Research Paper Summaries
In-depth Studies and Scholarly Contributions by Dr. Su Yeong Kim
Discrimination, language brokering efficacy, and academic competence among adolescent language brokers
Summary:
This study by Shanting Chen, Yang Hou, Aprile Benner, and Su Yeong Kim investigates how perceived discrimination influences academic competence among Mexican American adolescent language brokers, youth who translate and mediate cultural contexts for their immigrant parents. Guided by García Coll’s integrative model (1996) and the adapting cultural systems framework (White et al., 2018), the researchers examined whether language brokering efficacy, adolescents’ confidence in their translation abilities, mediates this relationship.
The study used a two-wave longitudinal design with 604 Mexican American adolescents (mean age = 12.4 years) from central Texas. Data on perceived discrimination, language brokering efficacy, and academic competence (including grades, school engagement, and learning goals) were collected through bilingual surveys in English and Spanish. Path analyses were conducted to test mediation effects and differences in brokering for mothers versus fathers.
Key findings reveal that adolescents who reported higher discrimination demonstrated lower language brokering efficacy, which in turn predicted poorer academic competence. The mediating effect was stronger when translating for mothers than for fathers, reflecting traditional gender roles in Mexican American families, where adolescents more frequently broker for mothers. Interestingly, an alternative model showed a reciprocal relationship; better academic performance also enhanced brokering efficacy.
The study underscores the dual impact of discrimination: it undermines both adolescents’ translation confidence and academic outcomes. However, fostering academic success and building brokering efficacy can create a positive developmental cycle.
The authors recommend culturally sensitive interventions, including programs that boost language brokers’ confidence, provide academic support, and address discrimination-related stress. These strategies can help Mexican American adolescent language brokers achieve better academic and emotional well-being.
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