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A Culturally Informed Model of Academic Well-Being for Latino Youth: The Importance of Discriminatory Experiences and Social Support*


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    Support for the research project and data collection was provided by a grant from the Lane Workforce Partnership, Lane County, Oregon. Support was also provided in part by grants MH46690, Prevention and Behavioral Medicine Research Branch NIMH; HD42115, Demographic and Behavioral Sciences Branch, NICHD; and DA17592, Division of Epidemiology, Services and Prevention Branch, NIDA.

**David S. DeGarmo is with the Oregon Social Learning Center, 160 E Avenue, Eugene, OR 97401 (

Charles R. Martinez Jr. is with the Oregon Social Learning Center, 160 E Avenue, Eugene, OR 97401.


Abstract: This study tested a culturally informed model of academic well-being for 278 Latino youth. We examined detrimental effects of discriminatory experiences and protective effects of social support on self-reported academic outcomes. Models specified main and buffering effects of social support and compared contributions of support provided by parents, school, and peers. Data indicated that discrimination was associated with lower academic well-being, social support buffered effects of discrimination on academic well-being, and parental support was most predictive of greater academic well-being. Combined sources of social support were more important than any one source alone. Implications for culturally specified research, preventive interventions, and practitioners are discussed.