Suchergebnisse

José A. Cobas, científico social de reconocido prestigio en Estados Unidos y en Latinoamérica, nos presenta la aplicación de un modelo de análisis social, según el método de Simón-Blalock. El modelo matemático que nos ofrece contribuye a determinar las relaciones causales de las diversas variables. No es un sustituto de la teoría, como tampoco ésta lo puede ser del método empírico. Como concluye el autor: "A pesar de su elegancia matemática, los modelos causales reflejan la agudez teórica del investigador; el pensamiento teórico indisciplinado crea modelos pobres; los modelos causales son un instrumento útil, pero no un sustituto de la teoría".
ECA Estudios Centroamericanos, Vol. 34, No. 363-364, 1979: 47-52.

When North American slavery was established in the 1600s, an interpretive perspective was developed that sought to justify the institution of African American slavery. This composite perspective, a "white racial frame," was later extended by whites to other racial groups such as Latinos/as. This racial frame, which has become white "common sense," includes important racial stereotypes, understandings, images, and inclinations to act. Various forms of this racial framing exist among different U.S. racial groups, but a strong white racial frame has prevailed because whites have long had the power and the resources to impose this reality. A hegemonic situation occurs when people of color consent in various ways to this white racial framing and common sense. This acceptance varies. We discuss four forms of consent to white racial framing that appear in our in‐depth interviews in a national sample of Latinos/as. Three forms reference Latinos: acceptance of elements of the racial frame, active enactment of the racial frame, and internalized violence. The fourth use of racial framing is directed by Latinos at African Americans.

Abstract: Previous studies have demonstrated that bilingualism among Latinos in the United States may not necessarily result in negative status attainment consequences. Such studies have typically overlooked gender differences in the consequences of bilingualism. Using data from the National Education Longitudinal Study (N= 866 females; 737 males), we analyzed gender differences in how bilingualism among Latino families (as experienced in childhood and adolescence) may affect the status attainment of young adults. Results indicated that females were more substantially affected by language use and ability in the family context than males. The findings suggest that gender roles within Latino families are interwoven with the effects of bilingualism. Practice and policy implications include how schools and educators must address the gendered nature of bilingualism.

The purpose of this study was to test a theoretical model designed to predict risk behavior (i.e., cigarette and/or alcohol use) in a sample of Mexican American females who were pregnant and ranged in age from adolescence to early adulthood. The model consisted of six hypothesized predictors–acculturation status, intergenerational family conflict, acculturative stress, educational attainment, household income, and age of respondent, which were proposed as antecedents of risk behavior. Structural equation modeling was used to test both the direct and indirect effects for a set of proposed antecedents to the tendency for Mexican American females to engage in risk behaviors. Several of the hypothesized relationships were supported, with the strongest predictors of risk behavior being acculturation status, intergenerational family conflict, and acculturative stress. An important conclusion was that risk behavior by Mexican American females increased as they became more acculturated to the social circumstances of the U.S. Another notable result was that risk behavior increased among Mexican American females as they experienced higher levels of intergenerational conflict within their families.

Parents' child–rearing behaviors have been identified as major sources of influence on the self–esteem of adolescents from Western societies and Chinese adolescents in Hong Kong. The pattern of relationships found in samples of Hong Kong adolescents has been similar to the pattern found among samples of U.S. adolescents, but contrary to what might be expected in collectivistic societies such as mainland China. The purpose of this study, therefore, was to test specific dimensions of parenting behaviors as possible predictors of adolescents' self–esteem in mainland China. Self–report data were acquired for this study from 480 adolescents who attended secondary schools located in Beijing. Results indicated that patterns of socialization between parents and adolescents in mainland China were similar to those found in the United States, although explanations for these results may differ from those characteristic of the United States and other Western societies. Reasoning, monitoring, and autonomy–granting behavior by Chinese parents were positive predictors, whereas punitiveness was a negative predictor of Chinese adolescents' self–esteem (both males and females). Contrasting with patterns commonly found in the United States was the finding that parental support was not a predictor of Chinese adolescents' self–esteem.