Latino adolescents' academic success: the role of discrimination, academic motivation, and gender.
Guided by the academic resilience perspective, the current longitudinal study examined whether academic motivation mediated the relation between Latino adolescents' (N=221) experiences with discrimination and their academic success. The potential moderating role of gender was also examined. Using multiple group analysis in structural equation modeling, findings indicated that perceived discrimination at Wave 2 significantly predicted academic motivation at Waves 2 and 3 for boys but not girls. Additionally, for boys, academic motivation significantly mediated the relation between perceived discrimination and academic success. Findings underscore the importance of considering the long-term implications of discrimination for Latino boys' academic success. Furthermore, findings encourage moving beyond the examination of gender differences in specific academic outcomes (e.g., academic success) and focusing on how the processes leading to academic success vary by gender.
Alfaro
Edna C
EC
Arizona State University, School of Social and Family Dynamics, Tempe, AZ 85287-3701, USA. edna.alfaro@asu.edu
Umaña-Taylor
Adriana J
AJ
Gonzales-Backen
Melinda A
MA
Bámaca
Mayra Y
MY
Zeiders
Katharine H
KH
D000293:Adolescent; D004522:Educational Status; D005260:Female; D006630:Hispanic or Latino; D006801:Humans; D008297:Male; D009042:Motivation; D011287:Prejudice; D012737:Sex Factors; D011795:Surveys and Questionnaires; D014481:United States