Family and Ethnic-Community Influences

Adolescents from these families internalize their parents’ valuing of academic achievement, endorsing it more strongly than agemates with native-born parents. Recall from the chapter introduction, for example, how Reiko amused herself playing “school” and “library” while confined in an internment camp. Because minority ethnicities usually stress allegiance to family and community over individual goals, first- and second-generation young people often feel a strong sense of obligation to their parents. They view school success as both their own and their parents’ success and as an important way of repaying their parents for the hardships they have endured. Both family relationships and school achievement protect these youths from risky behaviors.

Immigrant parents of successful youths typically develop close ties to an ethnic community, which exerts additional control through a high consensus on values and constant monitoring of young people’s activities. The following comments capture the power of these family and community forces:

A 16-year-old girl from Central America describes the supportive adults in her neighborhood: They ask me if I need anything for school. If we go to a store and I see a notebook, they ask me if I want it. They give me advice, tell me that I should be careful of the friends I choose. They also tell me to stay in school to get prepared. They tell me I am smart. They give me encouragement.