Mexican-American Boys’ Positive Outcomes and Resilience: Importance of Social Support and Individual Attributes

Chapin, Laurie A.

doi:10.1007/s10826-014-9982-8

Cited by 20 publications

(19 citation statements)

References 30 publications

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“…Patterns of risk and resilience in African American and Latino youth Estudio de cohorte / IV Chapin (19) , 2015…”

Section: Resultsmentioning

confidence: 99%

“…UU. (19) , los jóvenes informaron su deseo de completar la escuela secundaria e ingresar a una universidad para cambiar la realidad experimentada, con el objetivo de obtener un buen trabajo y ser buenos proveedores para la familia.…”

Section: Discussionunclassified

“…Narayanan (19) India Examinar predictores de resiliencia en adolescentes con bajo nivel socioeconómico. Ernestus; Prelow (20) EE.…”

Section: Artículo País Objetivosunclassified

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Fatores relacionados à resiliência de adolescentes em contextos de vulnerabilidade social: revisão integrativa

Vanderley

Santana

et al. 2020

Enf Global

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Introducción: La resiliencia puede entenderse como un proceso de superación y persistencia contra las fragilidades experimentadas. Los adolescentes en contextos de vulnerabilidad social encuentran obstáculos en el desarrollo de su resiliencia, dificultando la visibilidad de las estrategias de afrontamiento/respuestas a las adversidades de la vida cotidiana. Objetivo: Analizar la evidencia científica disponible en la literatura sobre los factores relacionados con la resiliencia de adolescentes en contextos de vulnerabilidad social. Método: Revisión integradora de los artículos publicados en portugués, inglés o español, desde 2014 a 2018, en bibliotecas/bases Medline/Pubmed, Scopus, Web of Science, LILACS, Cochrane, BDENF IBECS, CINAHL y PsycINFO. Se utilizaron los siguientes descriptores “Psychological Resilience”, “Social Vulnerability”, “Adolescent” y “Adolescent Health”, resultando en 17 artículos. La pregunta guía fue: ¿Cuáles son los factores relacionados con la resiliencia de adolescentes en contextos de vulnerabilidad social? Resultados: Se han formado cinco clases que representan los factores que contribuyen a la resiliencia en adolescentes en situación de vulnerabilidad social, nombradas como: aspiraciones para el futuro, factores de riesgo, barreras institucionales, exposición y apoyo social. Conclusión: Los factores que fortalecen la resiliencia social son el apoyo prestado por familiares, amigos, profesores, aspectos culturales y religiosos y los factores de riesgo son la violencia, la drogadicción, la falta de seguridad y apoyo institucional precario. El entendimiento de la resiliencia y especificidades que describen las condiciones de salud de los adolescentes en situación de vulnerabilidad social deben ser considerados para reorientar actividades interdisciplinarias e intersectoriales para la promoción de la salud de este grupo poblacional. Introduction: Resilience can be understood as a process of persistence and overcoming against experienced weaknesses. Adolescents in contexts of social vulnerability find obstacles in the development of their resilience, which impair the visibility of coping/answer strategies for the adversities of everyday life. Objective: To analyze the scientific evidence available in the literature on the factors related to the resilience of adolescents in contexts of social vulnerability. Method: Integrative review of articles published in Portuguese, English or Spanish, from 2014 to 2018, in libraries/databases Medline/Pubmed, Scopus, LILACS, Web of Science, IBECS, Cochrane, BDENF, CINAHL and PsycINFO. The following descriptors were used "Psychological Resilience", "Social Vulnerability", "Adolescent" and "Adolescent Health", resulting in 17 articles. The guiding question was: what are the factors related to the resilience of adolescents in contexts of social vulnerability? Results: Five classes emerged, depicting the factors that contribute to resilience in adolescents in situation of social vulnerability, namely: aspirations for the future, risk factors, institutional barriers, exposure and social support. Conclusion: The factors that strengthen resilience are the social support provided by family, friends, teachers, cultural and religious aspects, and risk factors are violence, substance abuse, lack of security and precarious institutional support. The understanding of resilience and specificities that outline the health conditions of adolescents in situation of social vulnerability must be considered to reorient interdisciplinary and intersectoral actions to promote the health of this population group.

