Ethnic Cultural Features in Organized Activities: Relations to Latino Adolescents’ Activity Experiences and Parental Involvement

Cultural responsiveness is a key aspect of the quality of organized activities, yet has rarely been examined. Based on developmental theories and a theoretical framework for culturally responsive activities, the current study investigated the prevalence and correlates of two ethnic cultural features (i.e., ethnic cultural content & ethnic cultural respect) in organized activities. Using data from 154 Latino adolescents (M_age?=?12.36, SD?=?.53; 59% Female) and parents, we examined associations between adolescent perceptions of both ethnic cultural features and their activity experiences; and associations between parent perceptions of both ethnic cultural features and parental involvement in the activity. Latino adolescents and parents in general perceived lower than average ethnic cultural content and moderate to high ethnic cultural respect in the reported activity. Both adolescents and parents were more likely to perceive ethnic cultural content and respect in activities where Latino youth were the numerical ethnic majority than in activities where Latino youth were the numerical ethnic minority. Latino adolescents’ perceptions of ethnic cultural respect were associated with more positive activity experiences, whereas their perceptions of ethnic cultural content were associated with more negative feelings. Latino parents’ perceptions of ethnic cultural content predicted higher involvement. To design culturally responsive activities, ethnic cultural features should be incorporated in a thoughtful, meaningful way that reflects both adolescents’ and parents’ perspectives.     

Examining the Influence of Family Environments on Youth Violence: A Comparison of Mexican,Puerto Rican,Cuban, Non-Latino Black,and Non-Latino White Adolescents

Existing research rarely considers important ethnic subgroup variations in violent behaviors among Latino youth. Thus, their risk for severe violent behaviors is not well understood in light of the immense ethnic and generational diversity of the Latino population in the United States. Grounded in social control theory and cultural analyses of familism, we examine differences in the risk for severe youth violence, as well its associations with family cohesion, parental engagement, adolescent autonomy, household composition, and immigrant generation among Mexican (n = 1,594), Puerto Rican (n = 586), Cuban (n = 488), and non-Latino Black (n = 4,053), and White (n = 9,921) adolescents with data from the National Longitudinal Study of Adolescent Health. Results indicate a gradient of risk; White youth had the lowest risk for severe violence and Puerto Rican youth had the highest risk compared to all other racial/ethnic subgroups. Within-group analysis indicates that family factors are not universally protective or risk-inducing. While family cohesion decreased the risk of severe violence among all groups, parental engagement was associated with increased risk among Blacks and Whites, and adolescent autonomy was associated with increased risk among Puerto Ricans and Cubans. In addition, Cuban and White adolescents who lived in single parent households or who did not live with their parents, had higher risk for severe violent behaviors than their counterparts who lived in two parent households. Among Latinos, the association of immigrant generation was in opposite directions among Mexicans and Cubans. We conclude that family and immigration factors differentially influence risk for violence among Latino subgroups and highlight the significance of examining subgroup differences and developing intervention strategies that are tailored to the needs of each ethnic subgroup.     

Ethnic Label Use in Adolescents from Traditional and Non-Traditional Immigrant Communities

Understanding adolescents’ use of ethnic labels is a key developmental issue, particularly given the practical significance of identity and self-definition in adolescents’ lives. Ethnic labeling was examined among adolescents in the traditional immigrant receiving area of Los Angeles (Asian n = 258, Latino n = 279) and the non-traditional immigrant receiving area of North Carolina (Asian n = 165, Latino n = 239). Logistic regressions showed that adolescents from different geographic settings use different ethnic labels, with youth from NC preferring heritage and panethnic labels and youth from LA preferring hyphenated American labels. Second generation youth were more likely than first generation youth to use hyphenated American labels, and less likely to use heritage or panethnic labels. Greater ethnic centrality increased the odds of heritage label use, and greater English proficiency increased the odds of heritage-American label use. These associations significantly mediated the initial effects of setting. Further results examine ethnic differences as well as links between labels and self-esteem. The discussion highlights implications of ethnic labeling and context.     

