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Latinx youth model for school success lswo 2018
- 1. LATINX YOUTH IDENTITY: A CONCEPTUAL MODEL ELENA IZAKSONAS, PHD, MSW, LICSW METROPOLITAN STATE UNIVERSITY, ST. PAUL MN MARCH, 2018
- 2. OBJECTIVES • Overview of social conditions that uniquely affect Latinx Youth – Esp. in Midwest • Strengthen understanding available SW theories that inform Latinx youth identity • Present Latinx youth identity as a culturally grounded construct with reference to Strengths and Resilience theories nested in the environment • Discuss implications of the construct/model application as a lens for informing educational outcomes for practitioners, policy makers and researchers in interaction with Latinx youth.
- 3. SOCIAL JUSTICE AND LATINX EDUCATION • Latinx as a group repeatedly and specifically name academic achievement as a top concern • Schools are the first institution for pressured encounters – educational disparities • Although growing Latinx SW research literature on educational outcomes is scant -a notable social justice gap in our profession • In relation to SW, the labeling of needs supersede the assessment of our strengths • Cultural gifts that immigrants bring to the US are invisible
- 4. LIT. REVIEW SHOWED DEFICIT BASED THEMES • Contains individually focused deficit themes • Research is comparative and norms whites against Latinx • Does not take into account the huge variation among Latinx • Does not consider historical or institutional backgrounds • Blames families for poor educational outcomes
- 5. MATCHING STRENGTHS TO STRENGTHS: LATINX EDUCATIONAL ACHIEVEMENT GAP • Educational disparities of Latinx youth are evident as HS rates are lower than any other minority group in MN • Social consequences • For Latinx: High poverty rates, unsafe neighborhoods, impaired health, among others • For Systems: Correctional and prison systems, crime, drug use and multiple social costs
- 6. MINNESOTA HIGH SCHOOL GRADUATION TRENDS
- 7. STRENGTHS PERSPECTIVE VALUES • Opposes pathological understandings: associated with the medical model • People are seen in light of capacities, talents, & competencies rather than deficits • Often invisible, capacities are untapped, unappreciated strengths • The social context figures prominently: all environments have resources and possibilities
- 8. RESILIENCE THEORY • Developmental psychology • Adaptation in adversity • Two dimensions define and subsumed in resilience • Significant adversity: risk • Positive adaptation: protection • Research Trajectory • Begins with individual focus away from pathology • Shifts to positive outcomes and factors in the environment that promote them. • Relational – Not a personal attribute –Domain specific – Irrespective of class though not gender
- 9. ASPECTS OF LATINX YOUTH IDENTITY • Psychological • Existential crisis: ‘who am I?’ & ‘where do I belong?’ determines the future self (Erickson) Social Identity: belonging to a given social group (Tajfel & Turner) Ethnic Identity Development: more important for minority group members -othermaking (Phinney) • Sociological • Acculturative pressures Time of arrival – age stage • Segmented Assimilation Generational differences -host society’s acceptance/rejection of immigrant groups • Ecological/cultural: negative ascriptions may lead to develop an Oppositional identity in reaction to received oppression
- 10. ASPECTS OF LATINX YOUTH IDENTITY: CULTURAL DIMENSIONS • Person in Environment/ecological: Centrality of the family: Familial Socialization in shaping identity formation in adolescence • Culture is thoroughly embedded with identity - permeates all aspects of lived experience in shaping developmental processes and outcomes • Multiple influences: history, conquest, time of immigration, generational status, social class, political status, and colonization
