Journal of Youth and Adolescence

, Volume 37, Issue 4, pp 399–411

The Impact of Language Status as an Acculturative Stressor on Internalizing and Externalizing Behaviors among Latino/a Children: A Longitudinal Analysis from School Entry through Third Grade

Empirical Research

DOI: 10.1007/s10964-007-9233-z

Cite this article as:
Araújo Dawson, B. & Williams, S.A. J Youth Adolescence (2008) 37: 399. doi:10.1007/s10964-007-9233-z

Abstract

This study examined the relationship between limited English proficiency status, and internalizing and externalizing behaviors among a sample of Latino/a children (N = 2,840) from the US Department of Education’s Early Childhood Longitudinal Study, Kindergarten (ECLS-K) data set. Results of cross sectional regression and hierarchical linear modeling (HLM) analyses suggest that there is a positive relationship between limited English proficiency and externalizing symptoms, particularly by third grade. Additionally, sex and place of birth also helped to explain externalizing behaviors at various time points in the models. Place of birth and family poverty were significantly associated with internalizing symptoms. Implications for future research and interventions related to internalizing and externalizing behavior among the Latino/a school aged population are discussed.

Keywords

Latino/a students Language status Limited English proficiency (LEP) Externalizing and internalizing behavior 

Copyright information

© Springer Science+Business Media, LLC 2007

Authors and Affiliations

  1. 1.Adelphi University, School of Social WorkGarden CityUSA
  2. 2.University of Houston, Graduate College of Social WorkHoustonUSA

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