The experience of cultural stress in the school system among Puerto Rican Hurricane María migrant families

Datos Bibliográficos

ID15802446
AutoresMaría Fernanda García (0000-0002-7346-7870, Boston College, autor de correspondencia), James C Hodges (0000-0003-4657-1979, Boston College), María Pineros-Leano (0000-0001-7057-8316, Boston College), Christopher Baidoo (0009-0009-1686-0869, Boston College), J Schwartz (0000-0003-4238-9520, Austin College), Mildred M Maldonado-Molina (0000-0003-1097-4338, University of Florida Health), Melissa Bates (University of Florida Health), Ivonne Calderón (0009-0004-3328-529X, University of Florida Health), C P Salas-Wright (0000-0001-8817-853X, Boston College)
Año2024
Volumen13
Número2
Páginas117-133
Fecha de publicación2024-08-05
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of Latinx Psychology (JOURNAL)
Identificadores de la revistaISSN: 2578-8086 • E-ISSN: 2578-8094
EditorialAmerican Psychological Association (PUBLISHER • US)
DOI10.1037/lat0000269
PMID40787007
OpenAlexW4401335492
IdiomaEN
Citas recibidas1

Hurricane María prompted a large-scale migration from Puerto Rico to the United States. Among other changes, this entailed a disruption to youths' education and necessitated navigating a new educational system. While prior research indicates that school environments are important influences on migrant adolescents' behavioral health, the specific mechanisms of this influence remain underexplored. Guided by cultural stress theory, we conducted qualitative interviews with Puerto Rican adolescents and parents (N=76) displaced to Florida by Hurricane María to explore how cultural stress manifests in the school context. The findings highlight three significant axes of interaction within the school context: language stress for youth and parents, peer relationships, and parental involvement with schools. This study underscores the critical role of schools in shaping the experiences of cultural stress for Puerto Rican Hurricane María crisis migrant children and parents. It emphasizes the importance of multilingual support, positive peer relationships, and addressing cultural differences in parental involvement to mitigate the negative impact of cultural stress on their well-being and educational outcomes

Economic growth · Ethnology · Geography · Migrant workers · Puerto rican · Sociology · Psychology · Resilience and Mental Health