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Language Brokering Conditions the Indirect Association Between Mexican-Origin Adolescents' Academic Discrimination
Su Yeong Kim1, Yayu Du1, Chantal Alvarado1
1Department of Human Development and Family Sciences, The University of Texas at Austin, Austin, Texas, USA.
Journal of Community Psychology
|August 2, 2025
Summary
Academic discrimination negatively impacts Mexican-American adolescents' educational expectations. Positive parent relationships buffered this, while stress from language brokering worsened outcomes.
Area of Science:
- Sociology
- Developmental Psychology
- Educational Psychology
Background:
- Mexican-origin adolescents often show declining educational expectations during adolescence.
- Academic discrimination and parental language brokering are potential contributing factors.
Purpose of the Study:
- To examine the indirect effect of middle school academic discrimination on young adult educational expectations.
- To investigate the mediating roles of high school grades and engagement.
- To explore the moderating influence of language brokering experiences.
Main Methods:
- Longitudinal study of 604 Mexican-origin adolescents across four waves (2012-2023).
- Analysis of academic discrimination, high school grades, engagement, language brokering, and educational expectations.
Main Results:
- Middle school academic discrimination negatively predicted high school grades.
- Lower high school grades were associated with reduced young adult educational expectations.
- Positive parent relationships from language brokering acted as a buffer; stress from language brokering exacerbated negative effects.
Conclusions:
- Reducing early academic discrimination is crucial to prevent long-term adverse educational outcomes.
- Family context, specifically language brokering, interacts with discrimination to shape academic trajectories.
- Findings underscore the complex interplay of systemic and familial factors in Mexican immigrant households.
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