Ethnic Identity Formation of Immigrant Children and Implications for Practice

The issue of immigration is especially controversial in the United States as immigrants today have not only increased in number but constitute a more heterogeneous population. Unlike the earlier waves of immigrants, which were predominantly of European origin, the post-1965 migration trend from Asia, Latin America, and the Caribbean has tremendously altered the demographic characteristics of the U.S. population. In-depth exploration of various contextual factors affecting ethnic identity formation can offer insights that help social work practitioners and policy planners overcome the difficulty in working with immigrant populations and their descendants. This article reviews significant contextual aspects influencing immigrant children's ethnic identity formations and proposes practice recommendations that help facilitate the children's adaptation in the host society.     

The Link Between Financial Strain,Interparental Discord and Children’s Antisocial Behaviors

Using data from the Fragile Families and Child Well-Being Study, I examine the impact of interparental discord on children’s antisocial behaviors in families facing financial hardship. Structural Equation Modeling analysis of 1222 pairs of parents shows that financial hardship can create turmoil in families’ lives by increasing discord between parents. The findings are consistent with the notion that children who experience interparental discord have a higher disposition toward displaying antisocial behaviors. Multiple group analysis also reveals unique differences between mothers and fathers in terms of their conceptualization of strain, discord, and child outcome. While both mothers and fathers may attribute different meanings to financial adversity, their relationships with each other are significantly likely to suffer from household financial insecurity.     

Family and Community Determinants of Educational Attainment in Mexico

Using hierarchical linear modeling, this article investigates the effect of gender, parental capital, and community context on school-age children's educational attainment in Mexico. Data come from the Mexican Migration Project; this study investigates the contribution of various micro- and macro-level determinants. To measure schooling, the amount of education completed by two different age groups of children in Mexico was examined. In sum, male respondents were found to attain fewer years of education than females, contrary to the gender-effect model. But the study lends firm support to the parental capital model which stresses the significance of parental education and household wealth. The community context argument was marginally upheld for younger respondents but exerted a more meaningful impact on older respondents, signaling the need to emphasize age and community ecological factors in assessing educational outcomes in Mexico.