Relationships Between Discretionary Time Activities,Emotional Experiences,Delinquency and Depressive Symptoms Among Urban African American Adolescents

Using the Experience Sampling Method (ESM), this cross-sectional study examined mediated and moderated associations between different types of discretionary time activities and depressive symptoms and delinquency among a sample of 246 (107 boys, 139 girls) fifth through eighth grade urban African American adolescents. More time spent in passive unstructured activities was associated with higher levels of depressive symptoms only for adolescents residing in less dangerous neighborhoods, whereas more time spent in active unstructured activities was associated with higher levels of delinquency only if adolescents resided in more dangerous neighborhoods. Alienation was positively associated with depressive symptoms and delinquency, but neither alienation nor positive affect mediated the relationship between activities and adjustment. These findings suggest the importance of considering neighborhood environment issues when determining what types of discretionary time activities are most beneficial for urban African American young adolescents.

African–American Parents’ Racial and Ethnic Socialization and Adolescent Academic Grades: Teasing Out the Role of Gender

This study examined the relationship of racial and ethnic socialization and academic achievement in a sample of 218 African American adolescents (grades 9–12; 52% girls) attending a public high school in the northeastern United States. Researchers were particularly interested in whether adolescent gender moderated the relationship between racial and ethnic socialization and academic grades. Results indicated that aspects of ethnic socialization, African American cultural values and African American heritage were linked to adolescent grades. Additionally, adolescent gender was found to moderate the association between these socialization variables and grades. The findings also suggest that socialization provided by paternal caregivers around African American cultural values and African American heritage may have differential effects for academic grades than the socialization messages provided by maternal caregivers. Information generated from this study broadens the understanding of socialization factors that can facilitate positive academic outcomes in African American youth and has practical implications for parents and educators.

Adolescent Obesity and Young Adult Psychosocial Outcomes: Gender and Racial Differences

Using a sample of 7,881 African American (915 males and 1,073 females) and White (2,864 males and 3,029 females) adolescents from Waves 1 and 3 of the National Longitudinal Study of Adolescent Health, this study examined the psychosocial consequences that obese adolescents encounter as they reach young adulthood. Results indicate that obesity among adolescent females is associated with a lower status attainment in young adulthood than normal weight adolescent females. In addition, obese adolescent females have more depressive symptoms in young adulthood than normal weight females, even after controlling for prior depressive symptoms in adolescence. Obesity status among adolescent males is not associated with poorer psychosocial outcomes in young adulthood. We did not find evidence of an interaction between obesity status and race, indicating no significant differences in psychosocial outcomes for obese White compared to obese African American adolescents.

It Takes a Village: Protecting Rural African American Youth in the Context of Racism

Prior research demonstrates negative consequences of racism, however, little is known about community, parenting, and intrapersonal mechanisms that protect youth. Using a mixed-methods approach, this study illuminated linkages between positive and negative contextual influences on rural African American adolescent outcomes. Quantitative results provide support for Structural Ecosystems Theory, in that the influence of discrimination and collective socialization on adolescent outcomes was mediated by racial socialization and positive parenting. Parenting and community influences contributed to adolescent racial identity and self image, which protected against common negative responses to racism; including academic underachievement, succumbing to peer pressure, and aggressive tendencies. Qualitative results indicate that current measures of discrimination may underestimate adolescents’ experiences. Adolescents reported racist experiences in the domains of school, peers, and with the police (males only). Moreover, qualitative findings echoed and expanded quantitative results with respect to the importance of the protective nature of parents and communities.

A Closer Look at Peer Discrimination,Ethnic Identity,and Psychological Well-being Among Urban Chinese American Sixth Graders

Recent research suggests that although ethnic discrimination may have negative consequences for psychological well-being among youth of Chinese descent as it does for other ethnic groups, ethnic identity beliefs may buffer against such effects. Data for this study were drawn from the Early Adolescent Cohort Study, an investigation of contextual influences on the social, emotional, and academic adjustment of youth in ethnically diverse New York City middle schools. The present study sample consists of Chinese American (n = 84) and African American (n = 119) sixth graders. Results suggest that Chinese American youths’ own positive affect toward their ethnic group (private regard) was positively associated with higher self-esteem. In addition, the more favorably Chinese American youth perceived that others view their group (public regard), the fewer depressive symptoms they reported. In addition, among Chinese American youth, more favorable public regard attenuated the negative relationship between peer ethnic discrimination and depressive symptoms. The implications of these findings are discussed in light of the commonalities among ethnic and racial minority groups’ experiences of discrimination as well as the unique challenges that Chinese American youth face.

