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Grounded in developmental and cultural-ecological perspectives, the current study examined trajectories of parent-youth conflict regarding everyday issues across adolescence and into young adulthood. Data came from 246 Mexican-origin families in the southwestern United States with younger siblings (51% female, Mage = 12.8, SD = 0.58), older siblings (Mage = 15.5, SD = 1.57), mothers (Mage = 39.0; SD = 4.6), and fathers (Mage = 41.7; SD = 5.8) and were collected at four time points over an 8-year period. Multilevel modeling analyses revealed linear declines in mother-youth and father-youth conflict across ages 12-22. Youth, but not parent, familism values were associated with variation in parent-youth conflict. This study extends understanding of culturally and developmentally salient processes of mother-youth and father-youth relationships in Mexican-origin families.
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OBJECTIVES: This study aimed to evaluate the feasibility, acceptability, and preliminary efficacy of the Italian adaptation of the Identity Project (IP), a school-based intervention promoting cultural identity formation in adolescence. METHOD: Participants were 138 adolescents (Mage = 15.66 years, SD = 0.84, 63% female, 37% of immigrant descent) from nine classrooms that were assigned to the intervention or control condition based on teachers' indications to ensure sustainability. The curriculum was delivered online due to COVID-19 pandemic-related restrictions in spring 2021. Youth self-reported on their cultural identity exploration and resolution 1 week before and 1 week after the intervention. Feedback on the cultural appropriateness and salience of the program was gathered from students and teachers via online focus groups. RESULTS: The analysis of qualitative data supported the feasibility and acceptability of the culturally adapted IP, with students expressing appreciation for its interactive approach and the possibility to learn about their classmates' cultural origins. Analysis of quantitative data indicated that the program led to increases in cultural identity resolution, but not exploration. CONCLUSION: This pilot implementation confirms the importance of intervening in cultural identity development in multiethnic classrooms in Italy, although further work is necessary to better understand if nonsignificant findings for exploration were due to measurement issues introduced by the COVID-19 pandemic or if program modifications are necessary to stimulate adolescents' engagement in exploration processes. Delivering the activities in person and without social distancing measures may be crucial to increase its efficacy. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
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Cultural identity formation is a complex developmental task that influences adolescents' adjustment. However, less is known about individual variations in trajectories of cultural identity processes and how they relate to youth psychosocial outcomes. Using a person-centered approach, this study investigated patterns of change over a year in cultural identity exploration and resolution, respectively, among ethnically diverse adolescents in Italy. The sample included 173 high school students (Mage = 15 yrs, SD = 0.62, range = 14-17; 58.4% female; 26% immigrant background) who had participated in the Identity Project, a school-based intervention targeting ethnic-racial identity development. Longitudinal latent profile analysis revealed only one profile of change for exploration, whereas four unique profiles for resolution emerged ("stable low," "stable average," "increase low-to-average," "increase high-to-higher"). Overall, youth in the resolution-increase profiles reported the best outcomes. The findings highlight the heterogeneity of adolescents' resolution trajectories and the benefits of an increased sense of clarity concerning one's cultural identity for positive psychosocial functioning.
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Ethnic-racial identity (ERI) development is consequential for youth adjustment and includes exploration, resolution, and affect about the meaning of one's ethnic-racial group membership. Little is known about how identity-relevant experiences, such as ethnic-racial socialization and discrimination in peer relationships and school contexts, catalyze adolescent ERI development. The present study examines how identity-relevant experiences in friend and school contexts (i.e., proportion of same-ethnoracial friends, cultural socialization among friends, friends' ERI dimensions, friends' experiences of ethnoracial discrimination, and school promotion of cultural competence and critical consciousness) are associated with ERI development. A multivariate path model with a sample from four southwestern U.S. schools (N = 717; 50.5% girls; Mage = 13.76; 32% Latinx, 31.5% Multiethnic, 25.7% White, 11% other) was used to test these associations. Findings showed that friend and school predictors of ERI did not differ between early and middle adolescents, but significant differences and similarities emerged in some of these associations between ethnoracially minoritized and White youth. Specifically, friend cultural socialization was positively associated with ERI exploration for ethnoracially minoritized youth only, whereas school critical consciousness socialization was positively linked with ERI exploration only for White youth. Friend cultural socialization and friend network's levels of ERI resolution were positively associated with ERI resolution across both ethnoracial groups. These friend and school socialization associations were documented above and beyond significant contributions of personal ethnoracial discrimination to ERI exploration and negative affect for both ethnoracially minoritized and White youth. These findings expand our understanding of how friend and school socialization mechanisms are associated with adolescent ERI development, which is vital to advancing developmental theory and fostering developmental competences for youth to navigate their multicultural yet socially stratified and inequitable world.
