The role of resource, protective, and risk factors on academic achievement-related outcomes of economically disadvantaged Latino youth

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Externalizing and Internalizing Problems in Low-Income Latino Early Adolescents (2004, background): “For example, despite living in homes characterized by elevated levels of maternal distress and economic disadvantage, Latino early adolescents exposed to high levels of maternal monitoring show better academic achievement than their peers exposed to low levels of monitoring (Prelow & Loukas, 2003).”
Examining Social Capital as a Mechanism for Improving School Engagement Among Low Income Hispanic Girls (2007, background): “Prelow and Loukas (2003) found that maternal monitoring of early adolescent activities and academic involvement in the home, (e.g., checking homework) were two contextual factors associated with improved academic achievement outcomes among economically disadvantaged Hispanic youth.”
Academic Support by Significant Others and Educational Resilience in Mexican-Origin Ninth Grade Students From Intact Families (2008, result): “Consistent with previous research, the present results show that academic support by teachers is important in promoting academic success in the forms of satisfaction and grade point average (Kao & Tienda, 1998; Prelow & Loukas, 2003).”