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.     

Neighborhood Context,Family Cultural Values,and Latinx Youth Externalizing Problems

Latinx youth living in the United States reside in a myriad of cultural and neighborhood contexts, yet little is known regarding how cultural values influence behavior problems across neighborhood contexts. Using a person–environment fit framework, the present study explored the degree to which youth cultural values were associated with their externalizing problems, and the degree to which this association was shaped by their neighborhood’s socioeconomic status (SES), and Latinx and immigrant concentration. The sample comprised of 998 Latinx youth (Female?=?54.2%), ages 10 to 14 years old (M_age?=?11.8), from three large United States metropolitan areas. Multilevel modeling methods indicated that increased fit between youth cultural values and neighborhood Latinx and immigrant concentration was associated with fewer externalizing problems, but only in higher SES neighborhoods. The results support the importance of studying social determinants of Latinx youth behavioral health, and provide implications for both neighborhood-level and individual-level prevention and intervention programming.     

Perceived Discrimination and Mexican-Origin Young Adults’ Sleep Duration and Variability: The Moderating Role of Cultural Orientations

Perceived ethnic discrimination is central to the experiences of Latino young adults, yet we know little about the ways in which and the conditions under which ethnic discrimination relates to Latino young adults’ sleep patterns. Using a sample of 246 Mexican-origin young adults (M _age  = 21.11, SD = 1.54; 50 % female), the current study investigated the longitudinal links between perceived ethnic discrimination and both sleep duration and night-to-night variability in duration, while also examining the moderating roles of Anglo and Mexican orientations in the associations. The results revealed that perceived discrimination predicted greater sleep variability, and this link was not moderated by cultural orientations. The relation between perceived discrimination and hours of sleep, however, was moderated by Anglo and Mexican orientations. Individuals with high Anglo and Mexican orientations (bicultural) and those with only high Mexican orientations (enculturated), showed no association between discrimination and hours of sleep. Individuals with low Anglo and Mexican orientations (marginalized) displayed a positive association, whereas those with high Anglo and low Mexican orientations (acculturated) displayed a negative association. The results suggest that discrimination has long term effects on sleep variability of Mexican-origin young adults, regardless of cultural orientations; however, for sleep duration, bicultural and enculturated orientations are protective.     

Longitudinal Linkages among Parents’ Educational Expectations,Youth’s Educational Expectations,and Competence in Mexican-origin Families

The contribution that parental educational expectations for youth and youth’s perceptions of academic competence can have on youth’s own educational expectations across early to late adolescence is not well-understood. In a sample of Mexican-origin families, the current study examined longitudinal (from early to late adolescence) associations among mothers, fathers, and youth’s educational expectations, how youth’s educational expectations were associated with perceived academic competence, and the potential mediating role of youth’s perceived academic competence. Data from two-parent families which included one focal child (7th grade: N=?469; youth: M_age?=?12.31, 50% female) at three waves (7th, 9th, and 11th grade) were utilized. Structural equation modeling and multi-group analysis were implemented to assess the study’s goals. Results revealed significant associations among parents’ 7th grade educational expectations and youth’s 9th and 11th grade educational expectations. The findings also revealed three significant associations among youth’s perceived academic competence and educational expectations between 7th and 11th grade. Specifically, youth’s 7th grade perceived academic competence predicted youth’s 9th grade educational expectations, youth’s 7th grade educational expectations predicted youth’s 9th grade perceived academic competence, and youth’s 9th grade perceived academic competence predicted youth’s 11th grade educational expectations. Multigroup analysis did not reveal gender differences for the associations tested. The findings highlight the long-term significance of parents’ educational expectations on youth’s educational expectations and underscore youth’s academic competence, an individual level factor, as critical to consider for understanding educational expectations across adolescence for Mexican-origin youth.

