1) family SES, (2) school context, and (3) parental expectations. Race-sex comparisons of achievement orientation revealed several interesting, but few definitive differences. Occupational aspirations were a dimension of consistent differentiation: whites and males aspired to higher status, less stereotypic occupations than did blacks and females. Pronounced interpersonal effects are implied throughout, with family educational attainments, peer plans, teacher evaluations (grades) and parent aspirations strongly influencing achievement orientations in all race-sex subgroups. The paper calls for intensive, longitudinal studies of student interactions with parents, friends, teachers, and other individuals who influence their perceptions of what constitute desirable and possible future roles.     

Academic achievement of Vietnamese American adolescents: A community perspective

This article investigates influences on academic achievement among Vietnamese American high school students. Theorists have offered a variety of explanations for Asian American academic success, and characteristics of individual families have received particular attention in many of these explanations. Here, it is argued that the academic success of Vietnamese American students may be understood as the product of “social capital,” or tightly integrated sets of associations, within Vietnamese American communities. If this is the case, it is further argued, high levels of scholastic performance among Vietnamese American youth should be proportionate to their involvement with an ethnic community. The article uses data from a specific Vietnamese American community to find whether community involvement by adolescents and their families is in fact associated with academic achievement. Participation in an ethnic church, proportion of friends who are Vietnamese, and attendance at after‐school Vietnamese classes are used as indicators of adolescents’ community involvement. Membership in ethnic community organizations is used as an indicator of parental community involvement. Findings support the contention that the involvement of Vietnamese American adolescents and of their parents in the ethnic community are strong predictors of academic achievement and that the structure of individual families promotes scholastic performance primarily by promoting community involvement.     

Impact of Disability and Other Physical Health Issues on Academic Outcomes Among American Indian and Alaskan Native College Students: An Exploratory Analysis

This study investigated whether self-identified disabilities among American Indian and Alaskan Native college students impact academic performance and persistence to graduation and explored the differences in health and academic grades between American Indian and Alaskan Native students and students of other racial and ethnic identities using the National College Health Assessment. Findings indicate that American Indian or Alaskan Native students have significantly lower grades than White and Asian students, and American Indian and Alaskan Native women report the highest incidence of health problems of any demographic group. Exploratory results point to future research to determine the full impact of disabilities and poor health on academic success.     

Family Structure,Parental Involvement,and Academic Motivation in Latino Adolescents

Self-report data from 594 Latino adolescents about parental involvement (general support, monitoring, academic support, and educational aspirations) and academic motivation were examined across three family structures (intact, stepfather, single-mother/nonresident involved father). Significant differences were found in fathers' but not mothers' involvement depending on the family structure. Dominance analyses showed that the form of mothers' involvement that explained the most unique variance in academic motivation follows: monitoring for youth in intact and single-mother/nonresident involved father families and academic support for youth in stepfather families. The form of fathers' involvement that explained the greatest unique variance in academic motivation follows: monitoring for youth in intact families, academic support for youth in stepfather families, and academic aspirations for youth in single-mother/nonresidential involved father families.     

Ethnic Identity Development Among Adolescents in Foster Care

Because past research indicates that stronger ethnic identity is related to better outcomes in areas such as academic achievement and mental health, it is important to provide youth in foster care with opportunities to develop their ethnic identity. Using data from in-person interviews with 188 youth aged 14–17 in foster care (88.7% response rate), this paper explores two areas related to ethnic identity: (1) youth perceptions about their own ethnic identity, and (2) attitudes about ethnic identity development specific to the experience of being in foster care. Results suggest that black youth and Hispanic/Latino youth have a stronger sense of ethnic identity than white youth. Most youth are interested in learning more about their ethnic background. Understanding how youth in foster care identify ethnically and understanding their beliefs related to ethnic identity may lead to the enhancement of services provided to youth across child welfare, education, and mental health systems.

Assimilation and stratification in the homeownership patterns of racial and ethnic groups

"This study investigates homeownership differences among twelve racial/ethnic groups using the [U.S.] Public Use Sample data (PUMS) of the 1980 census.... The study identifies a number of differences among non-Hispanic whites, blacks, American Indians, and Asian and Hispanic groups in access to homeownership.... For every group there is a strong correspondence between homeownership and various individual-level factors: age, household composition, socioeconomic position and language acculturation. The observed differences in ownership are substantially attenuated when group differences in some of these variables are controlled."     

Educational experiences and aspirations of older youth in foster care

This study documents the school experiences of 262 youth referred for independent-living preparation from the foster care system of one midwestern U.S. county. Of the youth, 73% had been suspended at least once since the seventh grade, and 16% had been expelled. In the past year, 58% had failed a class, and 29% had physical fights with students. Yet the group reported high educational aspirations: 70% wanted to attend college. Those in congregate care and family settings often had school behavior problems. The results support the need for a system of education advocates who work to maintain proper education placements for youth in foster care and help them receive the academic resources they need to graduate from high school and proceed to college.     

