OBJECTIVES Guided by García Coll and colleagues' (1996) integrative model for the study of developmental competencies in minority children, the current study examined the role of ethnic-racial identity as a mediator through which family ethnic socialization was associated with academic engagement among Latino youth. Furthermore, based on the high prevalence rates of ethnic-racial discrimination among Latino adolescents, the associations between experiences with peer and adult discrimination and youth's academic engagement (controlling for family ethnic socialization and ethnic-racial identity) were tested. Finally, we tested whether discrimination from either peers or adults moderated the mediation process between family ethnic socialization, ethnic-racial identity, and academic engagement. METHOD Data were collected from a cross-sectional study of adolescents in the Southwestern United States. Participants in the current study consisted of self-identified Latino adolescents (N = 370; Mage = 16.14 years; SD = 1.12; Range = 14-18; 52.8% female; 96.2% U.S.-born) who completed self-administered surveys during school hours. RESULTS Path analyses indicated that family ethnic socialization was indirectly associated with academic engagement via ethnic-racial identity. Adult discrimination was negatively associated with academic engagement; however, peer discrimination was not associated with academic engagement. Finally, neither source of discrimination emerged as a moderator of the associations of interest. CONCLUSION Findings point to Latino youth's enhanced resilience against discrimination encounters when they have more experiences with family ethnic socialization and have engaged in greater ethnic-racial identity exploration and resolution. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

中文翻译：

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拉丁裔青年家庭民族社会化、民族种族认同和学术参与之间的中介过程：民族种族歧视的缓和？

目标 在 García Coll 及其同事 (1996) 的少数民族儿童发展能力研究综合模型的指导下，本研究检验了种族-种族身份作为中介的作用，通过该中介，家庭种族社会化与拉丁裔青年的学术参与相关联. 此外，基于拉丁裔青少年种族种族歧视的高流行率，测试了同伴和成人歧视经历与青年学术参与（控制家庭种族社会化和种族种族认同）之间的关联。最后，我们测试了来自同龄人或成年人的歧视是否会调节家庭种族社会化、种族-种族认同和学术参与之间的中介过程。方法 数据来自美国西南部青少年的横断面研究。本研究的参与者包括自我认同的拉丁裔青少年（N = 370；Mage = 16.14 岁；SD = 1.12；范围 = 14-18；52.8% 女性；96.2% 美国出生），他们在学校期间完成了自我管理的调查小时。结果 路径分析表明，家庭种族社会化通过种族身份与学术参与间接相关。成人歧视与学术参与呈负相关；然而，同侪歧视与学术参与无关。最后，两种歧视来源都没有成为利益关联的调节者。结论 调查结果指向拉丁裔青年 当他们有更多的家庭种族社会化经验并参与更大的种族-种族身份探索和解决时，他们对歧视的抵抗力会增强。（PsycInfo 数据库记录 (c) 2021 APA，保留所有权利）。