The importance of school-based social engagement for students' school identification and persistence has been well established among adolescents. No work, however, has examined the extent to which social engagement and school identification differ between students from Latino, Asian, and European-American backgrounds enrolled in community versus…

Ethnic and generational differences in motivation and achievement have been well-established. However, minimal research has examined the role of social factors on educational outcomes among individuals from diverse backgrounds. With a longitudinal sample of 408 Latino, Asian, and European-American students, we examine family, discrimination, and…

Much of the research on adolescent friendships and school achievement has focused on in-school friends, ignoring the potential effects of having out-of-school friendships. The goal of this study was to examine the relation between having relatively more in-school friends and school achievement among a sample of over 600 12th grade students from…

This article examined changes in ethnic identity as a function of college type and residential status and whether differences due to college type could be explained by involvement in extracurricular activities and college ethnic composition. Although no changes in ethnic labeling or belonging were found, there was a normative decrease in ethnic…

Little is known about the frequency of ethnic or racial discrimination and its implications for Latin American and Asian youths' development. In this study, we examined if there were ethnic and generation differences among 601 12th graders from Latin American (36%), Asian (43%), and European (19%) backgrounds in the frequency of peer, adult, and…

This study examined spillover between daily family stressors and school problems among 589 ninth-grade students (mean age = 14.9 years) from Mexican, Chinese, and European backgrounds. Spillover was examined using a daily diary methodology in which adolescents reported on their school and family experiences each day for 2 weeks. Analyses using…

Approximately 700 urban and rural 10th- (M=16.6 years) and 12th- (M=18.9 years) grade students in China completed measures assessing their beliefs about parental authority and individual autonomy, as well as aspects of their relationships with their parents. Urban adolescents indicated a greater willingness to disagree openly with their parents, a…