Matching Items (2)
Description
A study was conducted to assess the effects of generational status on various measures of stigmatization, acculturative stress, and perceived social and interpersonal threat within the Mexican heritage population in the Southwest. The role of the fear of stigma by association, regardless of actual experiences of stigmatization, was investigated, including its relationships with acculturative stress, perceived threat, and social distancing. Exploratory analyses indicated that first generation Mexican Americans differed significantly from second generation Mexican Americans on the perception of Mexican nationals as ingroup members, the fear of stigma by association by Americans, and levels of acculturative stress. Additional analyses indicated that Mexican Americans with one parent born in Mexico and one in the United States held opinions and attitudes most similar to second generation Mexican Americans. Results from path analyses indicated that first-generation Mexican Americans were more likely than second-generation Mexican Americans to both see Mexican nationals as ingroup members and to be afraid of being stigmatized for their perceived association with them. Further, seeing Mexican nationals as in-group members resulted in less social distancing and lower perceived threat, but fear of stigma by association lead to greater perceived threat and greater acculturative stress. Implications for within- and between-group relations and research on stigma by association are discussed.
ContributorsBoyd, Brenna Margaret (Author) / Knight, George P (Thesis advisor) / Kwan, Sau (Committee member) / Neuberg, Steven (Committee member) / Arizona State University (Publisher)
Created2010
Description
ABSTRACT Students who drop out of high school experience lower incomes and greater unemployment and are at higher risk of becoming part of the adult corrections system and of needing public assistance. Historically, Latino/a youth, particularly Mexican American youth, have been at particularly high risk for underachievement and dropping out of high school. Because Latino/as are the fastest growing ethnic group in the United States, their struggle in education means a larger, undereducated work force. In spite of demographic factors such as poverty, language barriers, and discrimination that potentially can adversely impact the success of the children of Mexican immigrant parents, some of these parents are taking steps to help their children succeed in high school and to enter college. While parental involvement has been generally linked to improving students' outcomes and attitudes toward school, few studies have focused on minority parents, particularly Latino/as. Even fewer have conducted qualitative studies to develop a deeper understanding of parents' beliefs, values, and actions taken to help their children. Through semi-structured interviews and grounded theory analysis, this qualitative study investigated how and why Mexican immigrant parents help their children succeed in school. Six themes emerged from the data: 1) parents' motivations stem from childhood adversity, the belief that there are opportunities in the U.S. for people who succeed academically, and unrealized dreams to pursue their own education; 2) parents' actions primarily included behaviors at home; 3) the influence of "La Familia" (the protective force of the family); 4) the influence of discipline; 5) the influence of teachers and principals who recognized and supported their children's academic success; and 6) the influence of the children themselves. Despite variations in educational attainment and income levels, the parents' values, beliefs, and actions were similar to each other and reflect their Mexican cultural upbringing. By developing a deeper understanding of the parents' beliefs, values, and actions, more culturally informed and strength-based, parent-involvement approaches can be developed for similar Mexican immigrant parents. Implications, limitations, and suggestions for future research are explored.
ContributorsGoldsmith, Jill S (Author) / Robinson Kurpius, Sharon (Thesis advisor) / Randall, Ashley K. (Committee member) / Arciniega, G. Miguel (Committee member) / Arizona State University (Publisher)
Created2014