This article considers processes from an ecological-ethical viewpoint that may help explain the high rate of school failure and dropout of immigrant Latino adolescents. Drawing from research on filial responsibility and risk and protective processes in this population, a conceptual model is presented that accounts for both negative and positive developmental outcomes. For example, it is speculated that different stressors linked to immigration (e.g., poverty, discrimination) occasion a marked increase in filial responsibility (e.g., assuming the role of interpreter and liaison to the English speaking community, working to earn money for the family) that may compete with other sociocognitive tasks, such as schooling and peer involvement. Yet, Latino youths who perform major caregiving tasks in the family also appear to derive an increased sense of personal and interpersonal competence. The implications of the model for research and prevention programming are discussed.

Filial responsibility Immigration Latino adolescents

education cultural anthropology urban area social behavior depression ecology longitudinal study poverty motivation interpersonal communication human wellbeing social isolation daily life activity immigration economic aspect ethnic group professional practice social interaction anger language administrative personnel Mexico human relation academic achievement human rights United States ethnic difference Hispanic worker attitude responsibility Adolescent psychology competence prediction risk factor primary prevention Review qualitative analysis cultural factor school theoretical model positive feedback government caregiver child parent relation negative feedback