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

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

Research output: Contribution to journalArticlepeer-review

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.

Original languageEnglish (US)
JournalChild development
DOIs
StateAccepted/In press - 2022

ASJC Scopus subject areas

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

Fingerprint

Dive into the research topics of 'Bicultural competence and academic adjustment across Latino youth adaptation from high school to college'. Together they form a unique fingerprint.

Cite this