School performance, academic aspirations, and drug use among children and adolescents

The relationship between drug use, school performance, and academic aspirations among 446 Anglo and Hispanic youths, age nine to seventeen, is explored. Two groups of subjects--current substance users and non-users--were interviewed. Subjects in each comparison group were similar in age, ethnicity, and gender. Overall results, consistent with prior research, indicate a significant relationship between current school performance, future educational aspirations, and drug use. No difference was noted between substance use groups on indicators of general interest in school work or probability of dropping out of school. Important differences in response patterns occurring with age, ethnicity, and gender were found.     

Young children's career aspirations: Gender differences,STEM ambitions,and expected skill use

This study examines young children's career aspirations, gender differences in those aspirations, and children's perceptions of the amount of math and science used in careers. We asked 1634 students in first to third grades what job they wanted in the future and how much they thought they would use math or science in it. Career aspirations were sorted into 27 career categories, of which 12 showed significant gender differences. Notably, boys were more likely to indicate military, manual labor, and math/computer science careers, and girls were more likely to indicate stay at home parent, education, and animal care careers. Students aspiring to science, technology, engineering, and mathematics (STEM) careers thought they would use science, but not math, more than non-STEM-aspiring students did. School counseling interventions focused on specific STEM subfields, and education highlighting links between school subjects and careers requirements may benefit students and reduce gender inequality in STEM fields.     

The relationship between mother–child discrepancies in educational aspirations and children's academic achievement: The mediating role of children's academic self-efficacy

We examined the relationships between parent–child discrepancies in educational aspiration and child academic achievement and the mediating role of child's academic self-efficacy. In total, 829 Chinese elementary students (10 years old) and their mothers (36 years old) were invited to participate. The educational aspirations of the students and their mothers and students' academic self-efficacy and academic achievement based on their most recent midterm and final examinations were assessed. The results indicated that the absolute difference between mothers' and children's raw aspiration scores was negatively associated with children's academic achievement. Additionally, after accounting for the degree of discrepancy, the direction of the discrepancies showed differential effects. Compared to children whose aspirations were the same as their mother's, children whose mothers held higher aspirations than their own had lower academic self-efficacy. Furthermore, academic self-efficacy played a significant mediating role in the relationship between children's academic achievement and the direction of discrepancy “mothers' aspirations > children's”. In contrast, the direction “mothers' aspirations < children's” was positively associated with children's academic achievement. The reasons for this finding are also discussed in the paper.     

Emotional school engagement among minority youth: the relevance of cultural identity,perceived discrimination,and perceived support

ABSTRACT

Minority student school dropout represents a challenging issue for educational systems in many countries. Notwithstanding minority families' overall high academic aspirations, there is a stable achievement gap between majority and minority students. Minority students who are emotionally engaged with their school tend to be psychologically and socioculturally better adapted to their country of residence and, as a result, report higher academic success. Therefore, emotional school engagement represents a relevant factor for integration into the host society. The goal of this paper is to investigate the interrelation between ethnic and national identity, perceived discrimination, and perceived support from parents, peers, and teachers with emotional school engagement. Results indicate that cultural capital within the family, cultural self-identification, and perceived support from peers and teachers play an important role for students’ emotional school engagement.     

Patterns of African American parents' educational involvement: associations with adolescents' academic performance and motivational beliefs

The current study used survey data from 786 African American mother–adolescent (M = 12.29 years; 48% female) dyads to examine profiles of 7th-grade parental educational involvement and their associations with adolescents' 11th-grade academic performance, academic self-concept, and educational aspirations. Using latent profile analyses, four patterns emerged: (a) Low Involvers; (b) Helpers, Low Providers; (c) Providers, Low Helpers; and (d) More Involved Helpers and Providers. The More Involved Helpers and Providers had adolescents with higher grades than the Helpers, Low Providers and the Low Involvers. The Providers, Low Helpers also had adolescents with higher educational aspirations than other profiles except for the More Involved Helpers and Providers. Findings suggest multiple pathways through which African American parents can enhance adolescents' academic outcomes.     

Asian American Interracial and Interethnic Marriages: Differences by Education and Nativity1

Using the 1990 U.S. census data, we apply log‐linear models to examine Asian Americans' interracial marriage with whites and interethnic marriages between Asian ethnic groups. Japanese and Filipino Americans are most likely to marry whites, followed by Chinese and Korean Americans. Southeast Asian and Asian Indian Americans are least likely to marry whites. We further explore how interracial marriage differs by couples' educational and nativity combinations. The impact of educational attainment, generally, is very strong but is modest for Japanese Americans, the most assimilated group, and for Southeast Asian Americans, the least assimilated group. Interracial marriage is more likely for native than for immigrant couples, but immigrants marrying natives are more likely to marry whites than persons of their own ethnic group. Interethnic marriage between Asian ethnic groups is limited to several ethnic groups, but is much more frequent among natives than among immigrants. Japanese and Chinese Americans, who have lived in the United States for several generations, have the highest rate of interethnic marriage. We have shown two forms of integration for Asian Americans – integration into mainstream society through interracial marriage for both immigrants and natives and integration into Asian American pan‐ethnicity through interethnic marriage for later‐generation natives.