Leaning on family: Examining college-going and help-seeking behaviors of Latino male high school students through dichos, consejos, and community cultural wealth

Carrión, Alejandro E.; Torres, Mellie

doi:10.1016/j.ijer.2023.102256

Cited by 1 publication

(1 citation statement)

References 38 publications

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“…Cultural and socioeconomic differences may also affect student perceptions of social support, support-seeking behaviors, and appraisals of received support (Kim et al, 2008), and ELs and students with disabilities may experience family and school supports in unique ways. For example, qualitative studies with Latinx participants have documented the importance of apoyo (moral support), conejos (narrative advice), dichos (proverbs), and historias familiares (family stories) used by parents to convey support and life-lessons (Carrión & Torres, 2023;Marrun, 2020). Research examining the links between social support and familism also suggests that familial bonds are essential for participants who endorse this cultural value because it prioritizes supportive family relationships over personal needs (Cahill et al, 2021).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Social support among English learners with disabilities and other adolescents

Pham,

Murray,

Wang

et al. 2024

Journal of Adolescence

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IntroductionSocial support is important for many youth but may be particularly important for English learners (ELs) with disabilities, a population that has historically faced barriers accessing resources to meet their educational needs. The current study investigates social support from parents, peers, teachers, and schools in a nationally representative sample of adolescents.MethodData from the National Longitudinal Transition Study 2012 was used to evaluate potential group differences in social support among participants that included ELs with (n = 440) and without disabilities (n = 100) and non‐ELs with (n = 4890) and without disabilities (n = 1090). A multivariate analysis of covariance was conducted to evaluate potential between‐group variations in social support among these student groups after controlling for variations in background demographic characteristics.Results and ConclusionsResults showed between group differences in parental support and peer connectedness but not in teacher or school support. Parents of students with disabilities reported the highest levels of support, whereas parents of ELs without disabilities reported the lowest levels of support. Students with disabilities reported the lowest levels of peer connectedness among the four groups. Overall, levels of teacher and school supports were high across all four groups of students. These patterns contribute to our understanding of the social support network of ELs with disabilities in comparison to other students. Further investigation is needed to examine the mechanisms that contribute to these differences.

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