Adjustment Problems of Mexican and Mexican-American Students: An Anthropological Study

Abstract

Adjustment difficulties have serious impact on children's academic achievement. Using an anthropological approach to data collection and analysis, the nature of Mexican and Mexican-American children's adjustment problems in school was investigated based on the hypothesis that their maladjustment stems from their inability to communicate and understand the school as a cultural unit. The focus was on specific manifestations of adjustment problems and the mechanisms used by the subjects to cope. A total of 16 distinct characteristics of maladjustment were identified. Coping mechanisms generally fell in three categories: underparticipation, overparticipation, and selective participation in academic tasks under protest. However, students were found to modify their behavior in response to different interactional contexts. A major influence on the children's responses to stressful situations and demanding tasks was found to be home socialization. Implications of the findings are drawn for school practices and future research directions. Basic to the suggestions to school personnel is the need to create humane and appropriate learning environments for Hispanic and other minority students including shared decision-making and closer home-school ties. Educational recommendations also include more effective teacher training at both the preservice and the inservice level as well as increased availability of aides. Identified research needs center around effective learning environments, impact of home environment, and basic skills acquisition.