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Ethnic-racial identity formation has significant consequences for positive youth development. Existing findings support the efficacy of the Identity Project, a school-based ethnic-racial identity intervention, when delivered by researchers; however, effectiveness of the program when delivered by teachers is unknown. This study examined changes in adolescents' (N = 180; 42.2% male, 50.6% female, 6.7% another gender identity; Mage = 14.11, SD = 0.33; 38.3% Latinx, 33.9% White, 15.0% Black, 9.4% Asian American, 3.3% another ethnoracial background) ethnic-racial identity exploration as a function of their teachers' implementation of the Identity Project. Findings indicated that ethnic-racial identity exploration significantly increased from pretest to posttest, and this did not vary based on familial ethnic-racial socialization, student-teacher ethnoracial match/mismatch, gender, immigrant status, or ethnoracial background. This study provides preliminary evidence that U.S. educators can be trained to efficaciously implement the Identity Project with high school students and, furthermore, that this approach to program dissemination may not only facilitate scale-up but also result in greater gains for adolescents relative to research-led implementations.
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This registered report evaluated the efficacy of an Italian adaptation of the Identity Project, a school-based intervention promoting adolescents' cultural identity. Migration background and environmental sensitivity were explored as moderators. After adapting and piloting the intervention, a randomized controlled trial was conducted between October 2021 and January 2022 on 747 ethnically diverse adolescents (Mage = 15 years, 53% girls, 31% with migration background) attending 45 classrooms randomly assigned to the intervention or control condition. Bayesian analyses confirmed the efficacy of the Italian IP in enhancing exploration processes (Cohen's d = .18), whereas no cascading effect on resolution emerged. Youth with higher (vs. lower) levels of environmental sensitivity benefited more in terms of exploration. Implications for developmental theory and practice are discussed.
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Instituições Acadêmicas , Feminino , Humanos , Adolescente , Masculino , Teorema de Bayes , ItáliaRESUMO
OBJECTIVES: The present study examined whether teen mothers' adaptive cultural characteristics (i.e., familism values, language competency pressures, and involvement in Mexican culture and U.S. mainstream culture) when children were 3 years old (i.e., Wave 4; W4) informed mothers' Spanish language use with their children when children were 4 years old (W5) and, in turn, children's subsequent Spanish receptive vocabulary when children were 5 years old (W6). METHOD: The present study included 204 Mexican-origin children (58% male) and their mothers who entered parenthood during adolescence (M = 16.24, SD = .99 at W1). RESULTS: Five mediational processes were significant, such that mothers' higher familism values (i.e., emphasizing family support and obligations), Spanish competency pressure (i.e., stress associated with Spanish language competency), and involvement in U.S. mainstream culture at W4 were associated with mothers' lower Spanish language use with children at W5 and, in turn, children's lower levels of Spanish receptive vocabulary at W6. Mothers' greater involvement in Mexican culture and English competency pressure (i.e., stress associated with English language competency) at W4 were associated with mothers' greater Spanish language use with children at W5 and, in turn, children's greater Spanish receptive vocabulary at W6. Additionally, mothers' greater involvement in U.S. mainstream culture at W4 was directly associated with children's lower Spanish language abilities at W6. CONCLUSIONS: Findings highlight the importance of the family context in Mexican-origin children's Spanish language skills over time. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
