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.     

Cultural Stressors and Mental Health Symptoms Among Mexican Americans: A Prospective Study Examining the Impact of the Family and Neighborhood Context

Studies of stress consistently have linked individuals’ experiences of stress to maladjustment, but limited attention has been given to cultural stressors commonly experienced by minority individuals. To address this, the current study examined the links between cultural stressors and prospective changes in mental health symptoms in a sample of 710 (49 % female) Mexican American youth. In addition, the moderating role of both family and neighborhood cohesion was examined. In-home interviews were completed with youth, mothers (required) and fathers (optional) to collect data on youth’s experiences of cultural stressors (discrimination and language hassles) and internalizing/externalizing behavior, and mothers’ report of family cohesion and mothers’ and fathers’ report of neighborhood cohesion. Analyses revealed that youth’s experiences of discrimination and language hassles at 5th grade were related positively to increases in internalizing symptoms at 7th grade. Additionally, youths who reported higher levels of language hassles in 5th grade experienced increases in externalizing symptoms across the 2-year span. Both family and neighborhood cohesion emerged as significant moderating factors but their impact was conditional on youth’s gender and nativity. Limitations and future implications are discussed.     

An Adolescent Victimization Immigrant Paradox? School-Based Routines, Lifestyles, and Victimization Across Immigration Generations

There is a growing body of research that suggests parallels between assimilation and increased adolescent violence, which is often referred to as the “immigrant paradox” in the United States. Few studies explore how theories, such as routine activity and lifestyle, could explain the relationship between assimilation and increased violence. This study explores whether and how the adolescent associations between routines, lifestyles, and adolescent school-based victimization vary across immigration generations. Data are drawn from the Educational Longitudinal Study of 2002, which is a nationally representative sample of tenth graders. This study focuses on a subsample consisting of 9,870 first (N = 1,170, 12 %), second (N = 1,540, 16 %), and third-plus (N = 1,117, 73 %) generation public school students (N = 5,050; 51 % female) in 580 public schools for this analysis of routine activity, lifestyle, and school-based victimization across immigration generations. Findings do indicate important nuances related to immigration in the conceptual links between routine activity, lifestyle, and adolescent victimization. For instance, engagement in school-based sport activities is a potential risk factor for first and second generation adolescents but is found to be a potential insulating factor against violent victimization for third-plus generation adolescents. The implications of the relationships between routines, lifestyles, and violence across immigration generations are discussed more generally.     

The Role of Social Support in Students’ Perceived Abilities and Attitudes Toward Math and Science

Social cognitive models examining academic and career outcomes emphasize constructs such as attitude, interest, and self-efficacy as key factors affecting students’ pursuit of STEM (science, technology, engineering and math) courses and careers. The current research examines another under-researched component of social cognitive models: social support, and the relationship between this component and attitude and self-efficacy in math and science. A large cross-sectional design was used gathering data from 1,552 participants in four adolescent school settings from 5th grade to early college (41 % female, 80 % white). Students completed measures of perceived social support from parents, teachers and friends as well as their perceived ability and attitudes toward math and science. Fifth grade and college students reported higher levels of support from teachers and friends when compared to students at other grade levels. In addition, students who perceived greater social support for math and science from parents, teachers, and friends reported better attitudes and had higher perceptions of their abilities in math and science. Lastly, structural equation modeling revealed that social support had both a direct effect on math and science perceived abilities and an indirect effect mediated through math and science attitudes. Findings suggest that students who perceive greater social support for math and science from parents, teachers, and friends have more positive attitudes toward math and science and a higher sense of their own competence in these subjects.     

