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Psychology

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DePaul University

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The Reciprocal Effects Of Language Proficiency And Depression Among Low Income Latino Youth, Nicole Colon Quintana Mar 2017

The Reciprocal Effects Of Language Proficiency And Depression Among Low Income Latino Youth, Nicole Colon Quintana

College of Science and Health Theses and Dissertations

Extant research suggests that language plays an important role in both social processes and emotional encoding and regulation. In dual language youth, the maternal tongue has been observed as a protective factor against maladaptive outcomes (Toppelberg & Collins, 2010). Although Latino youth are at a heightened risk for depression (CDC, 2013), and a majority grow in Spanish-English speaking households (Pumariega et al., 2013), the impact of dual language development in their psychosocial well-being remains poorly understood. It is known that limited English language proficiency during early school years is predictive of maladaptive outcomes such as externalizing problems (Dawson & Williams, 2008). Previous studies have reported associations between Spanish and English self-reports of language proficiency and youth adjustment (Polo & Lopez, 2009). However, research has not examined objective measures of language proficiency and their relation with depression among Latino youth. Further, although some researchers have proposed that language difficulties precede depressive symptoms, the inverse has not been explored. Given the cognitive deficits often associated with depression, it is imperative to disentangle the directionality of this relation and explore the factors of depression that may hinder critical language processes. This study, which included two time points, addressed these gaps by investigating the relation between language proficiency and depression in a community sample of dual language Latino adolescents. Participants included 397 Latino students ages 10-15 years (M = 12.0; 51.9% female), the majority of whom (82.4%) were from families reporting household incomes below $40,000. Results indicate that, at baseline, a majority of the students (58.9%) exhibited higher levels of English proficiency compared to Spanish, and approximately one in five (21.7%) showed limited proficiency in both languages. Also at baseline, youth with limited language proficiency were found to be ...


Academic Risk And Protective Factors Of Latinos Of Undocumented Status: A Narrative Approach, Claudio Rivera Aug 2016

Academic Risk And Protective Factors Of Latinos Of Undocumented Status: A Narrative Approach, Claudio Rivera

College of Science and Health Theses and Dissertations

There are currently 11 million immigrants of undocumented status in the United States, with over 80% comprising of Latinos. Latinos attain less education than other racial/ethnic groups, and immigrants of undocumented status face additional barriers to a higher education, such as being ineligible for federal financial aid. Using a resiliency framework, this study sought to identify the academic risk and protective factors affecting young Latinos of undocumented status in the United States. In-depth qualitative interviews were conducted with 20 Latinos of undocumented status; eligible participants were between the ages of 16 and 30 who immigrated to the United States ...


Ethnic Identity And Coping Efficacy As Moderators Of The Relationships Between Perceived Racial Discrimination And Academic Outcomes Among Urban, Low-Income Latina/O Youth, Alison L. Mroczkowski Mar 2014

Ethnic Identity And Coping Efficacy As Moderators Of The Relationships Between Perceived Racial Discrimination And Academic Outcomes Among Urban, Low-Income Latina/O Youth, Alison L. Mroczkowski

College of Science and Health Theses and Dissertations

The present study used resilience theory to explore relationships among perceived racial discrimination, ethnic identity, coping efficacy, gender, and various academic outcomes among urban, low-income, Latina/a youth. Although Latina/as are the largest ethnic minority group in the United States, they attain less education than other racial/ethnic groups (Chapman, Laird, Ifill, & KeweiRamani, 2011). Racial discrimination is one factor that may account for the lower levels of education attained by this group, and research has indicated that racial discrimination is associated with poor educational outcomes among Latina/a adolescents (Alfaro, Umana-Taylor, Gonzales-Backen, Bamaca, & Zeiders, 2009; DeGarmo & Martinez, 2006). Despite exposure to risk factors such as racial discrimination, resilience theory suggests that some adolescents with assets, such as ethnic identity or coping efficacy, can still thrive, or achieve success (Fergus & Zimmerman, 2005). Ethnic identity and coping efficacy are two protective factors that were ...


Using A Resiliency Framework To Examine Natural Mentoring Relationships And The Coping Efficacy As Buffers Of The Negative Impact Of Stressors On Academic Outcomes In Urban, Low-Income Ethnic Minority Youth, Rachel M. Feuer Aug 2013

Using A Resiliency Framework To Examine Natural Mentoring Relationships And The Coping Efficacy As Buffers Of The Negative Impact Of Stressors On Academic Outcomes In Urban, Low-Income Ethnic Minority Youth, Rachel M. Feuer

College of Science and Health Theses and Dissertations

This paper used Resiliency theory to examine natural mentoring and coping efficacy as protective factors that may buffer the negative impact of stressors on academic and psychosocial outcomes in urban, low-income, Latino youth. Research has demonstrated that natural mentoring may serve a protective role for youth who are experiencing high levels of stressors, and that coping efficacy may correlate with positive outcomes. The present study used Structural Equation Modeling to test the compensatory and protective factors models of resilience to examine the ways in which stress, coping efficacy and natural mentoring interact to predict a variety of academic outcomes for ...


Natural Mentoring Relationships As A Buffer Against The Negative Effects Of Stressors On Academic Outcomes Of Latino Adolescents, Claudio Rivera Nov 2012

Natural Mentoring Relationships As A Buffer Against The Negative Effects Of Stressors On Academic Outcomes Of Latino Adolescents, Claudio Rivera

College of Science and Health Theses and Dissertations

This cross-sectional study examined 192 Latino adolescents in their ninth grade of high school. A resiliency theory framework was used for this study. The purpose of the study was to determine if natural mentoring relationships served a compensatory and protective role against stressors on the academic outcomes of Latino adolescents in their first year of high school. Using multiple hierarchical regression analyses, it was determined that stressors and mentoring relationship quality had main effects and interaction effects on the academic outcomes of Latino adolescents. Thus, support for the compensatory and protective model of resilience was provided in some aspects of ...