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“…Patterns of risk and resilience in African American and Latino youth Estudio de cohorte / IV Chapin (19) , 2015…”

Section: Resultsmentioning

confidence: 99%

Section: Discussionunclassified

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Fatores relacionados à resiliência de adolescentes em contextos de vulnerabilidade social: revisão integrativa

Vanderley

Santana

et al. 2020

Enf Global

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“…The present study makes use of a resilience framework to guide the investigation and includes environmental (i.e., school, family, and peer) and personal factors (e.g., Masten, 2001) that have been shown to affect positive developmental outcomes for young people at risk because of high economic poverty, immigration status, and/or limited access to supportive services. In addition, processes and outcomes are examined within a culturally relevant ecological framework that addresses some of the structural inequalities and cultural racism that undermine many urban school reform approaches (Chapin, 2015;Murrell, 2007;Reyes & Elias, 2001). This framework considers the particular family and cultural expectations and peer influences that contribute to Hispanic and Black adolescent and emerging adult development, as well as an educational approach that communicates perceptions of students, boys in particular, as proficient and capable, rather than deficient.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…This skill differential is evidenced in the widening White-Black and White-Hispanic gap in the attainment of a bachelor's degree or higher among young adults from 1995 to 2015 (Kena et al, 2016). The low rates of high school completion and levels of educational attainment among Hispanic and Black students are of particular social concern (Chapin, 2015), and initiatives such as My Brother's Keeper from the Obama administration have focused particular attention on the poor conditions that affect boys of color (Harper & Wood, 2016).…”

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confidence: 99%

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2019

JoCE

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The persistent inequalities in urban public education in the U. S. that have left far too many Black and Hispanic male students behind with respect to academic skill development, high school graduation, and college success have led Catholic groups to provide alternative secondary school models to advance the academic and career success of urban students. One of these initiatives is the NativityMiguel model school, the first of which opened in New York City in 1971. The present study examines the lived experience, with respect to benefits of this education on the subsequent academic and career successes, of male graduates of two of these schools, one for African American, or Black, students and one for Mexican American students in different parts of the country. Analyses of interviews with 37 graduates showed that they benefitted from the schools' approach to academic skill development and the building of resilience, leadership, and a commitment to service in the context of a community that continued to support the development of resilience after middle school graduation. Differences in aspects of the two programs are examined along with the implications for making use of the schools' initiatives on a larger scale.

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Barriers, support, and resilience of prospective first‐in‐family university students: Australian high school educators' perspective

Pires

Chapin

2022

Journal Community Psychology

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First‐in‐family (FiF) university students—or first generation students—are recognised to have disadvantages and lack social and cultural capital compared with non‐FiF students. The challenges FiF students encounter at university are well understood, however, their journey begins while still in high school. We call this high school cohort prospective FiF (PFiF) students and young people whose parents never attended university. This qualitative study explored the perspectives of 10 high school educators from Melbourne, Australia about the barriers and supports PFiF students encounter as they navigate the path to university. Participants identified that family inexperience, unsupportive attitudes at home and at school, lack of financial capacity and invisibility represented barriers. However, participants also explained that PFiF students can be resilient and motivated, especially when combined with appropriate support from schools, family, and university programmes. The findings highlight the challenges for PFiF and bring much‐needed attention to their challenges and needs in the early transition to higher education.

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Mexican-American Boys’ Positive Outcomes and Resilience: Importance of Social Support and Individual Attributes

Cited by 20 publications

References 30 publications

Fatores relacionados à resiliência de adolescentes em contextos de vulnerabilidade social: revisão integrativa

Fatores relacionados à resiliência de adolescentes em contextos de vulnerabilidade social: revisão integrativa

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Barriers, support, and resilience of prospective first‐in‐family university students: Australian high school educators' perspective

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