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OBJECTIVES: The present study examined whether sociocultural risk factors (i.e., mothers' risky behaviors, mothers' and grandmothers' ethnic discrimination, and family economic hardship) predicted children's internalizing behaviors. We also tested whether sociocultural protective factors, including children's positive ethnic-racial identity (ERI) attitudes and mothers' cultural socialization, moderated relations. METHOD: Participants were 182 5-year-old Mexican-origin children, their mothers, and grandmothers. RESULTS: Findings indicated that children's positive ERI attitudes were protective, such that grandmothers' discrimination predicted children's greater internalizing at low levels of children's positive ERI attitudes, but this relation was not significant at high levels of children's positive ERI attitudes. Mothers' cultural socialization was also protective, such that mothers' risky behaviors predicted children's greater internalizing at low levels of mothers' cultural socialization, but this relation was not significant at high levels of mothers' cultural socialization. Economic hardship predicted children's greater internalizing and no variables moderated this relation. CONCLUSIONS: Findings highlight that mothers' engagement in risky behaviors, grandmothers' ethnic discrimination experiences, and family economic hardship contribute to children's greater internalizing behaviors. However, in some of these relations, children's positive ERI attitudes and mothers' cultural socialization are protective. In future research and programming, a consideration of the role of individual, family, and cultural factors will be important for addressing and reducing children's internalizing behaviors. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
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Mães , Socialização , Feminino , Humanos , Criança , Comportamento Infantil , Relações Mãe-Filho , Identificação SocialRESUMO
Black immigrants and their children represent a significant and growing share of the U.S. Black population; however, their experiences of their multifaceted identities are often collapsed into the experiences of multigenerational Black youth. The current study investigates whether generalized ethnic-racial identity measures are equivalent for Black youth with an immigrant parent and Black youth with only U.S.-born parents. Participants were 767 Black adolescents (16.6% immigrant-origin; Mage = 16.28, SD = 1.12) attending diverse high schools in two regions of the U.S. Participants completed the affirmation, exploration, and resolution subscales of the Ethnic Identity Scale-Brief (EIS-B), along with the centrality and public regard subscales of the Multidimensional Inventory of Black Identity-Teen (MIBI-T). The results indicated that, whereas the EIS-B demonstrated scalar invariance, the MIBI-T demonstrated partial scalar invariance. Accounting for measurement error, immigrant-origin youth reported lower affirmation than multigenerational U.S.-origin youth. Across groups, ethnic-racial identity exploration and resolution scores were positively associated with family ethnic socialization; ethnic-racial identity affirmation was positively associated with self-esteem; and ethnic-racial identity public regard was negatively associated with ethnic-racial discrimination, supporting convergent validity. Conversely, centrality was positively associated with discrimination among multigenerational U.S.-origin Black youth, but the relation was not significant among immigrant-origin Black youth. These results fill a methodological gap in the literature, providing researchers with empirical support for considering whether to pool immigrant-origin and multigenerational U.S.-origin Black youth in analyses regarding ethnic-racial identity.
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Emigrantes e Imigrantes , Racismo , Identificação Social , Adolescente , Criança , Humanos , População Negra , Autoimagem , Socialização , Estados UnidosRESUMO
Given persisting systemic inequities, rising white nationalism, and an increasingly diverse ethnic-racial population, there is a need for empirical research on how White youth develop anti-racist competencies during adolescence. Indicators of adolescents' ethnic-racial identity (ERI), such as ERI negative affect and centrality may play an important role in this process and are important to examine specifically for White youth because they involve feelings and beliefs about membership in a group socially perceived to be dominant. In fact, ERI negative affect and centrality may operate as unique mechanisms through which White youth develop attitudes about interacting with different ethnic-racial groups. Accordingly, the current study used a prospective longitudinal design to test whether White youth's (N = 1243; Mage = 16.09, SD = 1.20; 47% female, 53% male) ERI negative affect and centrality predicted their ethnic-racial intergroup contact attitudes across a school year. Multivariate path analysis indicated that higher centrality at the beginning of the school year predicted greater avoidance attitudes later in the school year, adjusting for earlier avoidance attitudes. The interaction between ERI negative affect and centrality was marginally significant in predicting later avoidance and approach attitudes. The findings suggest that ERI may function as a mechanism through which White youth develop intergroup contact attitudes.