     

Examining Socio-Cultural and Neighborhood Factors Associated with Trajectories of Mexican-Origin Mothers’ Education-Related Involvement

Parental involvement in education is an important determinant of youth’s academic success. Yet, there is limited knowledge on how Latino parents’ education-related involvement changes over time. Using data from a longitudinal study of 674 Mexican-origin families (mother-adolescent dyad; M _age of child at Wave 1=10.4, SD?=?0.60), we examined trajectories of parental involvement from 5^th to 11^th grade and the effects of socio-cultural (e.g., family SES and acculturation) and contextual (e.g., neighborhood) factors on these trajectories. Results showed that mothers reduced two aspects of the educational involvement: home-based involvement and academic aspirations, but increased on a third aspect of involvement, resource seeking. Furthermore, family SES, acculturation, and neighborhood context were differentially associated with mothers’ involvement at 5^th grade and predicted changes in involvement across elementary and high school.     

Intergenerational Transmission of Educational Aspirations in Chinese Families: Identifying Mediators and Moderators

Parents’ educational aspirations for youth play an important role in shaping youth’s own educational aspirations; however, little is known about how and in what context parents may transmit their aspirations to youth effectively. This is of particular interest and import to be examined in Chinese families, given Chinese cultural emphasis on educational achievement and Chinese youth’s outstanding academic performance internationally. By integrating several key theories of motivation and parental socialization (i.e., the expectancy-value model of academic achievement, the two-step model of value transmission, the contextual model of parenting, and the self-determination theory), the current study investigated simultaneously the mediating roles of parental involvement in youth’s learning and youth’s perceptions of parental aspirations, as well as the moderating role of parental warmth in the intergenerational transmission process of educational aspirations in Chinese families. A two-wave longitudinal study spanning about half a year was conducted among 323 Chinese seventh graders (54% female; M_age?=?13.25 years) and one of their parents (median educational attainment?=?completion of high school, median monthly income?=?USD 766–1226). It was found that parental educational aspirations for youth were related positively both indirectly through parental involvement and directly to youth’s perceptions of parental aspirations, which in turn were associated positively with youth’s own educational aspirations about half a year later. It was also found that parental educational aspirations for youth and youth’s own educational aspirations were associated positively with each other only when youth reported experiencing high levels of parental warmth, but unrelated when youth reported experiencing low levels of parental warmth, whereas such moderating effects of parental warmth were absent on the links from parental aspirations to youth’s perceptions of parental aspirations and parental involvement. These findings highlight the importance of integrating multiple theories to understand parent-to-youth transmission of educational aspirations in non-western cultures, which helps not only reveal generalizability, as well as boundary conditions for Western-originated theories, but also inform practical endeavors at promoting youth’s educational achievement worldwide to draw on strengths of different cultures.     

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.     

The Relationship Between Individualistic,Collectivistic, and Transitional Cultural Value Orientations and Adolescents’ Autonomy and Identity Status

In an effort to validate the use of a Western model of adolescent development with Asian youth, 781 urban and rural Taiwanese high school students (56% female) completed questionnaires about their development. Adolescents were first divided into cultural value orientations (i.e. collectivistic, individualistic, or transitional) and compared geographically. There were statistically significant differences in cultural value orientations only for rural youth. Identity statuses and levels of cognitive autonomy were then compared according to cultural value orientations and gender. Adolescents who self-identified as collectivistic were significantly more likely to self-identify as achieved rather than diffused compared to transitional adolescents. Gender, more than cultural value identifications, significantly differentiated these youth in regard to issues of cognitive autonomy measured in this study (i.e. evaluative thinking, voicing opinions, making decisions, self-assessing, and comparative validation). Taken in whole, these findings support the use of a Western model of adolescent development for Taiwanese youth.     

