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Testing a Model of Resistance to Peer Pressure Among Mexican-Origin Adolescents

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This study examined the factors associated with resistance to peer pressure toward antisocial behaviors among a sample of Mexican-origin adolescents (n=564) living in a large Southwestern city in the U.S. A model examining the influence of generational status, emotional autonomy from parents, and self-esteem on resistance to peer pressure was tested independently for boys and girls. Gender differences emerged in the factors that influenced resistance to peer pressure. Results indicated that resistance to peer pressure was influenced by generational status and emotional autonomy from parents for both boys and girls. However, self-esteem was found to influence resistance to peer pressure only for boys.

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Authors and Affiliations

  1. Department of Family and Human Development, Arizona State University, Box 872502, Tempe, AZ, 85287-2502, USA

    Mayra Y. Bámaca & Adriana J. Umaña-Taylor

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  1. Mayra Y. Bámaca
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  2. Adriana J. Umaña-Taylor
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Correspondence to Mayra Y. Bámaca.

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Mayra Y. Bámaca is a graduate student in Family and Human Development at Arizona State University. Her research interests include adolescent development among ethnically diverse populations, the influence of contextual factors in development, parenting adolescents, and resiliency among Latino adolescents and their families. This work was based on the master’s thesis of the first author.

Adriana J. Umaña-Taylor received her Ph.D. from the University of Missouri-Columbia and is currently an Assistant Professor of Family and Human Development at Arizona State University. Her research interests include ethnic identity formation during adolescence and resilience among Latino adolescents and their families.

This study was supported, in part, by a grant to the second author from the Fahs Beck Fund for Research and Experimentation of the New York Community Trust.

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Bámaca, M.Y., Umaña-Taylor, A.J. Testing a Model of Resistance to Peer Pressure Among Mexican-Origin Adolescents. J Youth Adolescence 35, 626–640 (2006). https://doi.org/10.1007/s10964-006-9055-4

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