Cultural Attributes and Adaptations Linked to Achievement Motivation Among Latino Adolescents

This exploratory study examined whether associations between perceived school experiences and achievement motivation varied by language acculturation and generational status among a sample of immigrant and U.S. born Latino adolescents (n = 129). Ogbu's (1993) notion of primary and secondary cultural differences was adapted to better suit comparisons within this Latino group using the terms cultural attributes and cultural adaptations. Academic competence, school belonging, and parent involvement were positively related to achievement motivation. Academic competence and parent involvement were strongly related to achievement motivation among students who spoke English or were born in the U.S., suggesting that these associations may be cultural adaptations. Future intervention programs for Latino students, regardless of acculturation or generational status, should focus on making them feel supported and included. Acculturated Latino youth and youth who have lived in the U.S. for a long time should be targeted for programs that enhance academic competence and parent involvement.     

Examining the Bidirectional Associations between Adolescents’ Disclosure,Parents’ Solicitation,and Adjustment Problems among Non-Hispanic White and Hispanic Early Adolescents

Research indicates that parents’ solicitation and adolescents’ disclosure of information are negatively associated with adjustment problems (depressive symptoms and conduct problems). However, few studies examine the bidirectional associations between these variables with early adolescents in the United States or the race/ethnic group differences in these bidirectional associations. We examined cross-lagged associations and race/ethnic group differences between parents’ solicitation, adolescents’ disclosure and adjustment problems among 209 non-Hispanic White (61.2%) and Hispanic (38.8%) early adolescents (67.5% female) across a 1-year period. The findings indicated that adolescents’ disclosure was negatively associated with subsequent depressive symptoms, while parents’ solicitation was positively associated with subsequent depressive symptoms. No significant race/ethnic group differences were indicated. Family-based interventions should encourage adolescents to disclose information to parent(s) due to its promotive capabilities.     

Involved-Vigilant Parenting and Socio-Emotional Well-being Among Black Youth: The Moderating Influence of Natural Mentoring Relationships

Positive relationships with parents and nonparental adults have the potential to bolster Black adolescents’ socio-emotional well-being. Though each type of intergenerational relationship has been linked to more positive youth outcomes, few studies have examined the interactive influences of parenting and natural mentoring relationships on the socio-emotional development of Black youth. In the current study, we examined associations between involved-vigilant parenting and the psychological well-being and social skills of Black early adolescents (n = 259; 58 % female; mean age = 13.56, SD = .96) across types of natural mentoring relationships. Using K-means cluster analysis, we identified two types of mentoring relationships (less connected and more connected) based on relationship length, involvement, closeness, and frequency of contact. Youth with more connected mentoring relationships (n = 123) had higher psychological well-being and social skills than youth with no mentor (n = 64) or less connected mentors (n = 72). Youth without a natural mentor and youth with less connected mentors did not differ in their levels of social skills or psychological well-being. Structural equation modeling was conducted to determine if associations between involved-vigilant parenting and youths’ psychological well-being and social skills varied among youth with a more connected mentoring relationship in comparison to youth without a mentor or with a less connected mentor, controlling for participants’ gender, age, school, and parental education. The positive associations between involved-vigilant parenting and adolescents’ psychological well-being and social skills were weaker among adolescents with a more connected mentoring relationship in comparison to their peers without or with a less connected mentoring relationship. These results suggest that youth may be more strongly influenced by involved-vigilant parenting in the absence of a strongly connected natural mentoring relationship.     

“Thinking About Makin’ It”: Black Canadian Students’ Beliefs Regarding Education and Academic Achievement

Black Canadians share many aspects of the historical experiences of African Americans, but there are also important differences. One similarity between these two groups is the persistent academic underachievement of Black adolescents. Although this is a subject of widespread concern in both countries, it has received little empirical scrutiny in Canada. We address this shortcoming by examining the academic and achievement-related beliefs of Black high school students in two Canadian cities, Toronto and Halifax. Despite significant regional differences most participants believed that schooling could lead to success for them. Females’ attitudes and beliefs regarding education were more positive than those of males. Perceived parental values and support were strong predictors of participants’ attitudes and school marks; socioeconomic status (SES) and perceived peer support were non-significant correlates of academic outcomes. We discuss the results in terms of the germane US research, and highlight the implications of the findings for understanding diversity among Black Canadian youth.Received PhD from the University of Toronto. Areas of research include educational and psychological correlates of ethnic and racial identity in Black Canadians.Received PhD from the University of Toronto. Research focuses on the cultural dimensions of friendship.Received PhD from the University of Toronto. Research interests include adolescent development, social justice, and children’s rights-related thinking and knowledge.     