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Identificação Social , Brancos , Humanos , Masculino , Adolescente , Feminino , Estudos Prospectivos , Grupos Raciais , AfetoRESUMO
Adolescents' ethnic-racial identity (ERI) exploration, resolution, and affirmation inform their approach and avoidance attitudes toward intergroup contact, but the potential mechanisms through which this occurs have been underexplored. Given the evidence that adolescents with higher ERI exploration, resolution, and affirmation also report higher self-esteem, and self-esteem is theorized to facilitate openness to intergroup contact, the current study explored the role of self-esteem as a mediator of the relation between adolescents' ERI and their intergroup contact attitudes. Participants were 4606 adolescents (Mage = 16.35, SD = 1.16; 37.5% White, 27.1% Black, 20.7% Latinx, 11.7% Asian American, 3% Native American) from the U.S. Southwest and Midwest. The three waves of data were collected between March 2017 and March 2018. Results from longitudinal multigroup path models indicated that across all ethnic-racial groups there were positive direct relations between Wave 1 (W1) ERI resolution and W2 self-esteem (7 months later). In turn, W2 self-esteem was positively related to W3 approach attitudes (12 months later) and negatively related to W3 avoidance attitudes. The relations between ERI resolution and both approach and avoidance attitudes were fully mediated by self-esteem across all ethnic-racial groups. Notably the baseline values (W1) of all mediation and outcome variables (W2, W3) were included, suggesting that ERI resolution at baseline predicted increases in self-esteem, which predicted subsequent increases in approach attitudes and decreases in avoidance attitudes. ERI exploration and affirmation were not significant predictors of later self-esteem or contact attitudes. These findings suggest that of the three dimensions of ERI examined, resolution is the primary driver of the increases in self-esteem that inform adolescents' attitudes towards interaction with ethnic-racial outgroup members.
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Atitude , Grupos Raciais , Autoimagem , Identificação Social , Habilidades Sociais , Adolescente , Humanos , Asiático , Grupos Raciais/etnologia , Grupos Raciais/psicologia , Sudoeste dos Estados Unidos , Meio-Oeste dos Estados Unidos , Negro ou Afro-Americano , Hispânico ou Latino , Indígena Americano ou Nativo do Alasca , Brancos , Etnicidade/psicologia , Atitude/etnologiaRESUMO
Parents' academic socialization of their young children is a critical yet understudied area, especially in the context of vulnerable parent-child dyads. The current longitudinal study examined factors that informed mothers' beliefs and practices concerning children's kindergarten readiness in a sample of 204 Mexican-origin adolescent mothers (M age = 19.94). Adolescent mothers' individual characteristics and assets (i.e., parental self-efficacy, educational attainment, educational utility beliefs, knowledge of child development) and sources of stress (i.e., economic hardship, coparenting conflict) were related to the importance they placed on children's social-emotional and academic readiness for kindergarten, their provision of cognitive stimulation and emotional support to their children in the home, and their enjoyment of literacy activities with their child. Moreover, adolescents' perception of parenting daily hassles emerged as a mediator in this process. Findings underscore the importance of considering Mexican-origin adolescent mothers' strengths and assets along with their unique contextual stressors as they relate to beliefs and practices that could have implications for their children's school success.
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This study examined daily links between sibling warmth and negativity and positive and negative mood in middle childhood and the moderating role of enculturation. Participants were 326 Latinx children from 163 families in the United States (Mage = 10.63 and 8.58 years for older and younger siblings, 48.5% female, 89.3% Mexican-origin). Children reported their days' experiences during seven nightly phone interviews conducted in 2018-2019. Multilevel analyses revealed within-person, positive associations between daily sibling warmth and positive mood ( OR = 1.81 , 95 % CI = [ 1.25 , 2.62 ] ) , and sibling negativity and negative mood ( OR = 3.21 , 95 % CI = [ 2.12 , 4.86 ] ) . Moreover, for more enculturated children, odds of positive mood were lower on days when they experienced more sibling negativity than usual. Findings document the significance of Latinx children's daily sibling experiences.
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Relações entre Irmãos , Irmãos , Afeto , Criança , Feminino , Humanos , Masculino , México , Estados UnidosRESUMO
Cultural-ecological theories posit that ethnic-racial identity (ERI) development is shaped by transactions between contexts of ethnic-racial socialization, yet research considering intersections among multiple contexts is limited. In this study, Black, Latino, White, and Asian American adolescents (N = 98; Mage = 16.26, SD = 1.09; 55.1% female identifying) participated in surveys and focus group discussions (2013-2014) to share insights into ERI development in context. Using consensual qualitative research, results indicated: (a) family ethnic-racial socialization intersects with community-based, peer, media, and school socialization; (b) ethnic-racial socialization occurs outside family through intersections between peer, school, community-based, and media settings; and (c) ethnic-racial socialization is embedded within systems of racial oppression across contexts. Discussion includes implications for future research and interventions supporting youth ERI.
