14. Immigrant Boys’ Experiences in U.S. Schools

Suárez‐Orozco, Carola; Qin-Hilliard, Desirée

doi:10.18574/nyu/9781479872572.003.0020

Cited by 4 publications

(3 citation statements)

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“…This result is consistent with previous studies (Way et al, 2007; Xie & Xiao, 2017). The reason may be that secondary school teachers often believe that girls work harder in school than boys, and have better relationships with girls than with boys (Suarez‐Orozco & Qin‐Hilliard, 2004). Similarly, result indicated that girls had higher level of SEL competencies compared with boys.…”

Section: Discussionmentioning

confidence: 99%

“…Besides, adolescent girls displayed more internalizing behavior than did their male counterpart (Chaplin & Aldao, 2013; Storvoll & Wichstrøm, 2002), whereas boys displayed more externalizing behaviors compared with girls (Leadbeater et al, 1999). Moreover, there is evidence showing that girls perceived more positive school climate than did boys in United States (Way et al, 2007) and China (Xie & Xiao, 2017), because girls often perceived more positive relationship with teachers than did boys (Suarez‐Orozco & Qin‐Hilliard, 2004). Additionally, previous studies showed that females have higher level of positive social‐emotional competencies in United States (Romer et al, 2011) and ability emotional intelligence in Spain (Cabello et al, 2016) compared with males.…”

Section: Introductionmentioning

confidence: 99%

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Perceived school climate and adolescent behaviors among Chinese adolescents: Mediating effect of social‐emotional learning competencies

Pan

Liang

Shek

et al. 2023

Psychology in the Schools

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Although school climate plays an important role in the development of adolescent prosocial behaviors and problem behaviors, little is known about the mechanisms underlying school climate's impact on such behaviors, particularly in Chinese adolescents. This study used a multi‐informant approach to investigate the mediating role of social‐emotional learning (SEL) competencies on the association of school climate with prosocial behaviors and problem behaviors (i.e., internalizing and externalizing behaviors) among Chinese adolescents. A total of 699 students (Mage = 12.89 years, SD = 0.70) in 7th and 8th grades from three middle schools in Chengdu, China completed measures of perceived school climate and SEL competencies. Their guardians also completed ratings on adolescent prosocial and problem behaviors. As predicted, while perceived school climate was positively associated with adolescent prosocial behaviors, it was negatively related to adolescent internalizing and externalizing behaviors. Analyses using PROCESS further showed that SEL competencies mediated the relationship between perceived school climate and adolescent behaviors. The findings underscored the importance of promoting positive school climate as well as SEL competencies to foster positive adolescent development.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Perceived school climate and adolescent behaviors among Chinese adolescents: Mediating effect of social‐emotional learning competencies

Pan

Liang

Shek

et al. 2023

Psychology in the Schools

View full text Add to dashboard Cite

show abstract

“…Las razones para ello son diversas. Entre otras, las distintas experiencias de socialización de ambos géneros (Blair y Cobas, 2006), las expectativas educativas (Feliciano y Rumbaut, 2005; Fernández-Larragueta, Fernández-Sierra y Rodorigo, 2017) y que los niños inmigrantes tienden a tener relaciones menos significativas con sus maestros y perciben los ambientes escolares como menos acogedores (Suárez-Orozco y Qin-Hilliard, 2004).…”

Section: Marco Teórico: Escuela E Inmigraciónunclassified

Diversity in School Trajectories of Immigrant Students

Izquierdo

2022

RMCPYS

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Este artículo se propone analizar las trayectorias escolares de los estudiantes inmigrantes y determinar en qué medida algunas variables sociodemográficas (género, procedencia, tiempo de estancia, lengua materna) inciden en dichas trayectorias. A partir de un estudio en el que participaron 172 estudiantes (52.3 % mujeres, 47.6 % varones) con edades comprendidas entre 6 y 16 años (M = 12.6; DT = .79) se efectuaron análisis sobre cuatro aspectos: 1) movilidad de centros por la que transitaron estos estudiantes, 2) tasa de idoneidad o el curso en el que han estado escolarizados y su relación con la edad cronológica, 3) tasa de repetición de curso y 4) tasa de graduación o el curso superior que alcanzan en su escolarización. Los resultados indican la diversidad de trayectorias escolares y que estas se ven relacionadas con variables como el género y la lengua materna. Finalmente, se discuten algunas implicaciones prácticas para la mejora de la escolarización exitosa del alumnado inmigrante.

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Students’ Perceptions of School Climate During the Middle School Years: Associations with Trajectories of Psychological and Behavioral Adjustment

Way

Reddy

Rhodes

2007

American J of Comm Psychol

409

320

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A cross-domain latent growth curve model was used to examine the trajectories of change in student perceptions of four critical dimensions of school climate (i.e., teacher support, peer support, student autonomy in the classroom, and clarity and consistency in school rules and regulations) among 1,451 early adolescents from the beginning of sixth through the end of eighth grade; and the effects of such trajectories on the rate of change in psychological and behavioral adjustment. Findings indicated that all of the dimensions of perceived school climate declined over the 3 years of middle school. Furthermore, declines in each of the dimensions of perceived school climate were associated with declines over time in psychological and behavioral adjustment. Moreover, the direction of effects between each dimension of perceived school climate and psychological or behavioral adjustment were often unidirectional rather than bi-directional, underscoring the role of perceived school climate in the psychological and behavioral health of early adolescents. Gender and socioeconomic class differences in these patterns are noted.

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14. Immigrant Boys’ Experiences in U.S. Schools

Cited by 4 publications

References 0 publications

Perceived school climate and adolescent behaviors among Chinese adolescents: Mediating effect of social‐emotional learning competencies

Perceived school climate and adolescent behaviors among Chinese adolescents: Mediating effect of social‐emotional learning competencies

Diversity in School Trajectories of Immigrant Students

Students’ Perceptions of School Climate During the Middle School Years: Associations with Trajectories of Psychological and Behavioral Adjustment

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