Cultural Orientations,Parental Beliefs and Practices,and Latino Adolescents’ Autonomy and Independence

Despite the salience of behavioral autonomy and independence to parent–child interactions during middle adolescence, little is known about parenting processes pertinent to youth autonomy development for Latino families. Among a diverse sample of 684 Latino-origin parent–adolescent dyads in Houston, Texas, this study examines how parents’ cultural orientations are associated directly and indirectly, through parental beliefs, with parenting practices giving youth behavioral autonomy and independence. Informed by social domain theory, the study’s parenting constructs pertain to youth behaviors in an “ambiguously personal” domain—activities that adolescents believe are up to youth to decide, but which parents might argue require parents’ supervision, knowledge, and/or decision-making. Results for latent profile analyses of parents’ cultural identity across various facets of acculturation indicate considerable cultural heterogeneity among Latino parents. Although 43 % of parents have a Latino cultural orientation, others represent Spanish-speaking/bicultural (21 %), bilingual/bicultural (15 %), English-speaking/bicultural (15 %), or US (6 %) cultural orientations. Structural equation modeling results indicate that bilingual/bicultural, English-speaking/bicultural, and US-oriented parents report less emphasis on the legitimacy of parental authority and younger age expectations for youth to engage in independent behaviors than do Latino-oriented parents. Parental beliefs endorsing youth’s behavioral independence and autonomy, in turn, are associated with less stringent parental rules (parental report), less parental supervision (parental and youth report), and more youth autonomy in decision-making (parental and youth report). Evidence thus supports the idea that the diverse cultural orientations of Latino parents in the US may result in considerable variations in parenting processes pertinent to Latino adolescents’ development.     

Are the Benefits of Economic Resources for Socioemotional Functioning Shared across Racial/Ethnic Groups?

Growth in economic disparities, economic segregation, and racial/ethnic diversity have occurred in tandem in the U.S., leading to essential questions concerning whether the benefits of economic resources are shared across diverse groups. Analyzing a sample of eighth grade early adolescents (age 14 years) drawn from the nationally representative Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999 (N?=?7625; 59% White, 12% Black, 19% Hispanic, 7% Asian, 2% Native American, and 2% multiracial; 47% female), lagged regression models assessed links between family, neighborhood, and school income and adolescent emotional and behavioral functioning. The results found that family income was associated with heightened emotional and behavioral functioning, and school income with improved behavioral functioning for White adolescents, whereas no benefits emerged for Black or Hispanic youth. In contrast, mixed associations emerged between income and early adolescent functioning for Asian and American Indian youth, with predominantly negative links appearing for multiracial youth. These patterns highlight diversity in the potential benefits and costs of economic resources, and suggest the need to better specify mechanisms through which economic disparities affect youth from varied backgrounds.     

Examining Ethnic Identity and Self-Esteem Among Biracial and Monoracial Adolescents

The psychological well-being and ethnic identity of biracial adolescents are largely underrepresented topics in current scholarly literature, despite the growing population of biracial and multiracial individuals in the United States. This study examined self-esteem, ethnic identity, and the relationship between these constructs among biracial and monoracial adolescents (n = 3282). Using analysis of covariance, significant differences emerged between biracial and monoracial adolescents on both a measure of self-esteem and a measure of ethnic identity. Specifically, biracial adolescents showed significantly higher levels of self-esteem than their Asian counterparts, but significantly lower self-esteem than Black adolescents. Furthermore, biracial adolescents scored significantly higher than Whites on a measure of ethnic identity, but scored lower than their Black, Asian, and Latino peers on the same measure. Finally, correlational analyses revealed a significant and positive relationship between ethnic identity and self-esteem for all groups.     

Racial and Socioeconomic Status Differences in Depressive Symptoms Among Black and White Youth: An Examination of the Mediating Effects of Family Structure,Stress and Support

Stress research shows that race, socioeconomic status (SES), and family context significantly impact an adolescent’s psychological well-being, yet little is known about the mediating effects of family context on racial and SES differences in depressive symptoms among Black and White youth. We investigate these associations using a sample of 875 (45% female) from a South Florida community-based study of youth mostly between the ages of 19 and 21. Ordinary least squares (OLS) analyses find that Blacks and lower SES youth have more depressive symptoms than Whites and those in higher SES families. Racial disparities are partially mediated by family related stressors and SES differences are fully explained by family stressors and emotional support. We also find that emotional family support conditions the relationship between race and depressive symptoms such that Whites experience more depressive symptoms at lower levels of emotional support but Blacks have more symptoms at higher levels. The findings highlight the importance of identifying factors within the family context that influence a youth’s psychological well-being and ability to cope with adversities.     