- 11. CONTRIBUTING ASPECTS ON LATINX YOUTH IDENTITY • Gender: Contested area. Young Latinas often must adhere to traditional roles and expectations including higher levels of familial control • Phenotype: What you look like matters when others see you. Race is heightened • Bilingualism: Education lit. shows controversy (Cuba)
- 12. CONTRIBUTING ASPECTS ON LATINX YOUTH IDENTITY- CONTINUED • Time of arrival and generational status: Vary acc.: country of origin and parental economic status * (Dreamers) • Migrant and rural/urban status: Parents differ with regards to their occupations. • Peer influences: Research on peer influences within the school domain shows complex picture
- 13. LINKING THE STRENGTHS PERSPECTIVE IN CONCEPTUAL FRAMEWORK •Resilience theory • Available supports in school environment • Latinx Youth Identity • Future academic expectations of school success
- 15. OUTCOME MEASURE: EXPECTATIONS OF SCHOOL SUCCESS (ESS) Culturally Permeated Identity • In collectivist cultures the valuation of others can be a powerful influence on identity formation • Adolescents who are encouraged to view self as bright & competent are more likely to adopt academic identity of high expectations
- 16. EXPECTATIONS OF SCHOOL SUCCESS LITERATURE • Parental lack of basic knowledge about the educational system and the opportunities it offers • Economic barriers often exhaust parents' available time and energy such that only half of the parents were aware of their youth's aspirations • Latino heterogeneity: found that parental education, family income, immigrant generation, and speaking English at home do not matter in the same way • Explicit lit. on ways to tap cultural strengths of Latinos to help them fulfill their academic aspirations is virtually non-existent
- 17. THE STRENGTHS PERSPECTIVE AS GUIDE FOR STATISTICAL ANALYSIS: VARIABLE TYPES Contextual • Demographic • Family School Support • Teacher, Other Adults • Peer, Safety, etc Mediator • Liking • Performance Outcome • Expectations of School Success
- 18. PATH MODEL FOR ANALYSIS PATH MODEL EXAMINING VARIABLES IN RELATIONSHIP TO ESS
- 19. RESULTS • Feeling safe and feeling cared for at school showed the greatest associations to ESS and was irrespective of family relationship. • Safety and care contribute a culturally unique dimension to Latinx students’ ESS.
Editor's Notes
- “Our culture and the helping professions are saturated with an approach to understanding the human condition obsessed with individual, family, and community pathology, deficit, problem, abnormality, victimization, and disorder.” (Saleebey, 1996 p. 296).
- Student mobility, they don’t care about education. Comparative research is bad because it is a surface & because by making whites the norm it suggests others fail to meet the standard. 3. The experiences of Mexican Americans are not the same as Colombians but they are lumped 4. The receptions of the host society differ. Puerto Ricans, Cubans, Mexicans 5 Bilingualism: subtracting Spanish 6. (Rodriguez & Morrobel, 2004) conducted a rev. of the literature & called for asset based developmental research
- NCES, National center for Educational Statistics 2012 The condition of Latinx youth as an oppressed group, who graduate from high school at a lower rate than other minority groups (NCES, 2011), merits consideration for the application of SP research. Educational disparities have direct impact on our work with oppressed populations (EPAS, 2012). Yet prevailing research on educational outcomes of Latino youth is centered on the classroom where teacher student interaction takes place and on Latino families in a way that highlights student levels of risk rather than their cultural strengths (Rodriguez & Morrobel, 2004). Latino children’s first mass institutional encounters with human services are the school systems of our nation. Latinos as a group have repeatedly ranked educational disparities second only to immigration as a major concern (NCLR, 2007, Pew Research, 2013). Yet poor educational outcomes have received scant attention such that the Harvard Civil Rights Project labeled the problem as an ‘invisible’ crisis (2004) that continues.
