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Longitudinal Within- and Between-Person Effects of School Discrimination on U.S. Latino/a Adolescents' Prosocial Behaviors

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Title: Longitudinal Within- and Between-Person Effects of School Discrimination on U.S. Latino/a Adolescents' Prosocial Behaviors
Language: English
Authors: Roushanac Partovi (ORCID 0000-0001-9507-0236), Gustavo Carlo, Rebecca M. B. White, Kathleen M. Roche, Todd D. Little
Source: Developmental Psychology. 2026 62(6):1162-1175.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 14
Publication Date: 2026
Sponsoring Agency: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)
Contract Number: R01HD090232
R01HD106650
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
High Schools
Descriptors: Educational Discrimination, Adolescents, Prosocial Behavior, Behavior Development, Middle School Students, High School Students, Hispanic American Students, School Transition
Geographic Terms: Georgia (Atlanta)
DOI: 10.1037/dev0001989
ISSN: 0012-1649
1939-0599
Abstract: Following a school-based community sample of U.S. Latino/a adolescents surveyed at seven time points from eighth to 11th grade, we examined within- and between-person effects of school adult discrimination on adolescent engagement in emotional, dire, and compliant forms of prosocial behaviors across semester and school transitions. Participants were 547 U.S. Latino/a adolescents (M[subscript age] = 13.70 years; 45% boys; 90% U.S. born) in suburban Atlanta, Georgia, a new immigrant destination. We conducted analyses using random-intercept cross-lagged panel models. Within-person effects across all time points indicated that, when an adolescent's report of discrimination at one time point exceeded their average discrimination score across all time points, the adolescent reported fewer dire prosocial behaviors at a subsequent time point. Additionally, from the fall of eighth grade through the spring of ninth grade, adolescents who reported greater school adult discrimination compared with their own cross-time averages reported lower engagement in emotional prosocial behaviors at subsequent time points. Importantly, tests of indirect effects demonstrated that discrimination experienced before and after the transition to high school had lasting spillover effects on emotional and dire prosocial behaviors later in high school. Between-person effects indicated that adolescents with higher average scores for discrimination across all time points engaged in fewer compliant and emotional prosocial behaviors, on average. The findings highlight that discrimination from adults at school may contribute to declines in Latino/a adolescent prosocial behaviors but in unique ways depending upon the form of prosocial behavior and school transitions.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505777
Database: ERIC
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  Data: Longitudinal Within- and Between-Person Effects of School Discrimination on U.S. Latino/a Adolescents' Prosocial Behaviors
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  Data: <searchLink fieldCode="AR" term="%22Roushanac+Partovi%22">Roushanac Partovi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9507-0236">0000-0001-9507-0236</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gustavo+Carlo%22">Gustavo Carlo</searchLink><br /><searchLink fieldCode="AR" term="%22Rebecca+M%2E+B%2E+White%22">Rebecca M. B. White</searchLink><br /><searchLink fieldCode="AR" term="%22Kathleen+M%2E+Roche%22">Kathleen M. Roche</searchLink><br /><searchLink fieldCode="AR" term="%22Todd+D%2E+Little%22">Todd D. Little</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Developmental+Psychology%22"><i>Developmental Psychology</i></searchLink>. 2026 62(6):1162-1175.
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
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  Data: Y
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  Data: 14
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  Data: 2026
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  Data: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Georgia+%28Atlanta%29%22">Georgia (Atlanta)</searchLink>
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  Data: 10.1037/dev0001989
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  Data: 0012-1649<br />1939-0599
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Following a school-based community sample of U.S. Latino/a adolescents surveyed at seven time points from eighth to 11th grade, we examined within- and between-person effects of school adult discrimination on adolescent engagement in emotional, dire, and compliant forms of prosocial behaviors across semester and school transitions. Participants were 547 U.S. Latino/a adolescents (M[subscript age] = 13.70 years; 45% boys; 90% U.S. born) in suburban Atlanta, Georgia, a new immigrant destination. We conducted analyses using random-intercept cross-lagged panel models. Within-person effects across all time points indicated that, when an adolescent's report of discrimination at one time point exceeded their average discrimination score across all time points, the adolescent reported fewer dire prosocial behaviors at a subsequent time point. Additionally, from the fall of eighth grade through the spring of ninth grade, adolescents who reported greater school adult discrimination compared with their own cross-time averages reported lower engagement in emotional prosocial behaviors at subsequent time points. Importantly, tests of indirect effects demonstrated that discrimination experienced before and after the transition to high school had lasting spillover effects on emotional and dire prosocial behaviors later in high school. Between-person effects indicated that adolescents with higher average scores for discrimination across all time points engaged in fewer compliant and emotional prosocial behaviors, on average. The findings highlight that discrimination from adults at school may contribute to declines in Latino/a adolescent prosocial behaviors but in unique ways depending upon the form of prosocial behavior and school transitions.
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  Data: 2026
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  Data: EJ1505777
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        Value: 10.1037/dev0001989
    Languages:
      – Text: English
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        PageCount: 14
        StartPage: 1162
    Subjects:
      – SubjectFull: Educational Discrimination
        Type: general
      – SubjectFull: Adolescents
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      – SubjectFull: Prosocial Behavior
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      – SubjectFull: Behavior Development
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      – SubjectFull: Middle School Students
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      – SubjectFull: High School Students
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      – SubjectFull: Hispanic American Students
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      – SubjectFull: School Transition
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      – SubjectFull: Georgia (Atlanta)
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