Quantitative and qualitative data from the 2002 Latino Adolescent Transition Study were used to explore differences in acculturative stress and gang involvement between foreign-born and U.S.-born Latino middle school students. Regression analyses showed significant interactions between discrimination stress and immigration status as well as adaptation stress and immigration status. U.S.-born youths were significantly more likely to be gang-involved if they experienced discrimination stress. They were also less likely to be gang-involved if they experienced high adaptation stress. A minority of primarily foreign-born youths identified economic inequality and prejudicial attitudes as factors that differentiated them from Americans. Those reporting economic inequality were more likely to be gang-involved than those who did not. These findings suggest that the origins of gang involvement could differ between the two immigrant generations. Whereas U.S.-born Latinos may be more negatively affected by discrimination, foreign-born Latinos may be more sensitive to their comparatively low economic status.

Quantitative and qualitative data from the 2002 Latino Adolescent Transition Study were used to explore differences in acculturative stress and gang involvement between foreign-born and U.S.-born Latino middle school students. Regression analyses showed significant interactions between discrimination stress and immigration status as well as adaptation stress and immigration status. U.S.-born youths were significantly more likely to be gang-involved if they experienced discrimination stress. They were also less likely to be gang-involved if they experienced high adaptation stress. A minority of primarily foreign-born youths identified economic inequality and prejudicial attitudes as factors that differentiated them from Americans. Those reporting economic inequality were more likely to be gang-involved than those who did not. These findings suggest that the origins of gang involvement could differ between the two immigrant generations. Whereas U.S.-born Latinos may be more negatively affected by discrimination, foreign-born Latinos may be more sensitive to their comparatively low economic status.

Research has shown that ethnic-racial socialization (ERS) is associated with positive academic and mental health outcomes for adolescents. These socialization messages come in 3 forms: cultural socialization, preparation for bias, and promotion of mistrust. The ERS literature has mainly focused on African American populations but is expanding to include other demographics, such as Latinx individuals. Since much of ERS research has been conducted from the perspective of parents, the current study sought to add to the literature by evaluating adolescent experiences with ERS in their own words. The study was conducted using focus groups with late adolescents and young adults who shared their experiences in high school. Focus group data analysis occurred at both the individual and group level to extract themes regarding their experiences with ERS. Main themes from discussion included feeling like an outsider, navigating discrimination, social/emotional difficulties, and positive cultural identity. Each theme contained 2-3 categories that provide further insight into the Mexican American high school experience. There was some overlap with traditional ERS categories as well as departure and expansion, especially when it came to within group discrimination, disproving stereotypes, and a lack of promotion of mistrust messages. Participants described their experience in high school as "mostly positive, some negative, and a bit disconnected." Based on participant comments, this disconnection could be alleviated by increased opportunities to belong and contribute, learn social emotional skills, and celebrate successes.