Family Environment and Achievement Among Three Generationsof Mexican American High School Students

Abstract

Abstract This study examined generational differences in the perceptions of family environment and achievement of 3,681 Mexican American high school students. There were four family environment variables: family involvement, family monitoring, family control, and familism. Analysis of covariance procedure revealed first and second generation students reported significantly higher grades and higher levels of family monitoring than third generation students, while third generation students reported significantly higher levels of family involvement. Regression analyses revealed that family involvement was a significant predictor of student grades across all three generations of students. Results are discussed in terms of increasing our understanding the achievement of Mexican American adolescents and the role of their families in the educational process. Implications for the development and implementation of policy, prevention, and intervention programs for Mexican American adolescents and their families are discussed.