Document Type
Article
Publication Date
1-1-2018
Journal / Book Title
Education and urban society
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.
DOI
10.1177/0013124518787827
MSU Digital Commons Citation
Garcia-Reid, Pauline; Lardier, David T.; Reid, Robert; and Opara, Ijeoma, "Understanding the Influence of Sexual Risk Taking, Ethnic Identity, and Family and Peer Support on School Importance Among Hispanic Adolescents" (2018). Department of Family Science and Human Development Scholarship and Creative Works. 191.
https://digitalcommons.montclair.edu/familysci-facpubs/191
Published Citation
Garcia-Reid, P., Lardier Jr, D. T., Reid, R. J., & Opara, I. (2020). Understanding the influence of sexual risk taking, ethnic identity, and family and peer support on school importance among Hispanic adolescents. Education and urban society, 52(7), 1011-1038.