Beyond Participation: The Association Between School Extracurricular Activities and Involvement in Violence Across Generations of Immigration

Participation in extracurricular activities is purported to protect the broad spectrum of youth from a host of behavioral risks. Yet, empirical research on the extent to which this assumption holds for involvement in violence by immigrant youth is limited. Thus, using data for 13,236 (51.8% female) adolescents from the National Longitudinal Study of Adolescent Health, this study explores how the relationship between extracurricular activities and youth violence varies by type of extracurricular activity profile (sports alone, non-sports alone, and a combination of sports and non-sports) and by generations of immigration (first, second, and third-plus). The sample is composed of 9.3% (n = 1,233) first-generation youth, 15.7% (n = 2,080) second generation, and 74.9% (n = 9,923) third-plus generation. The results reveal that adolescents from the third-plus generation (i.e., non-immigrant youth) who participate in non-sports alone or sports plus non-sports have lower odds of involvement in violence than adolescents from the same generation who do not participate in extracurricular activities. However, for first- and second-generation adolescents, participation in extracurricular activities is associated with higher rather than lower odds of violence compared to their non-participating counterparts. These findings challenge the viewpoint that participation in mainstream extracurricular activities as afforded by US schools is equally beneficial for all youth. They also call for additional research that explores why immigrant youth are less likely than non-immigrant youth to gain violence-reducing benefits when they participate in extracurricular activities.     

Who,What, Where,When, and Why: Demographic and Ecological Factors Contributing to Hostile School Climate for Lesbian,Gay, Bisexual,and Transgender Youth

This study examines how locational (region and locale), community-level (school district poverty and adult educational attainment), and school district-level (district size and ratios of students to key school personnel) variables are related to indicators of hostile school climate for lesbian, gay, bisexual, and transgender (LGBT) youth. Indicators of hostile climate included frequency of homophobic remarks and victimization regarding sexual orientation and gender expression. We used data from a national survey of LGBT secondary school students (N = 5,420; 57.6% female; 65.5% White; mean age = 15.9). Results from regression analyses demonstrated that LGBT youth in rural communities and communities with lower adult educational attainment may face particularly hostile school climates. School district characteristics contributed little to the variation in LGBT youth’s experiences. Findings highlight the importance of considering the multiple contexts that LGBT youth inhabit, particularly as they pertain to educational experiences.     

Discrimination and Mexican-Origin Adolescents’ Adjustment: The Moderating Roles of Adolescents’, Mothers’, and Fathers’ Cultural Orientations and Values

Drawing on García Coll et al.’s integrative framework and the risk and resilience model, this study examined the relationships between adolescents’ perceived discrimination and psychosocial adjustment and the moderating roles of adolescents’, mothers’, and fathers’ cultural orientations and values, and adolescent gender in a sample of 246 Mexican-origin families. Using multilevel modeling with data from mothers, fathers, seventh graders (M _age = 12.8 years; SD = .57 year) and older siblings (M _age = 15.7 years; SD = 1.5 years), findings revealed that perceived discrimination was positively related to depression, risky behaviors, and deviant peer affiliations. In addition, parents’ cultural orientations and values and adolescent gender moderated the relationships between perceived discrimination and some indicators of adjustment. These findings suggest that parents’ cultural orientations and values can serve as protective and vulnerability factors in the associations between Mexican-origin adolescents’ perceived discrimination and their psychosocial adjustment.     

Latino Adolescents�� Loneliness, Academic Performance, and the Buffering Nature of Friendships

This longitudinal study examined Latino adolescents?? feelings of loneliness and the repercussions of loneliness for later educational success. Participants were 640 Latino students (56% girls, 62% Mexican/Mexican?CAmerican) who reported on loneliness across the first 2 years of high school. Growth mixture modeling identified three distinct loneliness trajectory classes for the Latino adolescents??consistently low, chronically high, and low but increasing. Language brokering, language use, and school mobility emerged as predictors of class membership. Increasingly and chronically lonely youth experienced academic difficulty, both in terms of academic progress and exit exam success, but support from friends served as a buffer of the negative relationship between loneliness and academic success. This study highlights the pernicious effects of loneliness and suggests promoting prosocial friendship support as a means of facilitating more positive academic outcomes for Latino youth.     

