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Research

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Tarver Behring, S. & Ingraham, C. L. (1998). Culture as a central component to consultation:  A call to the field.  Journal of Educational and Psychological Consultation,9,57-72.
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Trumbull, E. & Rothstein-Fisch, C. (2011). The intersection of culture and achievement motivation. The School Community Journal (21)2, 25-53.

Abstract

Achievement motivation is something that all members of the school community want to support in students, however few may recognize that it is influenced by culture. The very meaning of "achievement" is culturally variable, and the motives that students have for achieving may be quite different, depending upon their cultural background. The practices of schools tend to reflect the individualism of the dominant U.S. culture. Many students come from families that are more collectivistic. Elementary bilingual teachers used a cultural framework of individualism/collectivism to guide understanding and innovations related to achievement motivation. Examples illustrate cultural differences and how they can be bridged.

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Behnke, A. O., Plunkett, S. W., Sands, T., & Bámaca, M. Y. (2011). Latino adolescents’ perceptions of discrimination, neighborhood risk, and parenting on their own feelings of self-esteem and depression. Journal of Cross-Cultural Psychology, 42, 1179-1197. doi:10.1177/0022022110383424

Abstract

Guided by Bronfenbrenner’s bioecological framework, this study examined the roles of Latino adolescents’ reports of discrimination, neighborhood risk, parent-child conflict over culture, and parental support in relation to their self-esteem and depression. Analysis of self-report data from 383 ninth grade, Latino students from one Los Angeles high school was used to validate a Multigroup Structural Equation Model of self-esteem and depressive symptoms for boys and girls. As expected, self-esteem was negatively and significantly related to depressive symptoms, yet the influence of other factors were less clear. Five paths marked the influence of mothers’ and fathers’ interactions on youths’ outcomes, demonstrating a strong path from fathers’ support to adolescent self-esteem and differing paths from cultural conflict with mother and father to youth outcomes. Neighborhood risks were significantly related to boys’ and girls’ self esteem and depressive symptoms, especially for boys. Societal discrimination was significantly related to youths’ reports of depressive symptoms yet not significantly related to self-esteem. Results are discussed in terms of applications for both practice and future research.

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Hudley, C. and Gottfried, A. E. (Eds.), (2008). Academic motivation and the culture of school in childhood and adolescence. NY: Oxford Press.

Abstract

The chapters in this book examne motivation with students of various ethnicities, languages, ages, achievement levels, and social classes, and attend to academic motivation in these different contexts. Goal of the book is to create a more comprehensive and integrated perspective on the multiple dimensions of school culture in the United States.

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