Understanding Students’ Transition to High School: Demographic Variation and the Role of Supportive Relationships

The transition to high school is disruptive for many adolescents, yet little is known about the supportive relational processes that might attenuate the challenges students face as they move from middle to high school, particularly for students from more diverse backgrounds. Identifying potential buffers that protect youth across this critical educational transition is important for informing more effective support services for youth. In this study, we investigated how personal characteristics (gender, nativity, parent education level) and changes in support from family, friends, and school influenced changes in socioemotional adjustment and academic outcomes across the transition from middle to high school. The data were drawn from 252 students (50% females, 85% Latina/o). The results revealed declines in students’ grades and increases in depressive symptoms and feelings of loneliness across the high school transition, with key variation by student nativity and gender. Additionally, stable/increasing friend support and school belonging were both linked to less socioemotional disruptions as students moved from middle to high school. Increasing/stable school belonging was also linked to increases in school engagement across the high school transition. These findings suggest that when high school transitions disrupt supportive relationships with important others in adolescents’ lives, adolescents’ socioemotional well-being and, to a lesser extent, their academic engagement are also compromised. Thus, in designing transition support activities, particularly for schools serving more low-income and race/ethnic minority youth, such efforts should strive to acclimate new high school students by providing inclusive, caring environments and positive connections with educators and peers.     

The Protective Role of Ethnic Identity for Urban Adolescent Males Facing Multiple Stressors

Having a connection to one’s ethnic heritage is considered a protective factor in the face of discrimination; however, it is unclear whether the protective effects are persistent across multiple stressors. Furthermore, the dimensions of ethnic identity that reflect group pride/connection (affirmation) and exploration of the meaning of group membership (achievement) may operate differently in the face of stress. The present study examined the moderating role of ethnic identity affirmation and achievement on concurrent and longitudinal relationships between exposure to stress (discrimination, family hardship, exposure to violence) and antisocial behavior in a sample of 256 Black and Latino male youth (70 % Black) living in low-income urban neighborhoods. Using regression analysis, concurrent associations were examined at age 18, and longitudinal associations were tested 18 months later. We found that, among youth experiencing discrimination, high levels of achievement and low levels of affirmation predicted greater aggressive behavior and delinquency. Low affirmation also predicted more criminal offending in the face of discrimination. The two dimensions operated similarly in the context of family stress, in which case high levels of affirmation and achievement predicted lower levels of antisocial behavior. The findings suggest a differential role of the two dimensions of ethnic identity with respect to discrimination; furthermore, the coping skills that may be promoted as youth make meaning of their ethnic group membership may serve as cultural assets in the face of family stress.     

Ethnic Microaggressions and the Depressive and Somatic Symptoms of Latino and Asian American Adolescents

Ethnic microaggressions are a form of everyday, interpersonal discrimination that are ambiguous and difficult to recognize as discrimination. This study examined the frequency and impact of microaggressions among Latino (n = 247) and Asian American (n = 113) adolescents (M (age) = 17.18, SD = .75; 57 % girls). Latino adolescents reported more frequent microaggressions that dismiss their realities of discrimination and microaggressions characterized by treatment as a second class citizen than Asian Americans, but similar levels of microaggressions that highlight differences or foreignness. There were no ethnic differences in the extent to which adolescents were bothered by microaggressions. Moreover, even supposedly innocuous forms of discrimination are associated with elevated levels of anxiety, anger, and stress, which may increase feelings of depression and sickness. Microaggressions should be recognized as subtle discrimination that send messages about group status and devaluation, and similar to overt discrimination, can evoke powerful emotional reactions and may affect mental health.     

Means-Tested Public Assistance Programs and Adolescent Political Socialization

In recent years, scholars have pointed to the politically demobilizing effects of means-tested assistance programs on recipients. In this study, we bridge the insights from policy feedback literature and adolescent political socialization research to examine how receiving means-tested programs shapes parent influence on adolescent political participation. We argue that there are differences in pathways to political participation through parent political socialization and youth internal efficacy beliefs for adolescents from households that do or do not receive means-tested assistance. Using data from a nationally representative sample of 536 Black, Latino, and White adolescents (50.8% female), we find that adolescents from means-tested assistance households report less parent political socialization and political participation. For all youth, parent political socialization predicts adolescent political participation. Internal political efficacy is a stronger predictor of political participation for youth from a non-means-tested assistance household than it is for youth from a household receiving means-tested assistance. These findings provide some evidence of differential paths to youth political participation via exposure to means-tested programs.     