- Bullet 1 pathologies are manifested outside, are patterns that are hard to break and offer explanations for practitioners rather than clients Bullet 2. ..speaks to what people can do rather than what they cannot Bullte3… through which people are more apt to grow when practitioners build upon and foster their strengths. Bullet 4 .. with emphasis on resilience
- Hallmarks in Resilience Theory Relational Not a personal attribute Domain specific Irrespective of class and race and culture, though not of gender Also Sociological (Bourdieu, 1985; Coleman, 1988; Portes, 1998) and includes the constructs in sociology of belonging, attachment, and engagement // Billet 2 : 50 years history (Masten, Hubbard, Gest, Tellegen, Garmezy, & Ramirez, 1999). Bullet 3- Successful adaptation requires exposure risk in order to be termed resilience
- Erickson: adolescence is a time of existential crisis ‘who am I?’ and ‘where do I belong?’ determines the future self Tajfel & Turner (1986). Individuals derive a social identity rooted belonging to a given social group Ethnic Identity Development: more important for minority group members (Phinney,1987)
- Gender: Contested area. Young Latinas often must adhere to traditional roles and expectations including higher levels of familial control Bilingualism: Education lit. shows controversy Time of arrival and generational status: Vary acc.: country of origin and parental economic status Migrant and rural/urban status: Parents differ with regards to their occupations. Peer influences: Research on peer influences within the school domain shows complex picture
- Bullet 1 In some communities expectation is for females to marry at age 16, thereby influencing educational choices in favor of rearing their families. Ginorio & Huston (2001) report that Latinas are more likely to fear for their safety at school than any other minority group. Girls of Mexican descent >> highest rates of depression, lower on acculturation levels and perceived more barriers but reported higher academic aspirations and outcomes for female Bullett 3. In many Central and South American countries schools are run more strictly and require greater levels of deference to authority. As a result, students may behave more passively while the more open structure of some U. S. classrooms may lead youth to act in ways that are atypical for them, thus affecting their school performance. In addition, educational levels differ in some sending countries where school resources are scarce. Many Mexican parents who arrive to the U.S. from poverty stricken rural areas may consider themselves well educated if they completed the 6th grade. Bullett Migrant students persist in high school in significantly higher numbers than non-migrant Mexican classmates. attribute support from the federally funded Migrant Education Program (MEP) for fostering a sense of belonging and community by facilitating student engagement, fostering caring teacher-student relationships, providing access to institutional support, and implementing activities that build from and serve to validate students' home cultures. ….Peer influences also appear to be neighborhood dependent such that students who attend schools located in neighborhoods with high concentrations of poverty may be academically at risk
- I developed a model for analysis that relies on the Strengths Approach (SA) as an overarching research lens to examine the relationship between available supports in the school environment and Latino students’ expectations of school success (ESS). The three-part conceptual framework links the SA with resilience theory - nested in school supports- with the Latino youth identity construct to inform their expectations. I hypothesized that higher levels of school support would predict higher levels of expectations for school success. Logistic regression statistics confirmed my hypothesis. I hypothesized that higher levels of school support would predict higher levels of expectations for school success. Logistic regression statistics confirmed my hypothesis.
- Bullet 1In collectivist cultures, the valuation of others can be a powerful influence on identity formation. As Latino youth undergo socialization processes in a cultural context that is marked by interdependence, their expectations to succeed academically may stem from a desire to achieve for others rather than for themselves. Nevertheless, adolescents who are encouraged by others to see themselves as bright and competent are more likely to take on an academic identity that incorporates high expectations for their future.
- Bullet3 : Mexicans and Puerto Ricans had weaker aspirations and expectations than Cubans. Although for Mexicans and for Puerto Rican students poverty is significant, for Cuban students aspirations and expectations remain highest than any other group even when adjusting for these measures. Bohón, and colleagues suggest that their findings reflect the unique and privileged history of Cubans in the United States compared to the “caste-like” conditions of Mexicans and Puerto Ricans.
- Three models of multivariable analyses were used to estimate the effect of school support after adjusting for contextual factors. In the first model the main independent variables, i.e., school support variables were entered to analyze the crude association to future ESS. The second model added contextual variables to measure the association of school support variables with ESS independent of other factors. The third and final model added the mediating variables to measure the direct association after excluding the indirect effect mediated by liking school and performance. SPSS version 13 was used for setting a significant association with a p-value <0:001, given the sample size. A path model approach was used to explore the research question on three levels. In the first level, frequency distributions of the sample and the associations of demographic and school categorical characteristics to future ESS were analyzed and compared. For the school environment, demographic and school support characteristics were cross- tabulated for their association to feeling cared for at school (school care). Finally, the association results to school care were analyzed. In the second level, a step-wise approach of multivariate models (ANCOVA) and regressions was used to better understand the association of variables of interest within the school environment independent of other factors. In the first step, the association of school support and demographic variables were analyzed, controlling for the effect of family relationships. The second step examined the association of the mediator variables (performance and liking school) to determine the pathways between school support and future ESS. – The third level of analysis used a step-wise approach of logistic regressions on future ESS.
- Logistic regressions statistics confirmed the hypothesis. Feeling safe and feeling cared for at school showed the greatest associations to ESS, particularly for students in the 9th grade. Multivariate analysis including ANCOVA and logistic regression results taking family closeness into account revealed that school safety and care within the school environment are important to Latino student’s ESS regardless of their family relationship.