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Roosa MW O'Donnell M Cham H Gonzales NA Zeiders KH Tein JY Knight GP Umaña-Taylor A 《Journal of youth and adolescence》2012,41(3):307-319
Mexican American youth are at greater risk of school failure than their peers. To identify factors that may contribute to
academic success in this population, this study examined the prospective relationships from 5th grade to 7th grade of family
(i.e., human capital [a parent with at least a high school education], residential stability, academically and occupationally
positive family role models, and family structure) and individual characteristics (i.e., externalizing symptoms, bilingualism,
gender, and immigrant status) to the academic performance of 749 Mexican American early adolescents (average age = 10.4 years
and 48.7% were girls in 5th grade) from economically and culturally diverse families as these youth made the transition to
junior high school. Results indicated that while controlling for prior academic performance, human capital and positive family
role models assessed when adolescents were in 5th grade positively related to academic performance in 7th grade. Further,
being a girl also was related to greater 7th grade academic success, whereas externalizing symptoms were negatively related
to 7th grade academic performance. No other variables in the model were significantly and prospectively related to 7th grade
academic performance. Implications for future research and interventions are discussed. 相似文献
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Globally, nationally and locally men’s violence against women is an endemic social problem and an enduring human rights issue within all societies and cultures. Challenging attitudes that condone violence both at the individual and community level is a key priority in its prevention. This paper brings together findings from two separate studies based on children’s and young people’s understandings of men’s violence against women. Both studies were located in Glasgow, Scotland, and used qualitative methods to explore children’s and young people’s views of men’s violence against women. The two studies, conducted nearly ten years apart, involved children aged 11 and 12 and young people aged 15 to 18. Despite the differences in age and the interval between them, there are remarkable similarities identified within both studies centring around children and young people’s normalisation of men’s violence against women. This paper presents a discussion of three of the key themes identified from these studies: the construction of men’s violence; gender roles and the naturalisation of difference; and the normalisation of men’s violence. In both studies the techniques of normalisation were employed by the participants to minimise both the seriousness of the violence and the significance of it to the victims. The findings clearly illustrate the widespread justification of gendered violence by both boys and girls. Thus, while the development and implementation of domestic violence/abuse education programmes need to take into account gender differences, targeting only boys’ attitudes fails to acknowledge an important component in reducing domestic violence/abuse: the internalisation of patriarchal norms by girls and women. 相似文献
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