Perceived Ethnic Stigma Across the Transition to College

Ethnicity-based negative treatment during the transition to college may affect the long-term adjustment of ethnic-minority youth. We examined within-person changes in youths' perceptions of overt discrimination and their sense of their ethnic group being devalued by the larger society among 563 Latino, European, Asian, and other ethnic minority emerging adults across the transition to college (M (age)?=?17.79, SD?=?.37, 54.7% female). Analyses tested for group and context differences and associations between perceived discrimination and societal devaluation of their group and adjustment. Results indicate that although perceived discrimination decreases over time, perceived devaluation by society increases. Social context did not affect changes in perceived discrimination and societal devaluation. Whereas perceived discrimination was associated with depressive and somatic symptoms for everyone, perceived societal devaluation was only consequential for ethnic minorities. Future research should identify possible moderators to help students cope with experiences of discrimination and feelings of not being valued by society.     

Prospective Links Between Ethnic Socialization,Ethnic and American Identity,and Well-Being Among Asian-American Adolescents

Ethnic socialization and ethnic identity have been related to positive outcomes, but little research has examined these associations longitudinally. This three-wave study prospectively linked socialization messages at Time 1, ethnic identity and American identity at Time 2, and self-esteem and depressive symptoms at Time 3 in 147 (58 % female; 25 % first-generation) Asian-American adolescents. The results indicated positive links between cultural socialization messages and ethnic and American identity, though the latter association was significant only for females. Ethnic identity was positively related to self-esteem, and mediated the positive effect of cultural socialization on self-esteem. The promotion of mistrust was positively linked to self-esteem and negatively related to ethnic identity, though this latter association was significant for foreign-born youth only. Our findings highlight the importance of elucidating prospective links in identity development, and examining gender and generational differences within them.     

Engagement in School and Community Civic Activities Among Rural Adolescents

Involvement in civic and community activities is a core part of positive youth development. Adolescents involved in voluntary civic activities have greater academic engagement, enhanced well-being, less involvement in problem behaviors, and they are more likely to value connections to their community than those who are not involved. The current research examined involvement in school and community civic activities as well as religious youth groups among 8th and 9th graders (N = 679, 61.7% female, 85.9% White) from small, rural schools in the Midwest U.S. and linked involvement to religiosity, well-being, problem behavior, academic engagement, and perceptions of parents and peers. Half of the adolescents in the sample reported involvement in civic activities or, more commonly, in religious youth groups. Adolescents who participated in religious youth groups reported more extracurriculars, less problem behavior, higher grades and motivation, and more support from parents and friends than adolescents who did not. The most frequently reported school civic activities were student council and Future Farmers of America, and 4-H was the most popular community civic activity. Those who were involved in school- and community-based civic activities reported more religiosity, academic engagement, and positive perceptions of parents and peers than uninvolved youth. The results support and extend research on rural youth by documenting civic activities across contexts and examining how involvement is associated with positive youth development.     

Meaning in Life as a Mediator of Ethnic Identity and Adjustment Among Adolescents from Latin,Asian, and European American Backgrounds

Establishing a sense of life meaning is a primary facet of well-being, yet is understudied in adolescent development. Using data from 579 adolescents (53% female) from Latin American, Asian, and European backgrounds, demographic differences in meaning in life, links with psychological and academic adjustment, and the role of meaning in explaining associations between ethnic identity and adjustment were examined. Although no generational or gender differences were found, Asian Americans reported higher search for meaning than Latin and European Americans. Presence of meaning was positively associated with self-esteem, academic adjustment, daily well-being, and ethnic belonging and exploration, whereas search for meaning was related to lower self-esteem and less stability in daily well-being. Presence of meaning mediated associations between ethnic identity and adjustment, explaining 28–52% of ethnic identity’s protective effect on development. Ethnic identity thus appears to affect adjustment, in part, through its role in fostering a positive sense of meaning in adolescents’ lives.