A study of significant variations in the number of Anglo and Mexican Americans referred for child abuse and neglect by official public agencies and community sources such as family and friends. In contrast to Anglo Americans, Mexican Americans were referred more often by school personnel than by neighbors or friends. (Author/NQ)

Acculturation and biculturalism of four populations (first-, second-, and third-generation Mexican American school children, and a comparison group of Anglo American children) were measured by teacher ratings of classroom behavior, using the Bicultural Identity/Respect for Cultural Differences Scale, developed expressly for use in…

This study examines the relationship between language brokering, parent-child bonding, perceived autonomy, biculturalism, and depression for Mexican American adolescents. It was hypothesized that adolescent language brokers who reported a strong parent-child bond and high levels of psychological autonomy, privilege, and responsibility would also…

A southern California telephone survey of 396 European American, native-born Latina, and foreign-born Latina mothers with a child aged 5 or younger examined differences in child care practices and preferences, availability of extended family to provide child care, availability of affordable day care centers, and satisfaction with their current…

Finds that, among 45 Mexican-American families, level of acculturation was significantly related to most external family systems variables: independence, achievement orientation, intellectual and cultural orientation, and active recreational orientation. Acculturation was not related to moral and religious emphasis or any measure of internal…

Examines disciplinary practices and child-maltreatment attitudes in foreign- and native-born Mexican-American mothers. Subjects responded to accounts of child misconduct and mistreatment. Foreign-born mothers more likely than natives to use spanking and verbal reasoning. Spanking not preferred by either group. Child-mistreatment-response…

Examines and compares the role of success, failure, and effort in reinforcement practices of 40 immigrant and 40 native-born Mexican American mothers to a baseline group of 27 middle-class Euro-American mothers. Discusses results in terms of selective immigration of Mexican mothers and acculturation to United States society. (NEC)

This study examines teachers' interactions with fourth- and fifth-grade Mexican American (n=40) and Anglo American (n=59) students who were similar in terms of socioeconomic background, level of academic achievement, and English proficiency. The relationship of these interactions to students' achievement is also examined. (PN)

Focuses on cognitive style trends within a generational cross section of Mexican American children and compares their differences in field independence to a group of Anglo American children; eighty elementary school students randomly selected from four populations--(first, second, and third generation Mexican Americans, and Anglo Americans),…

Three measures of field dependence were used to determine whether: (1) Mexican American students are more field dependent than Anglo Americans; (2) intercorrelations between the tests are significant and comparable for both cultures; and (3) field dependence significantly affects academic performance. These assumptions were generally not…

To assess the impact of economic hardship on 111 European American and 167 Mexican American families and their 5th-grade (M age 11.4 years) children, a family stress model was evaluated. Structural equation analyses revealed that economic hardship was linked to indexes of economic pressure that were related to depressive symptoms for mothers and…

Studies in the area of locus of control have tended to neglect the familial antecedents of this variable, particularly among ethnic minorities, and to overlook the role of teachers in the development of children's locus of control beliefs. Moreover, studies have not examined the simultaneous contribution of parents' and teachers' socialization…

The relationship of Spanish-language background to achievement among first-, second-, and third-generation Mexican American high school seniors was examined. Data from the national High School and Beyond study were used. Spanish-language variables were only intermittently related to achievement, with personal aspirations far more influential. (TJH)

Study of 122 9th- and 10th-grade Latino high school students examined the relationship of language brokering (informal interpreting for immigrant parents) to academic performance, biculturalism, academic self-efficacy, and social self-efficacy. Results showed positive relationships, with academic self-efficacy being the strongest predictor of…