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Title: Social-Demographic, School, Neighborhood, and Parenting Influences on the Academic Achievement of Latino Young Adolescents
Resulting in 1 citation.
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Eamon, Mary Keegan |
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Social-Demographic, School, Neighborhood, and Parenting Influences on the Academic Achievement of Latino Young Adolescents Journal of Youth and Adolescence 34,2 (April 2005): 163-174. Also: http://www.springerlink.com/content/vx1g53u4h8770300/ Cohort(s): Children of the NLSY79, NLSY79 Publisher: Kluwer Academic Publishers Keyword(s): Academic Development; Age at First Birth; Childbearing; Educational Attainment; Hispanic Youth; Hispanics; Neighborhood Effects; Parenting Skills/Styles; Poverty Permission to reprint the abstract has not been received from the publisher. Using data from a national sample of 388 Latino young adolescents, this study identified the social-demographic characteristics, influences in the broader social environment, and parenting practices that predict youth academic achievement. Youths who were Mexican-American, older, and had an English language problem had lower levels of reading and mathematics achievement. Youths of mothers who began childbearing at older agesr, had higher levels of intellectual abilities, and reported no English language problem scored better on both types of achievement tests, but poverty was related only to reading achievement. Attendance in higher-rated schools was associated with higher reading and mathematics scores, but residence in better quality neighborhoods was related only to reading achievement. Three parenting practices "providing cognitive stimulation, parent-youth conflict, and academic involvement" predicted both types of achievement. The effect of poverty on reading achievement was explained by residence in lower quality neighborhoods, lower levels of cognitive stimulation, and parent-youth conflict. |
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Bibliography Citation
Eamon, Mary Keegan. "Social-Demographic, School, Neighborhood, and Parenting Influences on the Academic Achievement of Latino Young Adolescents." Journal of Youth and Adolescence 34,2 (April 2005): 163-174.
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