Explicating Acculturation Strategies among Asian American Youth: Subtypes and Correlates across Filipino and Korean Americans

Acculturation strategy, a varying combination of heritage and mainstream cultural orientations and one of the significant determinants of youth development, has been understudied with Asian American youth and particularly at a subgroup-specific level. This study used person-oriented latent profile analysis (LPA) to identify acculturation strategy subtypes among Filipino American and Korean American adolescents living in the Midwest. Associations between the subtypes and numerous correlates including demographics, family process and youth outcomes were also examined. Using large scale survey data (N?=?1580; 379 Filipino American youth and 377 parents, and 410 Korean American youth and 414 parents; M_AGE of youth?=?15.01), the study found three acculturation subtypes for Filipino American youth: High Assimilation with Ethnic Identity, Integrated Bicultural with Strongest Ethnic Identity, and Modest Bicultural with Strong Ethnic Identity; and three acculturation subtypes for Korean American youth: Separation, Integrated Bicultural, and Modest Bicultural with Strong Ethnic Identity. Both Filipino American and Korean American youth exhibited immersion in the host culture while retaining a strong heritage identity. Although bicultural strategies appear most favorable, the results varied by gender and ethnicity, e.g., integrated bicultural Filipino Americans, comprised of more girls, might do well at school but were at risk of poor mental health. Korean American separation, comprised of more boys, demonstrated a small but significant risk in family process and substance use behaviors that merits in-depth examination. The findings deepen the understanding of heterogeneous acculturation strategies among Asian American youth and provide implications for future research.     

Testing the Moderating Effect of Parent–Adolescent Communication on the Acculturation Gap–Distress Relation in Korean American Families

Although the acculturation gap generally has been associated with poor mental health outcomes among Asian American children, some studies have failed to find a significant relationship between the gap and distress. Using two different methods of operationalizing the gap between mothers and their children, the current study addressed this tension in the literature by testing the following hypotheses in a sample of Korean American families. It was hypothesized that mother–adolescent discrepancies in acculturation and enculturation levels would be associated with youth internalizing and externalizing symptoms and that parent–adolescent communication would moderate the gap–distress relationship. Multi-informant questionnaires were administered to 77 Korean American mother–adolescent dyads from the Midwest. Surprisingly, results indicated that consonance in low levels of mother–adolescent enculturation was associated with the highest levels of externalizing symptoms (interaction term method). Adolescents’ perception of communication with their fathers significantly moderated the relationship between the enculturation gap and internalizing symptoms, such that in dyads with a greater enculturation gap, less perceived open communication with fathers was associated with more internalizing symptoms (difference score method). Clinically, the findings indicate a potential target (i.e., parent–adolescent communication) for treatment programs that aim to improve family relations and youth adjustment in immigrant families.     

Risky Sexual Behaviors in First and Second Generation Hispanic Immigrant Youth

Though official data document that Hispanic youth are at a great risk for early sexual intercourse, STDs, and teen pregnancy, only few etiological studies have been conducted on Hispanic youth; almost no work has examined potential generational differences in these behaviors, and thus, these behaviors may have been mistakenly attributed to cultural differences. The current study examined the relationships between maternal parenting (general communication, communication about sex, monitoring, support) and risky sexual behaviors, and potential moderating effects by immigration status and acculturation in 1st and 2nd generation Hispanic immigrant adolescents (N = 2,016) from the National Longitudinal Study of Adolescent Health (Waves I and II). Maternal communication about sex and maternal support emerged as key predictors of risky sexual behaviors across generational groups; neither immigration status nor acculturation moderated the maternal parenting constructs-risky sexual behaviors links. Furthermore, maternal parenting constructs and their relationships with risky sexual behaviors did not differ by generational groups.

