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Developing a Bicultural Model for Academic Achievement

A Look at Acculturative Stress, Coping, and Self-Perception

Loma Linda University, shawley{at}kumc.edu

David V. Chavez

California State University, San Bernardino

Theresa St. Romain

University of Kansas School of Medicine-Wichita

This project analyzed multimodel student archival data to address the relationship between academic achievement, acculturative stress, and coping factors. Participants were 126 children between 8 and 11 years of age (59 White and 67 Latino). Measurements included demographics, SAFE-C, A-COPE, Self-Perception Profile for Children, and Harter Teacher's Rating Scale. Latinos used more social support and religious coping strategies than Whites (p < .001). A general model of achievement for both groups accounted for 33% of the variance in academic achievement (p < .001). Ethnically specific models accounted for a greater amount of the variance: 57% for a model for Whites and 64% for a model for Latinos (p < .001). This study demonstrates the importance of investigating ethnic differences independently when conducting cross-ethnic research.

Key Words: acculturative stress • academic achievement • Latinos • cross-cultural research • coping

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