CULTURAL-CONFLICTS AND PROBLEM BEHAVIORS OF LATINO ADOLESCENTS IN-HOME AND SCHOOL ENVIRONMENTS

This empirical study examines the behavioral sequelae of acculturation strains among Latino adolescents in home and school settings. Two the oretically derived hypotheses are tested. First, low acculturation Lat inos experiencing strains associated with rapid cultural and language transitions will have more behavior problems reported by their parents and teachers. Second, highly acculturated Latinos reporting more accu lturation strains associated with perceptions of prejudicial treatment and internalization of minority status will have more behavior proble ms reported by parents and teachers. The data were taken from the self -reports of 2,360 adolescents in the greater Miami (Florida) area, and their teacher and parent reports. Problem behaviors were measured usi ng the Child Behavior Checklist and the Teacher Report Form. Strain me asures included language conflicts, acculturation conflicts, perceived discrimination, and perception of a closed society. Results indicated general confirmation of both hypotheses. Among immigrant adolescents only language conflicts were associated with reported behavior problem s reported by teachers and parents. Among the U.S. born, language conf licts, perceived discrimination, and perceptions of a closed society w ere associated with behavior problems reported by teachers but not by parents. The central finding is that both immigrant and nonimmigrant L atino adolescents are likely to experience a variety of acculturative strains in the school setting that may affect role performance and low er educational aspirations.