UUnniivveerrssiittyy ooff NNeebbrraasskkaa -- LLiinnccoollnn DDiiggiittaallCCoommmmoonnss@@UUnniivveerrssiittyy ooff NNeebbrraasskkaa -- LLiinnccoollnn Theses, Dissertations, and Student Research: Psychology, Department of Department of Psychology 2012 LLAATTIINNOO AADDOOLLEESSCCEENNTT AADDJJUUSSTTMMEENNTT:: AANN EEXXAAMMIINNAATTIIOONN OOFF CCUULLTTUURRAALL VVAALLUUEESS Maria I. Iturbide University of Nebraska-Lincoln, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/psychdiss Part of the Psychiatry and Psychology Commons, and the Psychology Commons Iturbide, Maria I., "LATINO ADOLESCENT ADJUSTMENT: AN EXAMINATION OF CULTURAL VALUES" (2012). Theses, Dissertations, and Student Research: Department of Psychology. 47. https://digitalcommons.unl.edu/psychdiss/47 This Article is brought to you for free and open access by the Psychology, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Theses, Dissertations, and Student Research: Department of Psychology by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. LATINO ADOLESCENT ADJUSTMENT: AN EXAMINATION OF CULTURAL VALUES by Maria I. Iturbide A Dissertation Presented to the Faculty of The Graduate College at the University of Nebraska-Lincoln In Partial Fulfillment of Requirements For the Degree of Doctor of Philosophy Major: Psychology Under the Supervision of Professor Brian Wilcox Lincoln, Nebraska July 2012 LATINO ADOLESCENT ADJUSTMENT: AN EXAMINATION OF CULTURAL VALUES AND ACCULTURATION Maria I. Iturbide, Ph. D University of Nebraska, 2011 Advisor: Brian Wilcox In the U.S., 22% of children under the age of 18 are Latino and 52% of Latino children have at least one parent who is foreign-born (Fry & Passel, 2009). Latinos are likely to experience acculturative strains associated with a range of negative outcomes such as academic underachievement. A mixed method sequential explanatory design was used to examine the protective effects of cultural factors that may ameliorate the negative effects of acculturative strains on psychological and academic adjustment. The quantitative phase of the study examined whether biculturalism and ethnic identity would reduce the negative influence of acculturation strains on adjustment and if age-related differences existed between models such that moderation effects would be greater for older adolescents than younger adolescents would. Moderation was found for biculturalism and ethnic identity, however only for three of the four types of adjustment. Comparisons of moderation effects by age found biculturalism was a moderator for the acculturation-depression model for older adolescents but not for younger adolescents. In the qualitative phase of the study the adolescents who participated in the group interviews showed an understanding of what culture is, what it meant to them personally, and how it is directly or indirectly associated to their adjustment. From the themes that emerged it was inferred that family is essential to the understanding and prosperity of the Latino culture. Results have implications for theory, research and practice. iii DEDICATION Para mi mama. Gracias por todo su amor y apoyo. Sin usted esto no hubiera sido posible. iv AUTHOR'S ACKNOWLEDGMENT  Marcela Raffaelli – my advisor and mentor whose guidance and support was invaluable.  Dissertation Committee Members: Drs. Brian Wilcox, Marcela Raffaelli, Gustavo Carlo, Lisa Crockett, and Cody Hollist.  Sandra Plata-Potter for all her help with the qualitative study’s recruitment, data collection, interviewing, and coding. My dissertation support group and friend.  Miguel Carranza for all his help with recruitment for the qualitative study and above all his friendship and support.  Rachel Hayes, AV expert of the lab.  Karina Ruiz Vargas for her assistance in recruitment.  Katie Clear for transcribing interviews.  All of the individuals involved LAMP, QoL, and CYS and responsible for data collection.  All the Latino adolescents who participated! v GRANT INFORMATION This work was supported in part by the Center for Great Plains Studies Research Grant- in-Aid for Graduate Students and by the University of Nebraska – Lincoln’s Department of Psychology’s Warden Research Fellowship. The opinions, views, and conclusions expressed in this dissertation may not reflect those of the funding agencies. vi TABLE OF CONTENTS LIST OF TABLES AND FIGURES…………………………………………….. xi CHAPTER 1: INTRODUCTION………………………………………………... 1 Acculturation and Adjustment ………………………………….……..…… 3 Acculturation: Theoretical Review ……………………………...……. 3 Acculturation Measurement…………………...………………………. 4 Links of Acculturation to Psychological Adjustment ………………… 5 Links of Acculturation to Academic Adjustment …………………….. 6 Summary of Acculturation and Adjustment ………………………….. 7 Moderators of Acculturation and Adjustment ……………………………... 7 Biculturalism: Theoretical Review ……………………………………. 8 Biculturalism Links to Adjustment ……………………………..... 11 Evidence of Moderation for Biculturalism ………………………. 12 Ethnic Identity: Theoretical Review…………………………………... 13 Ethnic Identity Links to Adjustment…………………………….... 17 Evidence of Moderation for Ethnic Identity ……………………... 18 Summary Moderators of Links between Acculturation and Adjustment……………………………………………………...