Bicultural competence and academic adjustment across Latino youth adaptation from high school to college

This study investigated the association between bicultural competence and academic adjustment (i.e., engagement, efficacy, achievement) among 193 Latino youth (65.3% female; 89.1% U.S.‐born) followed from their senior high school year (Mage = 17.58 years, SD = 0.53) to their fifth college semester (...

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Bibliographic Details
Published in:Child development 2022-11, Vol.93 (6), p.1663-1679
Main Authors: Safa, M. Dalal, Gusman, Michaela S., Doane, Leah D.
Format: Article
Language:English
Subjects:
Academic Achievement
Achievement
Adjustment
Adjustment (to Environment)
Adolescent
College Students
Competence
Cultural Awareness
Educational Status
Efficacy
Female
High School Students
Hispanic American Students
Hispanic or Latino
Humans
Latin American cultural groups
Learner Engagement
Male
Schools
Secondary schools
Self Efficacy
Universities
Youth
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Summary:This study investigated the association between bicultural competence and academic adjustment (i.e., engagement, efficacy, achievement) among 193 Latino youth (65.3% female; 89.1% U.S.‐born) followed from their senior high school year (Mage = 17.58 years, SD = 0.53) to their fifth college semester (2016–2019). Latent growth analyses revealed that youth's overall bicultural competence trajectory was moderately high and stable across this period. Youth who maintained or increased bicultural competence levels over time (slopes) demonstrated greater self‐efficacy. Youth with greater high school bicultural competence (intercepts) demonstrated higher engagement but lower achievement. No other associations emerged. This study highlights that the promoting influence of bicultural competence may not extend to all indicators of academic adjustment but may depend upon the contexts and demands they navigate.
ISSN:0009-3920
1467-8624
DOI:10.1111/cdev.13810