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Identificação Social , Socialização , Adolescente , Etnicidade , Feminino , Hispânico ou Latino , Humanos , Masculino , Grupos RaciaisRESUMO
OBJECTIVES: Ethnic-racial minoritized adolescents are tasked with concurrently developing and balancing their ethnic-racial and national identities. The present study investigated the extent to which these two social identities were simultaneously associated with U.S. Latino adolescents' psychological adjustment via their associations with global identity coherence. METHOD: This cross-sectional study included 370 self-identified Latino middle-to-late adolescents (Mage = 16.14 years; SD = 1.12; range: 14-18; 52.8% female; 96.2% U.S.-born; 50% had at least one foreign-born parent) who completed paper surveys in class. Structural equation path analyses with bias-corrected bootstrapping were conducted to test a theoretical mediational model of identity and adjustment. RESULTS: Findings indicated that each social identity component explained significant variance in adolescent psychological adjustment (i.e., lower depressive symptoms; higher life satisfaction and self-esteem) via its unique association with identity coherence (i.e., synthesis and confusion). Results generalized across adolescent gender but were qualified by family immigrant status (i.e., having no foreign-born parent vs. having at least one foreign-born parent). Additionally, there was no support for an alternate model with the order of predictors and mediators reversed. CONCLUSIONS: This study highlights the importance of multifaceted, multicomponent social identity development and exemplifies ways in which social position factors may set adolescents onto different developmental pathways. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
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OBJECTIVE: Early childhood is an important developmental period to focus on the outcomes associated with ethnic-racial identity (ERI) given that children notice racial differences, are processing information about ethnicity and race, and have race-related experiences. The present study tested whether three components of ERI (i.e., positive attitudes, negative attitudes, and centrality) predicted children's social functioning (i.e., interactive, disruptive, and disconnected play with peers; externalizing behaviors; and observed frustration and cooperation with an adult). Child sex was also tested as a moderator. METHOD: The present study included 182 5-year-old Mexican-origin children (57% male) of mothers who entered parenthood during adolescence (M = 21.95, SD = 1.00). RESULTS: Children's positive ethnic-racial attitudes were associated with greater social functioning (i.e., greater interactive play and less externalizing behaviors) among boys and girls, and less frustration among boys. Negative ethnic-racial attitudes predicted maladaptive social functioning (i.e., greater disruptive play) among boys and girls and more disconnected play among girls. Contrary to expectations, ethnic-racial centrality predicted boys' and girls' maladaptive social functioning (i.e., greater disruptive and disconnected play). CONCLUSIONS: Findings highlight the importance of fostering children's positive ethnic-racial attitudes and helping them discuss and cope with negative ethnic-racial attitudes to promote more adaptive social functioning. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
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Etnicidade , Interação Social , Adolescente , Adulto , Atitude , Pré-Escolar , Feminino , Humanos , Masculino , Mães , Identificação SocialRESUMO
Drawing on data from a longitudinal study of 204 Mexican-origin adolescent mothers, their mother figures, and their children, the current investigation examined (a) adolescent mothers' educational re-engagement and attainment beginning during their pregnancy and ending when their child was 5 years old; and (b) the influence of the family economic context on adolescent mothers' educational re-engagement and attainment and their children's academic and social-emotional outcomes. Findings detailed adolescent mothers' re-engagement in school after the birth of their child and revealed that family income during adolescents' pregnancies was directly associated with re-engagement and attainment, and also initiated cascade effects that shaped adolescents' economic contexts, their subsequent re-engagement and attainment, and ultimately their children's academic and social-emotional outcomes at age 5.
