Increasing Latinx Youth Engagement Across Different Types of After-School Organizations

This article explores how Latinx youth engagement practices vary across different types of out-of-school organizations that successfully sustain Latinx youth participation. Data are drawn from a qualitative study of 13 California organizations that each emphasize one of 3 missions: social justice youth development, “one-stop” wrap-around services, or academic enrichment. While all organizations are found to adhere to a core set of Latinx youth development guiding principles, there are nuanced differences in how they are operationalized in practice across varied organization types, reflecting variation in terms of discourse, scale, and scope. These findings highlight the need for youth development practitioners and collaborating researchers to understand the context of youth-serving organizations when identifying and implementing promising practices and extension programs.

Border Thinking: Latinx Youth Decolonizing Citizenship

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Explaining Latinx Youth Delinquency: A Gendered Test of Latinx General Strain Theory

Recently, scholars have reintroduced a Latinx general strain theory in which it is suggested that ethnic-specific strains, including acculturation, are driving forces for criminal and delinquent behaviors among the Latinx population. Using data collected from the Dating Violence Among Latino Adolescents (DAVILA) Study, this study investigated whether these ethnic strains influenced delinquency differently based on the respondent's gender. Results indicate that boys engaged in more delinquent behaviors than girls, whereas girls were more acculturated than boys. Depression, anxiety, and social support were more prevalent among girls than among boys. In addition, girls were more likely to be enculturated and perform better in school than boys. Acculturation did not significantly predict delinquency for either boys or girls. In contrast, polyvictimization was the only variable to consistently predict delinquency among boys and girls. Results provided partial support for the hypotheses, in that, while depression and anxiety varied by gender as predicted by the gendered general strain theory, the ethnic-specific strain of acculturation failed to predict delinquent behavior in this sample. Ultimately, this study highlights the need to examine other ethnic-specific strains to better understand delinquent behavior among Latinx youth.

Dual Language as White Property: Examining a Secondary Bilingual-Education Program and Latinx Equity

This critical race ethnography examines a secondary-level dual-language (DL) program, a bilingual-education model thought to provide Latinxs educational equity. Drawing from a three-stage recursive analytic approach, I present evidence that a DL program’s policies and practices valued offering Latinx youth biliterate schooling only so long as DL was available and advantageous to Whites—which ultimately excluded some Latinx students from bilingual education and/or accessing its benefits. I theorize DL functions as white property when DL perpetuates racial hierarchies and preserves the value of a white racial identity, thereby maintaining Whites’ inequitable material accumulation. I problematize the logic of DL—highlighting that DL has the elitist tendencies of world-language education—and assess DL’s potential to deliver educational justice to Latinxs.