ERIC Number: EJ958016
Record Type: Journal
Publication Date: 2006-Mar
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0090-4392
EISSN: N/A
Available Date: N/A
Family, Community, and School Influences on Resilience among American Indian Adolescents in the Upper Midwest
LaFromboise, Teresa D.; Hoyt, Dan R.; Oliver, Lisa; Whitbeck, Les B.
Journal of Community Psychology, v34 n2 p193-209 Mar 2006
This study examines resilience among a sample of American Indian adolescents living on or near reservations in the upper Midwest. Data are from a baseline survey of 212 youth (115 boys and 97 girls) who were enrolled in the fifth through eighth grades. Based upon the definition of resilience, latent class analyses were conducted to identify youth who displayed pro-social outcomes (60.5%) as opposed to problem behavior outcomes. A measure of family adversity was also developed that indicated only 38.4% of the youth lived in low-adversity households. Defining resilience in the context of positive outcomes in the face of adversity, logistic regression was used to examine the predictors of pro-social outcomes among youth who lived in moderate- to high-adversity households. The analyses identified key risk and protective factors. A primary risk factor appeared to be perceived discrimination. Protective factors were from multiple contexts: family, community, and culture. Having a warm and supportive mother, perceiving community support, and exhibiting higher levels of enculturation were each associated with increased likelihood of pro-social outcomes. (Contains 3 tables.)
Descriptors: Resilience (Psychology), Family Influence, American Indians, Risk, Adolescents, Community Support, American Indian Reservations, Surveys, Prosocial Behavior, Behavior Problems, Regression (Statistics), Racial Bias, American Indian Culture, Family Relationship, Community Influence, Mothers, Parent Child Relationship
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A