Citation

Garcia-Reid P, Lardier DT, Reid RJ, Opara I. Educ. Urban Soc. 2020; 52(7): 1011-1038.

Copyright

(Copyright © 2020, SAGE Publishing)

DOI

10.1177/0013124518787827

PMID

32742004 PMCID

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.

Language: en

Keywords

family support; ethnic identity; Hispanic adolescents; positive peer networks; school importance; sexual risk