Academic Self-Efficacy,Dropping Out,and the Significance of Inequality

Increased academic self-efficacy can facilitate educational progress and success as well as minimize the risk of dropping out for adolescents. However, there are sex, racial, and ethnic disparities associated with the risk of dropping out of high school. What remains unknown is if increased academic self-efficacy can minimize sex, racial, and ethnic disparities linked to the risk of adolescents dropping out. This study utilizes data from the Education Longitudinal Study of 2002 and incorporates multilevel modeling techniques to examine the impact of academic self-efficacy on dropping out. The results indicate that racial and ethnic minorities have relatively lower levels of academic self-efficacy; however, increased academic self-efficacy can ameliorate sex, racial, and ethnic dropout disparities. The implications of the evident sex, racial, and ethnic disparities in the relationship between academic self-efficacy and dropping out are discussed.     

Bridging the Ethnic Divide: Student and School Characteristics in African American,Asian‐Descent,Latino, and White Adolescents' Cross‐Ethnic Friend Nominations

Based on the revised social contact theory, correlates of cross‐ethnic friend nomination among 580 African American, 948 Asian‐descent, 860 Latino, and 3986 White adolescents were examined. Socioeconomic and academic disparities between ethnic groups differentiated cross‐ethnic friend nomination between schools for all groups but African Americans. For all groups, cross‐ethnic friend nomination was less likely among students who preferred same‐ethnic friends. Academic orientations were associated with cross‐ethnic friend nomination positively for African American and Latino, but negatively for White participants. Longer family residence in the U.S. and English language facility was associated positively with cross‐ethnic friend nomination for Asian‐descent and Latino participants. Results point to the need to differentiate hypotheses by ethnic group, and to consider individual‐in‐context models in cross‐ethnic friend nomination.     

Infant health, race/ethnicity, and early educational outcomes using the ECLS-B

Using data from the "Early Childhood Longitudinal Study—Birth Cohort," this article emphasizes the central role of poor infant health as a mechanism in the formation of early educational disparities. Results indicate that the varying prevalence of poor infant health across racial/ethnic groups explains a significant portion of the black disadvantage and a moderate portion of the Asian advantage relative to whites in math and reading skills at age four. Results also demonstrate that infant health is an equal opportunity offender across social groups as children with poor health are equally disadvantaged in terms of early cognitive development, regardless of racial/ethnic status. Overall, results indicate that health at birth has important consequences for individual educational achievement and racial/ethnic disparities in cognitive development and school readiness.     

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.     

Predictors of Family Support and Well-Being Among Black and Latina/o Sexual Minorities

ABSTRACT

Sexual minorities are receiving an increasing amount of attention within sociological research on families. However, much of the existing work on these families has been limited to largely White, middle-class, and highly educated individuals. Using national data from the Social Justice Sexuality Project, this study fills a much-needed gap by exploring predictors of family support and the relationship between family support and well-being among Black and Latina/o sexual minorities. We find that sexual identity, how out one is to one's family, and relationship status predict levels of family support. In addition, we find that among Black and Latina/o individuals, family support is an important factor influencing health and well-being. Other social statuses such as gender identity, sexual identity, and relationship status are associated with happiness and self-rated health as well. Our work suggests that sexual minorities of color have unique family dynamics that should be studied from an intersectional perspective. Further investigation into the family dynamics of sexual minorities of color should pay particular attention to individuals' positionality within systems of gender, racial, and sexual identity disadvantage to help understand their health and well-being.     

Cultural capital and perception of teacher-student relationships: Uncovering inequalities at schools in China

A long tradition in stratification research argues students with higher cultural capital are likely to be treated by their teachers as possessing the “right culture,” which positively affects their academic performance. Nevertheless, the literature has paid little attention to the role of students' perception in this process. Using two waves of the China Educational Panel Survey, we investigate how students' cultural capital affects their own understanding of teacher-student interactions, including its gender difference. Fixed effects regressions show a substantially positive effect of cultural capital on the perceived frequency of teachers praising and calling on students to answer questions across subjects. Nonetheless, we also find the lack of cultural capital is not punished and that the cultural capital's effect varies across its specific components and gender. These findings pave the way for elucidating the entire causal chain of intergenerational social inequality via cultural capital, teacher bias, students’ perception, and their educational outcomes.     

Out of the shadows: Shedding light on intimate partner homicide among Latina women

Intimate partner homicide (IPH) victimization is typically associated with prior domestic violence. Latina women are disproportionately vulnerable to domestic violence and intimate partner femicide. Latino cultural values related to devotion to family and gender role conformance may shape Latinas' experiences of domestic violence and IPH. Display/endorsement of these values, as well as intersections of race/ethnicity, class, gender, and immigration status may exacerbate Latinas' IPH risk. A small and outdated body of IPH literature exists that examines IPH among Latinas but, fails to bridge the gap between factors influencing Latinas' experiences of domestic violence (e.g., cultural values, intersectionality, and immigration status) and IPH. This paper reviews literature that examines IPH among Latinas and provides suggestions for future research, including utilization of an intersectional approach to studying IPH among this understudied ethnic group.     

