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The Journal of Early Adolescence
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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
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