Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
The Journal of Early Adolescence
This Article
Right arrow Full Text (PDF)
Right arrow All Versions of this Article:
0272431608324476v1
29/1/142    most recent
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Azmitia, M.
Right arrow Articles by Brown, J. R.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Support and Guidance from Families, Friends, and Teachers in Latino Early Adolescents' Math Pathways

Margarita Azmitia

University of California at Santa Cruz, azmitia{at}ucsc.edu

Catherine R. Cooper

University of California at Santa Cruz

Jane R. Brown

University of California at Santa Cruz

This longitudinal study linked concepts of familism and social capital to investigate emotional support and educational guidance from parents, siblings, friends, and teachers in predicting Latino early adolescents' math grades during their transition from elementary school to junior high. Thirty-one Latino youth were interviewed twice and their school transcripts analyzed. Youth reported that parents and siblings provided the most support and guidance across these years, followed by friends, and to a lesser extent, teachers, who primarily helped with homework. However, only families' support, guidance, and income predicted math grades. Implications for research, policy, and practice highlight immigrant Latino families with modest schooling as resources and how Latino youth draw resources from families, friends, and schools.

Key Words: academic achievement • family relations/processes • Hispanic • Latino/Latina siblings

This version was published on February 1, 2009

The Journal of Early Adolescence, Vol. 29, No. 1, 142-169 (2009)
DOI: 10.1177/0272431608324476
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?