Abstract
This longitudinal study examined the protective influence of psychological and family factors on academic achievement in 123 Latino college (101 Mexican American, 14 Central American, 8 mixed Mexican/Central American) students. Three cultural resources—ethnic identity, family interdependence, and parental support—were hypothesized as protective factors that modify the effects of socioeconomic disadvantage in a positive direction. The pattern of findings suggests that Latino students with greater psychological and family resources evidence greater academic achievement. After covarying between-person differences in gender and generational status, both ethnic identity and parental support moderated the effects of low socioeconomic status on academic achievement.
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