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Latino Youth as Information Leaders: Implications for Family Interaction and Civic Engagement in Immigrant Communities
Unformatted Document Text:  Information Leaders due to sample size and absence of panel data. From a theoretical perspective, however, we presume that information technology provides cognition as raw material for crystallization of deliberative and civic dispositions. We then document the extent to which schools and families engender deliberative and civic orientations. While these indicators should mark civic development, prior research has not explored implications of the information leader role for immigrant family interaction. We anticipate at least some parent pushback against perceived threats to ethnic identity. Focus groups allowed us to explore how parents and adolescents experience information flow when negotiating youth autonomy, family cohesion, and cultural assimilation. Results Student Survey We consider first the time Centaurus students spend with media. TV viewing, not surprisingly, consumes the most amount of time. The mean is 2.36 on the following scale: less than one hour = 1, 1-2 hours = 2, 3-5 hours = 3, 6-8 hours = 4, more than 8 hours = 5. While a typical respondent devotes more than two hours to television, traditional media otherwise lag behind time with new media. All four of the new-media activities (Internet, iPod/MP3 player, texting, and cell phone) generate means higher than the four types of traditional media (radio in car and home, reading newspapers and magazines). These indicators deployed a 1-to-4 response scale: none = 1, 5 minutes to less than 30 minutes = 2, 30 minutes to less than 1 hour = 3, more than 1 hour = 4. Means for new-media use range from 3.22 for texting to 2.92 for cell phone use. The range for traditional media is 2.73 for listening to a car radio to 1.68 for reading a newspaper. Teenage affinity for mobile media is hardly surprising; more noteworthy is prevalent use in a low-SES demographic. Latino and non-Latino students were quite similar in habitual 12

Authors: McDevitt, Mike. and Butler, Mary.
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background image
Information Leaders
due to sample size and absence of panel data. From a theoretical perspective, however, we 
presume that information technology provides cognition as raw material for crystallization of 
deliberative and civic dispositions. We then document the extent to which schools and families 
engender deliberative and civic orientations.
While these indicators should mark civic development, prior research has not explored 
implications of the information leader role for immigrant family interaction. We anticipate at 
least some parent pushback against perceived threats to ethnic identity. Focus groups allowed us 
to explore how parents and adolescents experience information flow when negotiating youth 
autonomy, family cohesion, and cultural assimilation. 
Results
Student Survey
We consider first the time Centaurus students spend with media. TV viewing, not 
surprisingly, consumes the most amount of time. The mean is 2.36 on the following scale: less 
than one hour = 1, 1-2 hours = 2, 3-5 hours = 3, 6-8 hours = 4, more than 8 hours = 5. While a 
typical respondent devotes more than two hours to television, traditional media otherwise lag 
behind time with new media. All four of the new-media activities (Internet, iPod/MP3 player, 
texting, and cell phone) generate means higher than the four types of traditional media (radio in 
car and home, reading newspapers and magazines). These indicators deployed a 1-to-4 response 
scale: none = 1, 5 minutes to less than 30 minutes = 2, 30 minutes to less than 1 hour = 3, more 
than 1 hour = 4. Means for new-media use range from 3.22 for texting to 2.92 for cell phone use. 
The range for traditional media is 2.73 for listening to a car radio to 1.68 for reading a 
newspaper. Teenage affinity for mobile media is hardly surprising; more noteworthy is prevalent 
use in a low-SES demographic. Latino and non-Latino students were quite similar in habitual 
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