School and Neighborhood Contexts,Perceptions of Racial Discrimination,and Psychological Well-being Among African American Adolescents

The present study examined contextual influences on the relationship between racial discrimination (individual, cultural, and collective/institutional) and psychological well-being. Two hundred and fifty two African American adolescents (46% male and 54% female, average age = 16) completed measures of racial discrimination, self-esteem, depressive symptoms and life satisfaction. Archival information regarding the racial/ethnic composition of the participants’ neighborhoods and schools was used and increased school diversity was linked to increased perceptions of cultural discrimination. Regardless of school and neighborhood diversity, high perceptions of collective/institutional discrimination were linked to lower self-esteem for students in high diversity settings. Further, high levels of collective/institutional discrimination were associated with lower life satisfaction for African American youth in low diversity settings.

African American Adolescents’ Future Education Orientation: Associations with Self-efficacy,Ethnic Identity,and Perceived Parental Support

The current study, using data from 374 African American students (59.4% female) in grades 7–12 attending a rural, southern county public school, addressed associations of self-efficacy, ethnic identity and parental support with “future education orientation.” Both gender and current level of achievement distinguished adolescents with differing levels of future education orientation. The strongest predictors of future education orientation were self-efficacy, ethnic identity and maternal support. Gender did not moderate these associations. Implications for future research include the need to conduct longitudinal studies and research that integrates quantitative and qualitative methods to elucidate further the nature and importance of future education orientation for African American youth. Also needed are policies and programs that facilitate school bonding and academic performance, as are efforts that focus specifically on enhancing the future education orientation and academic success of African American male adolescents.

The Interplay of Early Adolescents’ Depressive Symptoms,Aggression and Perceived Parental Rejection: A Four-Year Community Study

This study of early adolescents from the general population examined the direction of effects adolescents’ depressive symptoms, aggression, and perceived parental rejection have on one another in a longitudinal study. Over a four-year period, data were collected yearly from 940 early adolescents (50.6% boys and 49.4% girls) who completed self-report questionnaires of depressive symptoms, aggressive behaviors, and perceived parental rejection. The longitudinal relationships of adolescent reported depressive symptoms, aggression, and perceived parental rejection were tested in multi-group structural equation models. The findings of this study demonstrate that adolescents’ depressive symptoms, aggression, and perceived parental rejection can be viewed as two unidirectional effects models that work in tandem: adolescents’ depressive symptoms longitudinally predicting perceived parental rejection and, in turn, perceived parental rejection longitudinally predicting adolescents’ aggression. Additionally, the strength of these effects diminished as the adolescents grew older and the effects were similar for both adolescent boys and girls.

Competence, Self-esteem, and Coping Efficacy as Mediators of Ecological Risk and Depressive Symptoms in Urban African American and European American Youth

Structural equation modeling was used to test [Sandler, American Journal of Community Psychology 29: 19–61.] a theoretical model of risk and resilience in an urban sample of African American and European American adolescents. The aims of the present study were to examine whether self-system processes (i.e., competence, self-esteem, and coping efficacy) mediated the relations between ecological risk and depressive symptoms and to determine if pathways varied across ethnic/racial groups. Results implicate self-esteem as a putative mediator of the impact of ecological risk on depressive symptoms for both African American and European American youth. In addition, coping efficacy was a mediator of the link between ecological risk and depressive symptoms for African American youth, but not for European American youth. The evidence supporting competence as a significant mediator of the relation between ecological risk and depressive symptoms was less compelling. Findings suggest substantial similarities in the pathways between ecological risk and depressive symptoms across African American and European American youth.

Perceived Discrimination and the Well-being of Immigrant Adolescents

This study draws on the social-discount and social-rejection hypotheses to examine the effect of perceived discrimination on immigrant youths’ depressive moods, self-efficacy, and preferences for in-group socialization experiences. Data from a panel study of immigrant young adolescents (aged 12–18) who came to Israel from countries of the former Soviet Union during the preceding 6 years was used (n = 732). The average age of participants was 15.5 years; and 50% were boys. Partial support emerged for the social-rejection hypothesis: perceived discrimination increases depressive moods and reduces self-esteem. Yet increased perceived discrimination did not increase the preference for in-group socialization. Perceived discrimination seems to be detrimental to individuals’ psychological well-being but apparently does not hinder social integration.

