In 2005, all 9th graders attending selected schools (n = 3,218) were invited to participate in the survey. Of those, 75% (n = 2,420) provided parental consent and student assent. Of the 2,420 students who provided consent and assent, 2,222 (92%) completed the survey in the 9th grade. Of the 2,222 students Crizotinib supplier who completed the 9th grade survey, 1,773 (80%) also completed surveys in the 10th and the 11th grades with 182 (8%) students completing the survey in the 10th grade but not in the 11th grade, 50 students (2%) completing the survey in the 11th grade but not in the 10th grade, and 217 (10%) students were lost to attrition before the 10th grade survey. Because the current study investigated Hispanic acculturation, we only retained data from students who self-identified as either Hispanic, Latino/a, Mexican, Mexican American, Chicano/a, Central American, South American, Mestizo, La Raza, or Spanish in Year 1 (N = 1,922).
We used data from Years 1, 2, and 3, and 486 students were excluded from the analysis due to missing data. This resulted in a final sample of 1,436 students. A comparison of study variables at time 1 between the final (N = 1,436) and omitted sample (n = 486) revealed differences. While students in the final sample scored significantly higher on acculturation (M = 0.65, SD = 1.39, and M = 0.62, SD = 1.60, respectively) (p < .001; d = .26) and familismo (M = 3.36, SD = 0.57 and M = 3.23, SD = 0.65, respectively) (p < .001; d = .20), students in the omitted sample scored higher on traditional gender roles (M = 2.25, SD = .63, and M = 2.18, SD = 0.
62, respectively) (p < .05; d = ?.12). Students in the final sample (8.1%) were also more likely to have smoked cigarettes in the past 30 days than students in the omitted sample (5.0%) (p < .05; = .05) and they were more likely to report adult smoking (33.8%) than the omitted sample (23.3%) (p < .001; = .10). Measures Acculturation and Enculturation We used 10 items from the short form of the Revised Acculturation Rating Scale for Mexican Americans (ARSMA-II; Cu��llar, Arnold, & Maldonado, 1995). Five items came from the Anglo orientation and five from the Hispanic orientation subscales (see Unger et al., 2009 for a detailed description). Adolescents indicated on a 5-point scale (1 = not at all to 5 = almost always/extremely often) how much they did or enjoyed certain activities (e.g.
, speaking Spanish/English, reading books in English, and watching TV in Spanish) (Cronbach��s �� = .75 for the United States and .88 for Hispanic orientation). Everyday Discrimination Everyday Cilengitide discrimination was measured with 10 items (Guyll et al., 2001). A sample item was, ��You are treated with less respect than other people.�� Adolescents indicated the frequency of each experience (4 = often to 1 = never). Higher scores represent more experiences of everyday discrimination (Cronbach��s �� = .88).