Spees Lisa, Perreira Krista M, Fuligni Andrew
Department of Public Policy, University of North Carolina-Chapel Hill.
Department of Psychology, University of California-Los Angeles.
J Fam Issues. 2017 Mar;38(4):457-479. doi: 10.1177/0192513X16646592. Epub 2016 May 4.
As primary agents of socialization, families and schools can powerfully shape the academic adaptation of youth. Using data from the SIAA studies, we compare the family and school environments of Latino high school seniors living in a new destination, North Carolina, with those living in an established destination, Los Angeles. We then evaluate how family and school environments influence their educational aspirations, expectations, and performance. We find that parents' achievement expectations promote Latino youths' academic success while perceived future family obligations inhibit them. Additionally, we find that schools remain essential in promoting Latino immigrant youths' achievement by providing a supportive and safe learning environment. Discrimination in schools and the broader community is associated with lower educational expectations and aspirations but not lower academic performance.
作为主要的社会化媒介，家庭和学校能够强有力地塑造青少年的学业适应。利用来自社会融入与适应研究（SIAA）的数据，我们将生活在新移民目的地北卡罗来纳州的拉丁裔高三学生的家庭和学校环境，与生活在既定移民目的地洛杉矶的拉丁裔高三学生的家庭和学校环境进行比较。然后，我们评估家庭和学校环境如何影响他们的教育抱负、期望和表现。我们发现，父母的成就期望促进了拉丁裔青少年的学业成功，而感知到的未来家庭义务则对他们起到了抑制作用。此外，我们发现学校通过提供一个支持性的、安全的学习环境，在促进拉丁裔移民青少年的成就方面仍然至关重要。学校和更广泛社区中的歧视与较低的教育期望和抱负相关，但与较低的学业成绩无关。