Racial Socialization and Racial Identity: African American Parents’ Messages About Race as Precursors to Identity

This study uses two waves of data to examine the relationships among patterns of racial socialization experiences and racial identity in a sample of 358 African American adolescents (60% female and 40% male). Using latent class analyses, we identified three patterns of adolescent-reported racial socialization experiences: High Positive, Moderate Positive, and Low Frequency. Adolescent-reported racial socialization experiences at Wave 1 were associated with Wave 2 adolescent racial identity approximately one year later. Specifically, High Positive and Low Frequency racial socialization were associated with racial centrality, assimilationist ideology, and nationalist ideology. These findings suggest that various patterns of racial socialization practices play an important role in the developing significance and meaning that African American adolescents ascribe to race.

The Impact of Racial Discrimination and Coping Strategies on Internalizing Symptoms in African American Youth

The current study examined the impact of racial discrimination stress on internalizing symptoms and coping strategies in a sample of 268 African American early adolescents (mean age = 12.90; 56% female) from low-income communities. Information about discrimination stress, coping, and internalizing symptoms was obtained via adolescents’ self-report. It was predicted that discrimination stress would be positively associated with depression and anxiety, as well as culturally-specific coping. Finally, culturally-relevant coping and mainstream coping were examined as moderators of the association between discrimination stress and internalizing symptoms. Hierarchical regression analyses indicated that discrimination stress was positively associated with depression and anxiety and predicted culturally-relevant coping while controlling for mainstream coping. Communalistic coping moderated the association between discrimination and anxiety, but demonstrated a vulnerability function by increasing anxiety at high levels of discrimination. The results highlight the salience of racial discrimination for African American adolescents and the importance of considering culturally-specific coping behaviors.

A Person-centered Approach to Studying the Linkages among Parent–Child Differences in Cultural Orientation,Supportive Parenting,and Adolescent Depressive Symptoms in Chinese American Families

This longitudinal study examined whether supportive parenting mediates relations between parent–child differences in cultural orientation (generational dissonance) and depressive symptoms with a sample of 451 first and second generation Chinese American parents and adolescents (12–15 years old at time 1). Using a person-centered approach, meaningful typologies of cultural orientation were derived for fathers, mothers, and adolescents. Overall, results provided support, though qualified, for the notion that generational dissonance is linked to depressive symptoms through decreased supportive parenting. In general, having a parent with a bicultural profile seemed to be most advantageous if adolescents similarly had a bicultural profile, whereas more American oriented adolescents with more Chinese oriented parents reported the least supportive parenting and most depressive symptoms. Directions for future research and the benefits of using a person-centered approach in research of acculturation and generational dissonance are discussed.

Parental Aspirations for Their Children’s Educational Attainment: Relations to Ethnicity,Parental Education,Children’s Academic Performance,and Parental Perceptions of School Climate

This study examined parental aspirations for their children’s educational attainment in relation to ethnicity (African American, Asian, Caucasian, Hispanic), parental education, children’s academic performance, and parental perceptions of the quality and climate of their children’s school with a sample of 13,577 middle and high school parents. All parents had relatively high educational aspirations for their children, and within each ethnic subgroup, parental education and children’s academic performance were significantly and positively related to parental aspirations. However, moderating effects were found such that Caucasian parents with lower levels of education had significantly lower educational aspirations for their children than did parents of other ethnicities with similar low levels of education. Although the strength of the relationship between parental perceptions of school-related factors and parental aspirations for their children’s educational attainment was not strong, it was most predictive of non-Caucasian parental aspirations for their children.

Reciprocal relationships between symptoms of depression and parental support during the transition from adolescence to young adulthood

This study applies latent growth curve analysis to data from three waves of the National Longitudinal Study of Adolescent Health (n = 10,828) and finds that symptoms of depression and social support interact with one another in a dynamic fashion across the transition from adolescence (mean age at Wave 1 = 15.28 years) to young adulthood (mean age at Wave 3 = 21.65 years). Parental support during adolescence is inversely associated with initial symptoms of depression for girls and boys, although adolescent girls with low levels of parental support begin the study period with significantly higher levels of depressive symptomatology than their male counterparts. In addition, adolescents who begin the study period with higher levels of depressive symptomatology report less parental support during young adulthood. Finally, regardless of their initial level of depressive symptoms, girls and boys who experience increased symptoms of depression over time also report lower levels of parental support at the end of the study period.