Similarities or Differences in Identity Development? The Impact of Acculturation and Gender on Identity Process and Outcome

This study examined the effects of variations in acculturation and gender on identity processes and outcomes. Three hundred fifty-seven students at a culturally diverse university completed measures of identity processes (exploration, commitment, and identity style) and outcomes (identity status). The generalizability of the underlying identity processes across contextual variations was ascertained by evaluating the consistency of factor solutions across immigrant generation and gender. Results suggested that the processes underlying identity development are consistent across variations in acculturation and gender. Supplemental analyses revealed effects of acculturation and gender on the extent to which individuals utilized various identity processes and manifested various identity outcomes.     

Parents�� Promotion of Psychological Autonomy, Psychological Control, and Mexican�CAmerican Adolescents�� Adjustment

Mexican?CAmerican adolescents are at an elevated risk for adjustment difficulties. In an effort to identify parenting practices that can affect the adjustment of Mexican?CAmerican youth, the current study examined parents?? promotion of psychological autonomy and parents?? psychological control as perceived by Mexican?CAmerican early adolescents, and explored their associations with adolescents?? adjustment in the context of acculturation. In 5th grade, 134 (54.5% female) Mexican?CAmerican adolescents reported on their acculturation level and the parenting practices of their mothers and fathers. In 5th and 7th grade, adolescents also reported on their depressive symptoms, number of delinquent friends, and self-worth. Perceptions of promotion of psychological autonomy and of psychological control were positively correlated. However, perceptions of more promotion of psychological autonomy and of less psychological control predicted fewer depressive symptoms 2 years later. Perceptions of more promotion of psychological autonomy also predicted fewer delinquent friends two years later. Finally, perceptions of more promotion of psychological autonomy predicted higher self-worth only among less acculturated adolescents. The study underscores the roles that promotion of psychological autonomy and psychological control may play in Mexican?CAmerican children??s well-being during early adolescence.     

Acculturation Strategies and Mental Health in Gay,Lesbian, and Bisexual Youth

In this article, we examine the impact of acculturation strategies on minority stress and mental health in lesbian, gay, or bisexual (LGB) youth in Flanders, Belgium. Building on previous identity minority studies and on the social stress model, we investigate how LGB youth acculturate within both the LGB subculture and mainstream society and how this correlates with their mental health. Our sample is taken from an online survey and represents 561 LGB youth aged 14 through 21. The four traditional acculturation strategies are represented in this population (integration, separation, marginalization, assimilation). Bisexual boys are mostly absent from separation and integration strategies; gay and lesbian youth in middle adolescence are significantly more represented in the separation strategy compared to their late adolescence counterparts. Further, our findings suggest the relevance of identification with the LGB community, especially for internalized negative attitudes toward homosexuality. LGB youth who identify with the LGB community score significantly lower on this internalized homonegativity.     

Adolescents’ Reports of Parental Engagement and Academic Achievement in Immigrant Families

The purpose of this study was to add to the understanding of the effects of perceived parental engagement on adolescents’ academic achievement in immigrant families. Self-report data were collected from 1,245 adolescents in immigrant families from four high schools in Los Angeles County. The sample characteristics follow: 13–16 years old (M = 14.5); 58.9% female, 41.1% male; 57.5% Latino; 40.6% 1st generation youth (i.e., foreign born), 59.4% 2nd generation youth. After controlling for parental educational attainment, parental engagement variables were indirectly related to grades through youths’ academic engagement. Multigroup SEM indicated some differences between genders, generational statuses, and ethnicities (Latinos versus others). Adolescents’ perceptions of monitoring by mothers and fathers were indirectly related to grades through academic engagement. Perceived educational advice by mothers was indirectly related to grades through academic engagement for non-Latinos, boys, and 2nd generation youth. Perceived mothers’ schoolwork help was positively related to adolescents’ academic engagement in all the models (except 2nd generation youth), yet fathers’ schoolwork help was significant only for girls and 2nd generation youth.