Exploring social and environmental predictors of school engagement among first‐ and second‐generation Latino youth: A multidimensional approach

• Published in: Psychology in the schools 2024-04, Vol.61 (4), p.1375-1392
• Main Authors: Bjugstad, Arlene, Cardoso, Jodi Berger, Chen, Tzuan A., Brabeck, Kalina M., Borja, Sharon
• Format: Article
• Language: English
• Subjects: Behavior; Cognitive-behavioral factors; Community; Competence; Discrimination; Economic hardship; Environmental aspects; Immigrants; Integrative approach; Latin American cultural groups; Latino youth; Multidimensional approach; Non-English speakers; school engagement; Secondary schools; Trauma; trauma exposure
• ISSN: 0033-3085; 1520-6807
• DOI: 10.1002/pits.23119

Using a multidimensional, integrative approach this study examined the influence of social position factors (nativity, economic hardship, and language) and environmental contexts (community trauma, geographic location, and discrimination) on three domains of school engagement (cognitive, behavioral, and relational) among a community sample of first‐ and second‐generation Latino adolescents. Findings from this study reveal that both social position and environmental contexts significantly and differentially predicted each of the three domains of school engagement. Participants (n = 306) included students from 11 high schools in two US cities. Fifty‐three percent were first‐generation immigrants and 80% were born, or had a parent from, Mexico or Central America. Results indicated that all three social position factors (nativity, economic hardship, and language) and two of the three environmental contexts (community trauma exposure and discrimination) significantly and differentially predicted each of the three domains of school engagement. Findings emphasize the direct effects of student's social positionality and environmental contexts on their engagement in school. Practitioner Points Environmental factors, such as community trauma exposure and discrimination predicted lower behavioral and relational engagement in school. Greater economic hardship also predicted lower behavioral and relational engagement in school. Being a first‐generation immigrant and having limited English proficiency predicted greater cognitive engagement but lower relational engagement in school.