The Peer Context and the Development of the Perpetration of Adolescent Dating Violence

The peer context is a central focus in research on adolescent risk behaviors but few studies have investigated the role of the peer context in the perpetration of adolescent dating violence. This longitudinal study examined between-subjects and within-person contemporaneous and lagged effects of peer attributes, measured with social network analyses, on trajectories of dating violence perpetration and determined if effects varied by grade and/or sex of the adolescent. Data are from adolescents who participated in a five-wave panel study beginning when they were in 7 through 9th grade and ending when they were in 10 through 12th grade (n = 3,412); half were male, 40.5 % were white, 49.9 % were black and 10.4 % were of another race/ethnicity. Significant between-subjects effects indicate that adolescents who typically have friends who use dating violence, and girls who are typically high in social status, are at increased risk for using dating violence throughout adolescence. Adolescents who typically have high quality friendships and girls who typically have friends with pro-social beliefs are at decreased risk for using dating violence throughout adolescence. Significant within-person contemporaneous effects indicate that both boys and girls reported lower levels of dating violence than usual at times when they had more friends with pro-social beliefs, and reported higher levels of dating violence than usual at times when they had higher social status. None of the lagged effects were significant and none of the effects varied across grade. These findings suggest that the peer context plays an important role in the development of the perpetration of adolescent dating violence.     

The Greying Periphery—Ageing and Community Development in Rural Romania and Bulgaria

The impact of ageing on community well-being has been part of the policy discourse in the West, but it is a relatively new problem for the post-socialist countries in Eastern Europe. This study focuses on the patterns of ageing in rural Romania and Bulgaria, offering a holistic view of vulnerabilities, including persistent rural disadvantages, ageing in the countryside and the post-socialist transformation. Aggregate statistics and community case studies reveal the links between demographic processes and community development. This paper contributes to the country-specific analysis of the ageing European periphery in the context of social cohesion as a fundamental European goal.     

Islands and a Carceral Environment: Maltese Policy in Terms of Irregular Migration

Although security has become a common framework for analyzing dispositifs that aim to control irregular migration, island spaces themselves are seldom considered as security dispositifs. The case of Malta, where detention is mandatory upon arrival, epitomizes what could be conceptualized as a “sentinel island” within the European Union. This article demonstrates how the interaction between political discourse, administrative practices, and migrants’ experiences contributes to turning the island into a form of total-institution setting. The empirical data is based on qualitative fieldwork that combines ethnographic observation, migrants’ individual narratives and semi-structured interviews conducted with European and national policy makers.     

Catherine Cl ment and Julia Kristeva. The Feminine and the Sacred. Trans. Jane Marie Todd. New York: Columbia University Press, 2001

And the Mirror Cracked: Feminist Cinema and Film Theory, by Anneke Smelik. London: Macmillan Press, 1998.

Simone de Beauvoir: A Critical Reader, edited by Elizabeth Fallaize. London and New York: Routledge, 1998.

Voice of the Living Light: Hildegard of Bingen and Her World, edited by Barbara Newman. Berkeley: University of California Press, 1998.

Women Preachers and Prophets Through Two Millennia of Christianity, edited by Beverly Mayne Kienzle and Pamela J. Walker. Berkeley: University of California Press, 1998.

Margaret Cavendish and the Exiles of the Mind, by Anna Battigelli. Lexington: The University Press of Kentucky, 1998.

Cracks in the Pedestal: Ideology and Gender in Hollywood, by Philip Green. Amherst: University of Massachusetts Press, 1998.

The Women and War Reader, edited by Lois Ann Lorentzen and Jennifer Turpin. New York: New York University Press, 1998.

Surrealist Women: An International Anthology, edited by Penelope Rosemont. Austin: University of Texas Press, 1998.

The Knotted Subjed: Hysteria and its Discontents, by Elisabeth Bronfen. Princeton: Princeton University Press, 1998.

Ventures into Childland: Victorians, Fairy Tales, and Femininity, by U.C. Knoepfimacher. Chicago: The University of Chicago Press, 1998.     

Class,caste and gender in collective action: Agricultural labour unions in two Indian villages

This study asks why class, caste and gender ties operated differently in the mobilisation of agricultural labourers from two villages with a regional union movement. In both villages, mobilisation involved coalition building ‐ either across class or caste boundaries. The type of coalition assembled seems to depend on past political strategies that have been in use by labourers at least since the late 1940s. The contribution of social networks as conditioned by the organisation of the male and female workforces is also investigated. Such variables are found to be more ‘explanatory’ of participation in collective struggles with the labour union than abstract class categories or structural change in the economy.