Protective and Promotive Effects of Latino Early Adolescents' Cultural Assets Against Multiple Types of Discrimination

Given adversity associated with discrimination, it is important to identify culturally relevant factors that may protect against its harmful effects. Using latent variable interactions, this study examined the moderating effects of cultural assets on the association between multiple types of discrimination and adolescents' adjustment. Participants included 174 seventh‐ and eighth‐grade Latino adolescents (51% girls); majority were of Mexican origin. Peer discrimination was associated with higher internalizing symptoms, whereas cultural assets predicted higher academic motivation above and beyond racial–ethnic discrimination, demonstrating a promotive effect. Adolescents' Latino cultural assets also protected against higher levels of externalizing symptoms in the context of high peer discrimination and foreigner objectification. The discussion focuses on the conceptual and applied implications of these findings.     

Everything but racism: A critical analysis of Latina/o college sorority and fraternity research

The persisting disparity in college graduation rates along racial and ethnic lines combined with growing Latina/o college‐age population has compelled an increasing number of researchers to examine inequalities in higher education outcomes. Some of these researchers have attempted to better understand Latina/o college experiences by researching Latina/o Greek life. In this article, I review the literature on Latina/o sororities and fraternities. I identify four approaches in the scholarship: Latina/o student development through campus involvement, Latina/o ethnic identity development through sorority or fraternity participation, finding cultural congruence in sorority and fraternity membership, and perceived discrimination and racial climates in college. This article reveals that scholarship about Latina/o Greek life examining race and racism is severely limited. Given the scope of existing work, I suggest that analysts have examined “everything but racism.” I conclude by highlighting some of the research on higher education that centers race and ethnicity as an analytical focus, demonstrating deeply embedded processes that impact Latina/o college student success. I argue that research about race and racism in college points to significant opportunities for researchers seeking to examine how Latinas/os navigate such environments, as Greek life is woven into the social and academic fabric of higher education institutions.     

Problems and Issues in Social Casework,by Scott Briar and Henry Miller. New York,Columbia University Press, 1971. 274 Pages, $9.00. Hardbound

Abstract

The rapid growth and increasing visibility of ethnic and racial groups has vigorously challenged social work to educate students for ethnic-competent practice in cross-cultural settings. This article examines an approach to teaching effective intervention involving ethnic and racial groups and helping students integrate cultural factors and society's concerns into clinical practice. Pedagogical issues and classroom processes of teaching culturally sensitive and competent interpersonal practice are discussed. Implications are drawn for culturally sensitive education and issues are raised for critical examination.     

Income inequality,cultural capital,and high school students' academic achievement in OECD countries: A moderated mediation analysis

This study examines how social context, in this case, income inequality, shapes the role of cultural capital in educational success. First, we revisit the associations between (objectified) cultural capital and academic achievement, and cultural capital's role in mediating the relationship between family SES and academic achievement. More importantly, we explore how national-level income inequality moderates these two relationships. By analyzing a multilevel dataset of 32 OECD countries, a combination of PISA 2018 data and several national indexes, we find that: (1) cultural capital not only has a positive association with students' academic achievement but also acts as a significant mediator of the relationship between family SES and academic achievement in OECD countries; (2) both cultural capital's association with academic achievement and it's mediating role are stronger in more equal countries than in unequal ones. The findings shed new light on understanding how cultural capital shapes intergenerational education inequality across countries with different levels of inequality.     

Rethinking a universal framework in the psychiatric symptom-disorder relationship

Research on disparities in health and services should include a critical examination of how social, cultural, and contextual factors affect the connection between symptoms and psychiatric disorders. Systematic differences in this connection by these factors will mean that clinicians using a universalist approach to disorders may make more diagnostic errors for certain patients (e.g., ethnic minorities, the poor). Based on the literature on normative clinical decision-making, this study tests for whether the effect of specific psychiatric disorders on key symptoms is the same for certain groups of the population. The data come from the National Comorbidity Survey. Conditional probabilities of disorders and symptoms, the elements feeding into clinical decision-making, are calculated and tested for equivalence across various racial/ethnic, educational, income, and gender groups. We find some significant differences in the relation of key symptoms to disorders across groups. These findings should encourage testing relativistic frameworks in diagnostic nosology as a step to improve clinical decision-making and reduce diagnostic and treatment disparities in mental health services.     

