Bicultural competence and academic adjustment across Latino youth adaptation from high school to college

M. Dalal Safa; Michaela S. Gusman; Leah D. Doane

doi:10.1111/cdev.13810

Bicultural competence and academic adjustment across Latino youth adaptation from high school to college

M. Dalal Safa, Michaela S. Gusman, Leah D. Doane

Psychology

Research output: Contribution to journal › Article › peer-review

4 Scopus citations

Abstract

This study investigated the association between bicultural competence and academic adjustment (i.e., engagement, efficacy, achievement) among 193 Latino youth (65.3% female; 89.1% U.S.-born) followed from their senior high school year (M_age = 17.58 years, SD = 0.53) to their fifth college semester (2016–2019). Latent growth analyses revealed that youth's overall bicultural competence trajectory was moderately high and stable across this period. Youth who maintained or increased bicultural competence levels over time (slopes) demonstrated greater self-efficacy. Youth with greater high school bicultural competence (intercepts) demonstrated higher engagement but lower achievement. No other associations emerged. This study highlights that the promoting influence of bicultural competence may not extend to all indicators of academic adjustment but may depend upon the contexts and demands they navigate.

Original language	English (US)
Pages (from-to)	1663-1679
Number of pages	17
Journal	Child development
Volume	93
Issue number	6
DOIs	https://doi.org/10.1111/cdev.13810
State	Published - Nov 1 2022

ASJC Scopus subject areas

Pediatrics, Perinatology, and Child Health
Education
Developmental and Educational Psychology

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10.1111/cdev.13810

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title = "Bicultural competence and academic adjustment across Latino youth adaptation from high school to college",

abstract = "This study investigated the association between bicultural competence and academic adjustment (i.e., engagement, efficacy, achievement) among 193 Latino youth (65.3% female; 89.1% U.S.-born) followed from their senior high school year (Mage = 17.58 years, SD = 0.53) to their fifth college semester (2016–2019). Latent growth analyses revealed that youth's overall bicultural competence trajectory was moderately high and stable across this period. Youth who maintained or increased bicultural competence levels over time (slopes) demonstrated greater self-efficacy. Youth with greater high school bicultural competence (intercepts) demonstrated higher engagement but lower achievement. No other associations emerged. This study highlights that the promoting influence of bicultural competence may not extend to all indicators of academic adjustment but may depend upon the contexts and demands they navigate.",

author = "Safa, {M. Dalal} and Gusman, {Michaela S.} and Doane, {Leah D.}",

note = "Funding Information: This research was supported by a William T. Grant Foundation Scholars Award (184370) to Dr. Leah Doane. Further, this material is based upon work supported by the National Science Foundation SBE Postdoctoral Research Fellowship under Grant No. (NSF 1911722) and the Harvard Graduate School of Education Dean's Venture Fund. Publisher Copyright: {\textcopyright} 2022 The Authors. Child Development {\textcopyright} 2022 Society for Research in Child Development.",

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Bicultural competence and academic adjustment across Latino youth adaptation from high school to college

Abstract

ASJC Scopus subject areas

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