……... 19 Proposed Integrative Model and Current Study Overview…………………. 19 CHAPTER 2: STUDY I HYPOTHESES AND METHOD …………………… 28 Hypotheses…………………………………………………………..……... 28 Method………………………………………………………..……………. 28 Participants………………………………………...…………………... 28 Procedure………………………………………………………………. 30 vii Measures……………………………………………………………….. 30 Demographics…………………………………………………….. 31 Acculturation……………………………………………………... 31 Ethnic Identity………………………….......................................... 33 Biculturalism……………………………………………………… 33 Academic Self-efficacy………………...………............................. 34 Depression…………………………………………...…………… 34 Self-Esteem……………………………………………………….. 35 CHAPTER 3: STUDY I RESULTS …………………..………............................ 37 Plan of analyses ……………………………………………………………. 37 Preliminary analyses……………………………………………….….......... 38 Overall path models………………………………………………………… 41 Path models with ethnic identity achievement as a moderator………... 41 Path models with biculturalism as a moderator……….......................... 46 Overall path models results summary…………………………………. 47 Path models by age group…………………………………………………... 48 Path models with ethnic identity achievement as a moderator………... 48 Path models with biculturalism as a moderator……………….............. 54 Age path models results summary……………….................................. 60 Conclusion and Discussion………………………………………………… 60 Limitations and Future Directions……………...................................... 62 CHAPTER 4: STUDY II…………. ………………………………..…………… 66 Method……………………………………………………………………… 67 viii Participants………………………………………………………......... 67 Procedure……………………………………………………………… 67 Measures……………………………………………………………..... 69 Demographics…………………………………………………...... 69 Acculturation……………………………………………………... 69 Ethnic Identity……………………………………………….......... 69 Interview……………………………………………...................... 70 CHAPTER 5: STUDY II RESULTS AND CONCLUSIONS…………..………. 71 Plan of analysis……………………………………………………………... 71 Coding Procedures ……………………………..................................... 71 Descriptive statistics…………………………………………....................... 73 Group Interview Themes…………………………………………………… 74 What do you think culture means?.......................................................... 75 What words would you use to describe your culture to someone who doesn't know you?................................................................................... 76 How do you feel about your culture?...................................................... 77 What do you think about Latino culture?................................................ 78 What do you think about American culture?.......................................... 80 Do you think people can belong to two or more cultures? If so which cultures? Why? Are you a part of two or more cultures? If so which cultures? Why?....................................................................................... 82 Have you ever felt close to Latino culture? Can you tell me about an experience when you felt close to Latino culture?................................. 84 Have you ever felt close to American culture? Can you tell me about an experience when you felt close to American culture?....................... 85 Do you have moments when you feel that you don’t know whether you are Latino or American?................................................................... 87 ix Do you think being a part of more than one culture can be useful? Why?....................................................................................................... 89 How have your experiences with the Latino and American cultures influenced your personality or the person you are now? Is your culture a part of who you are?............................................................................ 90 Do you think that your culture has something to do with how you feel about yourself?........................................................................................ 92 Do you think that your culture has something to do with how you feel about others?........................................................................................... 94 Do you think that your culture has something to do with how you feel about and how well you do in school?.................................................... 96 Theory, Conclusions, and Discussion ...……………………………............. 101 Limitations and Future Directions……………………………............... 104 CHAPTER 6: GENERAL DISCUSSION………………………………..…….... 106 Biculturalism…………………………………………………………...…… 106 Ethnic Identity………………………………………………………..…….. 108 Limitations ……………………………………………………………......... 110 Measurement issues…………………………………..………............... 110 Differences between quantitative and qualitative phases……................ 111 Future Directions…………………………………………………...…......... 112 Implications………………………………………………………………… 113 REFERENCES…………………………………………………………...……… 115 APPENDICES…………………………………………………………………… 131 Appendix A: Survey Items for Study I……………………………………... 131 Appendix B: Recruitment Letter in English……………………..…………. 138 Appendix C: Recruitment Letter in Spanish………………………………... 139 Appendix D: Parental Consent Form in English……………………..…….. 140