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Relações Mãe-Filho , Mães , Adolescente , Criança , Pré-Escolar , Escolaridade , Feminino , Humanos , Estudos Longitudinais , Gravidez , Instituições AcadêmicasRESUMO
Ethnic-racial identity (ERI) formation is a key developmental competency that contributes to adolescents' sense of self and psychosocial adjustment. A randomized controlled trial (RCT) has demonstrated the efficacy of a universal school-based health promotion intervention program to positively influence adolescents' ERI exploration and ERI resolution, compared to an attention control curriculum that was delivered by the same facilitators, had equivalent contact hours, and focused on post-secondary career and educational options. The current study extended prior tests of the RCT to better understand (a) how intervention-based ERI changes unfolded over two phases-temporally proximal pre- to post-test effects and long-term post-test effects across a 1-year follow-up period, and (b) identify for whom the intervention was more effective by testing theorized contextual moderators-baseline family ethnic socialization practices and youth ethnic-racial background (i.e., White majority vs. ethnic-racial minority). Bilinear spline growth models were used to examine longitudinal ERI trajectories in intervention and control groups across four survey assessments (baseline, 12 weeks, 18 weeks, 67 weeks; N = 215; Mage = 15.02; 49.1% female; 62.6% ethnic-racial minority). In support of an additive effect for the role of families in school-based interventions, post-test ERI exploration significantly increased (relative to the control group) to a greater extent for youth with higher (compared to lower) baseline levels of family ethnic socialization. ERI resolution significantly increased from pre- to post-test for ethnic-racial minority youth and also increased across the 1-year follow-up period for White youth in the intervention. These results highlight family ethnic socialization as a developmental asset for school-based ERI interventions and demonstrate differential pathways by which such interventions support ERI development for ethnic-racial minority and majority adolescents.
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Etnicidade , Identificação Social , Socialização , Adolescente , Feminino , Humanos , Masculino , Grupos Raciais , Instituições AcadêmicasRESUMO
INTRODUCTION: Concerns regarding police brutality and violence against people of color in the U.S. remain high in the current sociohistorical moment in which the recent murder of George Floyd by a police officer is highly salient. Although the prevalence and consequences of such experiences for Black and Latina/x/o adults have been documented in the literature, there is a limited understanding of youths' negative experiences with police. METHODS: Utilizing a sample of 1378 adolescents (Mage = 16.16 years, SD = 1.12), the current study examined Black, Latina/x/o, and White youths' self-reports of ethnic-racial police discrimination and linked these experiences to youths' academic engagement and academic grades. RESULTS: Black and Latina/x/o youth reported significantly greater experiences of ethnic-racial police discrimination than their White counterparts; nearly 24% of Black youth and 20% of Latina/x/o youth experienced at least one instance of ethnic-racial police discrimination in the last year, compared to only 2.9% of White youth. Differences by gender emerged among Latina/x/o youth. Police discrimination was associated with lower academic engagement and lower academic grades among all youth. CONCLUSIONS: Findings demonstrate that the greater prevalence of ethnic-racial police discrimination in the lives of youth of color, relative to their White counterparts, mirroring the experiences of adults. Furthermore, coupled with the significant links with academic adjustment, the current findings demonstrate an additional factor that is likely implicated in the Black and Latina/x/o vs. White academic achievement gap.
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Polícia , Racismo , Adolescente , Adulto , Negro ou Afro-Americano , Etnicidade , Hispânico ou Latino , HumanosRESUMO
OBJECTIVE: To illuminate family implications of youth's work, we examined longitudinal links between the work experiences of Mexican-origin youth in late adolescence and young adulthood and father-youth relationships. METHOD: Using data from 187 Mexican-origin youth and their employed fathers, we tested youth's (52.4% female; Mage = 19.64, SD = 1.78) work hours and workplace discrimination as predictors of paternal acceptance two years later (Time 1 paternal acceptance controlled), and tested moderation by youth gender and maternal employment. RESULTS: Multivariate multilevel models revealed a curvilinear association between youth workplace discrimination and father-reported acceptance. Moderation effects of youth gender and mother employment in linear links between youth work experiences and youth-reported acceptance also emerged. Work hours were stronger negative predictors of paternal acceptance for sons than daughters and youth with employed compared to nonemployed mothers. Workplace discrimination was a positive predictor of paternal acceptance of daughters but not sons. CONCLUSIONS: Findings highlight complex patterns in links between youth's work and family relationships, an understudied area. (PsycInfo Database Record (c) 2021 APA, all rights reserved).