The Roles of Racial Discrimination,Cultural Mistrust,and Gender in Latina/o Youth's School Attitudes and Academic Achievement

Gender gaps in achievement are particularly pronounced among Latina/os, who are among the population most affected by the academic achievement gap. This study examined the roles of racial discrimination, cultural mistrust, and economic value of education in the academic achievement of urban, low‐income Latina/o adolescents. Participants were 346 high school students. Structural equation modeling revealed that the model of associations was a better fit for male students than for female students. Cultural mistrust mediated the relationship between racial discrimination and values of education, and perceived limitations of education predicted lower attendance rates for male students but not for female students. Implications for future research and interventions are discussed.     

Examining Racial Differences in the Effects of Substance Abuse on High School Students' Academic Achievement

Abstract

Many studies document racial disparities in the American educational system, finding that white students generally outperform black students. Researchers justifiably focus on structural explanations for such disparities, but generally pay less attention to more proximate influences on academic achievement. However, studies have found that substance use negatively impacts adolescent academic achievement; other findings on race and substance use suggest that this relationship could be more damaging for black students. This paper uses National Education Longitudinal Study data to determine if substance use negatively impacts the academic achievement of high school students, and if black students are more negatively affected than whites. The analysis finds that substance use has a negative impact on academic achievement, even while controlling for a range of known influences on academic achievement. However, this relationship is not found to be more damaging to black students, probably due to white students' higher level of substance use.     

A Second Look: Is There a Latina/o Gender Gap?

SUMMARY

This research builds upon and updates Montoya's 1996 study of the Latina/o gender gap through the use of the 1999 Harvard Kennedy School/Kaiser Family Foundation/Washington Post Latino Survey. Not only do we find a gender gap across six questions related to the use of force, social compassion, and women's social roles, we also find that the size and significance of the gap varies across Mexican, Puerto Rican, and Cuban origin respondents. Our findings challenge past research that found limited evidence of a gender gap in public opinion among Latinos and Latinas nationally, and suggest that more research is needed in order to understand how gendered experiences help to frame public opinion within different racial/ethnic groups in the United States.     

Family factors associated with emerging adults’ human papillomavirus vaccine behavior

Abstract

Objective: The current study examined the role of family influences on the vaccine behavior of emerging adults. Participants: In Spring 2017, we conducted anonymous online surveys of undergraduate students (n?=?608) at a large, public university in the mid-Atlantic. Methods: Logistic regression was used to examine associations between family factors and students’ awareness of the HPV vaccine, vaccine receipt, and vaccine intentions. Family factors included sex communication, religiosity, parental monitoring, family structure, and parents’ birthplace. Results: More comprehensive family sex communication is associated with less uncertainty regarding HPV vaccine receipt and greater likelihood of being already vaccinated. More frequent family religiosity and more parental monitoring are associated with greater likelihood of having decided against vaccination rather than already being vaccinated. Significant gender and racial disparities exist. Conclusion: Further research, policy, and programmatic intervention are needed to reduce disparities and to improve emerging adults’ compliance with HPV vaccine recommendations.     

Developing a program for social work with Latino populations: a case study

ABSTRACT

This paper presents a case study of the development of a program in a large U.S. School of Social Work to train social work students to work with Latina/o populations entitled ‘Latino/a Initiatives for Service, Training, and Assessment’ (LISTA). Using a case study methodology, this work fills a current gap in the literature as it examines the programmatic and curricular dynamics associated with such an effort. The methods section details LISTA’s planning process and early implementation. This includes the demographic, theoretical, and professional context of the program along with the stages of curricular development. The results section examines LISTA’s current curriculum, including three courses, field placements and study abroad program, as well as its assessment processes. It further examines issues and challenges related to developing a new curricular emphasis in a graduate program, including funding, recruitment, and securing field placements. The discussion section provides a set of recommendations, including the institutionalization of mechanisms for community feedback and the recruitment of ethnic minority students and faculty. LISTA serves as a potential model for recruiting and training social workers to serve diverse ethnic minority populations.     

Organizational structure,leadership and readiness for change and the implementation of organizational cultural competence in addiction health services

Increasing representation of racial and ethnic minorities in the health care system and on-going concerns about existing health disparities have pressured addiction health services programs to enhance their cultural competence. This study examines the extent to which organizational factors, such as structure, leadership and readiness for change contribute to the implementation of community, policy and staffing domains representing organizational cultural competence. Analysis of a randomly selected sample of 122 organizations located in primarily Latino and African American communities showed that programs with public funding and Medicaid reimbursement were positively associated with implementing policies and procedures, while leadership was associated with staff having greater knowledge of minority communities and developing a diverse workforce. Moreover, program climate was positively associated with staff knowledge of communities and having supportive policies and procedures, while programs with graduate staff and parent organizations were negatively associated with knowledge of and involvement in these communities. By investing in funding, leadership skills and a strategic climate, addiction health services programs may develop greater understanding and responsiveness of the service needs of minority communities. Implications for future research and program planning in an era of health care reform in the United States are discussed.