Cultural conflicts and problem behaviors of Latino adolescents in home and school environments

Abstract

This empirical study examines the behavioral sequelae of acculturation strains among Latino adolescents in home ans school settings. Two theoretically derived hypotheses are tested. First, low acculturation Latinos experiencing strains associated wsith rapid cultural and language transitions will have more behavior problems reported by their parents and teachers. Second, highly acculturated Latinos reporting more acculturation strains. associated with perceptions of prejudical treatment and internalization of inority status will have more behavior problems reported by aprents and teachers. The data were taken from the self-reports of 2,360 adolescents in the greater Miami (Florida) area, ans their teacher ans parent reports. problem behaviors were measured using the Child Behavior Checklist and the Teacher Report Form. Strain measures included language conflicts, acculturation conflicts, perceived discrimination, and perception of a closed society. Results indicated general confirmation of both hypotheses. Among immigrant adolescents only language confilicts were associated with reported behavior problems reported by teachers and parents. Among the U.S. born, language conficts, perceived discrimination, and perceptions ofa closed society were associated with behavior problems reported by teachers but not by parents. The central finding is that both immigrant and nonimmigrant Latino adolescents are likely to experience a variety of acculturative strains in the school setting that may affect role performance and lower educational aspirations.