@article{ref1,
title="Racial and ethnic socialization in later generations of a Mexican American family",
journal="Hispanic journal of behavioral sciences",
year="2010",
author="Chávez-Reyes, Christina",
volume="32",
number="4",
pages="495-518",
abstract="Later-generation Mexican American (third or more) experience diminishing educational gains compared with second-generation Mexican Americans. Positive racial and ethnic socialization (RES) and ethnic identity can facilitate strong academic performance. Using the oral histories of 18 third- and fourth-generation Mexican Americans in the same family, this study describes RES from childhood to young adulthood to understand how RES can be used to improve their academic circumstances. <br><br>RESULTS indicate that later-generation RES is multidimensional and influenced by varied factors (e.g., historical moment, socioeconomic status). As a result, Mexican Americans develop a dual RES self-schema that lacks academic achievement as a result of both the ethnic and larger community neglecting to positively affect RES and ethnic identity. The author suggests that the ethnic community (families) and larger society need to re-define group membership to incorporate academic achievement.<p /><p>Language: en</p>",
language="en",
issn="0739-9863",
doi="10.1177/0739986310383151",
url="http://dx.doi.org/10.1177/0739986310383151"
}