Social Support and Low-Income,Urban Mothers: Longitudinal Associations with Adolescent Delinquency

The current study examined the role of engaged parenting in explaining longitudinal associations between maternal perceptions of social network support and whether youth engage in delinquent behaviors during the transition into adolescence. The sample included 432 low-income, African American and Latino youth (49% female) and their mothers participating in “Welfare, Children, and Families: A Three City Study”. Results from longitudinal SEM analyses demonstrated that social network support was associated positively with mothers’ engaged parenting as youth transitioned into early adolescence. Engaged parenting, which functioned as a mediating variable, was associated with less youth delinquency during transitions into middle adolescence. Taken together, social network supports appeared to facilitate mothers’ abilities to remain engaged with their children and to deter youth from becoming involved in delinquent behaviors.     

Unpacking Acculturation: Cultural Orientations and Educational Attainment Among Mexican-Origin Youth

Given educational risks facing Mexican-origin children of immigrant parents, it is important to understand how aspects of the acculturation process influence Mexican-origin youth's educational success. Drawing from selective assimilation theory, this study examined how cultural orientations across myriad facets of acculturation were associated with the educational attainment of second-generation Mexican immigrant youth. The sample included 755 Mexican-origin youth (50% female) in the "Children of Immigrants Longitudinal Study." Results from structural equation models indicated that youth reporting greater facility in the English language and a stronger value on familism attained higher levels of education in young adulthood than did other youth. Parents' U.S. social ties and youth's value on early paid work were associated with less educational attainment. Innovative findings from this study indicate the importance of considering both Mexican and American cultural orientations across myriad facets of acculturation for understanding second-generation immigrant Mexican youth's educational attainment.     

Mine smartness and the community voice in mine-risk education: lessons from Afghanistan and Angola

Mine-risk education programmes will fall short of their intended impact for as long as they fail to take into account local responses—knowledge, logic and everyday practices—to mine threats. Community information, systematically collected through household and institutional surveys, can help to define and understand endogenous ‘mine smartness’. The same evidence provides insight into the impact of mine-risk education, including its unintended consequences. Using six criteria of mine smartness, ciet carried out evaluations of mine-risk education in Afghanistan (1997) and Angola (1999). The first clear lesson to be drawn from these evaluations is that people in mine-affected areas do generate their own broadly effective means of facing the daily threat of mines. The second lesson is that people take risks for reasons that make sense to them: ‘education’ that landmines are dangerous probably adds little value for them. The third lesson is that mine-risk education that does not take into account these first two lessons can cause harm. The evaluations produced evidence of unintended risk-taking by people exposed to mine-risk education programmes.