El fondo Ignacio Martín-Baró en sus veinticinco años / The fund Ignacio Martín-Baró in his twenty-five years

Este artículo es una versión actualizada del publicado originalmente al cumplirse los 25 años de la creación del Fondo Martín Baró. Da cuenta del proceso de gestación de un proyecto filantrópico como respuesta a una tragedia. El asesinato de Ignacio Martín-Baró en 1989 es recordado por distintos académicos norteamericanos que lo conocieron y que decidieron continuar con su obra a partir de apoyar proyectos comunitarios y sociales en distintas partes del mundo

This article is an updated version of the one originally published after the 25th anniversary of the creation of the Ignacio Martín Baró Fund for Mental Health and Human Rights. It gives an account of the process of developing this philanthropic project that sought to respond in one small way to a tragedy. The murder of Ignacio Martín-Baró in 1989 is remembered by different American academics who knew him and who decided to continue his work based on upporting community and social projects in different parts of the world

Exploring the divergent academic outcomes of U.S.-origin and immigrant-origin Black undergraduates.

To explore the divergent academic experiences and outcomes of U.S.-origin and immigrant-origin Black Americans, we drew on Tinto's model of persistence (1993) to test a three-wave longitudinal model of college persistence using path analysis. Our sample was comprised of 101 ethnically-diverse Black students who were randomly selected from nine public high schools in the metropolitan Boston area and went on to matriculate at 32 different, predominantly White colleges and universities. Specifically, we compared U.S.-origin and immigrant-origin Black undergraduates' reported college social support/social integration and academic integration; and measured the influence of these factors (as well as high school grades and socioeconomic status) on college persistence two years later. As predicted, and consistent with previous studies, immigrant-origin Black students academically outperformed their U.S.-origin Black counterparts, earning significantly higher high school grades and demonstrating greater persistence in college. However, when the effects of high school grades and SES on college persistence were included in a multivariate path model together with immigration status and college social and academic integration, immigration status no longer predicted college persistence. Neither social nor academic integration predicted college persistence, within the path model, as hypothesized, but social integration did predict academic integration as expected. In separate correlational analyses, academic integration and SES were associated with college persistence for U.S.-origin Black students, but this was not the case for immigrant-origin Black students. We discuss the implications of these findings for fostering greater success among diverse Black undergraduates.

The influence of authoritative parenting during adolescence on depressive symptoms in young adulthood: examining the mediating roles of self-development and peer support.

A diverse sample of 1,143 high school seniors and 182 students who were part of the same cohort but who left high school without graduating were interviewed during late adolescence (Time 1 [T1]) as well as 2 (Time 2 [T2]) and 4 years later (Time 3 [T3]). Perceived self-development, peer support, and prior levels of depressive symptoms (T2) were hypothesized to mediate the relationship between authoritative parenting during adolescence (T1) and depressive symptoms during young adulthood (T3). T2 sense of self as worthy and efficacious and depressive symptoms, but not peer support, fully mediated the effect of authoritative parenting on T3 depressive symptoms. The authors discuss the importance of parenting for healthy, emerging adult self-development and the continuing influence of parenting styles during adolescence on young adult depressive symptoms.

Navigating disrupted transitions: getting back on track after dropping out of high school.

Using ecological-developmental and resilience perspectives, this study utilizes quantitative and qualitative methods to examine the role of family, community, and individual variables in reestablishing school and work pathways for a diverse sample of 182 Boston-area high school dropouts. Extra familial involvement and individual coping style prove the best predictors of on-track status.

Attachment and core relationship themes: wishes for autonomy and closeness in the narratives of securely and insecurely attached adults.

This study examines links between attachment states of mind and relationship schemas in a sample of 40 young adults, half of whom were hospitalized as adolescents for psychiatric treatment. Participants were interviewed about their closest relationships, and, using the Core Conflictual Relationship Theme method, their narratives about these relationships were analyzed for the relative frequency with which they expressed wishes for closeness and for autonomy in relation to others. Participants were also administered the Adult Attachment Interview and were classified with respect to security of attachment. Security of attachment was associated with the relative frequency with which participants expressed wishes for autonomy in their narratives about close relationships, even after accounting for current levels of psychological functioning and history of serious psychopathology in adolescence. Security of attachment was not associated with the relative frequency with which participants expressed wishes for closeness. The study suggests that core relational wishes for autonomy are linked specifically with subtypes of insecure attachment. These findings extend what is known about connections between the representation of early attachment relationships and the wishes and needs expressed in current relationships with significant others.