Ethnic Awareness,Prejudice, and Civic Commitments in Four Ethnic Groups of American Adolescents

The role of prejudice and ethnic awareness in the civic commitments and beliefs about the American social contract of 1,096 (53% female) adolescents (11–18 year olds, Mean = 15) from African-, Arab-, Latino-, and European-American backgrounds were compared. Ethnic awareness was higher among minority youth and discrimination more often reported by African- and Arab-Americans. Parental admonitions against discrimination were heard by all but African Americans, Latinos and those who reported prejudice heard that it could pose a barrier. Adolescents’ beliefs that America is an equal opportunity society were negatively associated with experiences of discrimination and African-Americans were least likely to believe that the government was responsive to the average person. With respect to civic goals, all youth endorsed patriotism but ethnic minorities and ethnically aware youth were more committed to advocating for their ethnic group and European-Americans were less committed than were African Americans to improving race relations.

Relational Aggression at School: Associations with School Safety and Social Climate

The present study examines how exposure to relational aggression at school is associated with adolescents’ perceptions of, and participation in, a hostile school environment. Participants were 1,335 African American and European American adolescents in grades 7 through 12 (52% female, 49% African American). Results indicate that exposure to relational aggression is associated with several components of adolescents’ perceptions of the school climate. Adolescents exposed to high levels of relational aggression perceived their school to be less safe, and were less pleased with the general social atmosphere at school. Moreover, for males, but not females, exposure to relational aggression was associated with carrying a weapon to school. Implications and suggestions for future research are discussed in terms of working toward safer school environments for adolescents.

Pubertal Timing and Depressive Symptoms in Early Adolescents: The Roles of Romantic Competence and Romantic Experiences

In spite of the large literature supporting the link between early pubertal timing and depression in adolescent girls, there are some exceptions. This suggests that there may be factors that interact with pubertal timing, increasing risk for depression in some girls, but not others. This study examined two such factors, romantic competence and romantic experiences, and their role in the cross-sectional and longitudinal associations between pubertal timing and depressive symptoms among 83 early adolescent females (89% Caucasian). For on-time maturing girls (but not for early- or late-), lower levels of competence were associated with higher levels of depressive symptoms concurrently, but not longitudinally. In addition, for on-time maturing girls, more romantic experiences were associated with higher levels of depressive symptoms both concurrently and longitudinally. The discussion focused on the need for greater conceptual and empirical clarity regarding the pubertal timing-depression association and its potential moderators.

Course and Severity of Maternal Depression: Associations with Family Functioning and Child Adjustment

Number of lifetime episodes, duration of current episode, and severity of maternal depression were investigated in relation to family functioning and child adjustment. Participants were the 151 mother–child pairs in the Sequenced Treatment Alternatives to Relieve Depression (STAR*D) child multi-site study. Mothers were diagnosed with Major Depressive Disorder; children (80 males and 71 females) ranged in age from 7 to 17 years. Measures of child adjustment included psychiatric diagnoses, internalizing and externalizing symptoms, and functional impairment. Measures of family functioning included family cohesion, expressiveness, conflict, organization, and household control; parenting measures assessed maternal acceptance and psychological control. Children of mothers with longer current depressive episodes were more likely to have internalizing and externalizing symptoms, with this association being moderated by child gender. Mothers with more lifetime depressive episodes were less likely to use appropriate control in their homes.

Racial Identity and Academic Achievement in the Neighborhood Context: A Multilevel Analysis

Increasingly, researchers have found relationships between a strong, positive sense of racial identity and academic achievement among African American youth. Less attention, however, has been given to the roles and functions of racial identity among youth experiencing different social and economic contexts. Using hierarchical linear modeling, the authors examined the relationship of racial identity to academic outcomes, taking into account neighborhood-level factors. The sample consisted of 564 African American eighth-graders (56% male). The authors found that neighborhood characteristics and racial identity related positively to academic outcomes, but that some relationships were different across neighborhood types. For instance, in neighborhoods low in economic opportunity, high pride was associated with a higher GPA, but in more advantaged neighborhoods, high pride was associated with a lower GPA. The authors discuss the need to take youth’s contexts into account in order to understand how racial identity is active in the lives of African American youth.