Do African American Male and Female Adolescents Differ in Technological Engagement?: The Effects of Parental Encouragement and Adolescent Technological Confidence

Associations Between Internet-Specific Parenting, General Parenting, and Adolescents' Online Behaviors: A Cross-Lagged Panel Network Analysis

Parents play a crucial role in adolescents' Internet use. Both general parenting (i.e., autonomy-supportive and controlling parenting) and Internet-specific parenting (i.e., restrictive mediation, active mediation, and parental encouragement) are related to adolescents' online behaviors. However, existing studies have focused either on an Internet-specific parenting or general parenting strategy and have neglected their interaction, failing to capture the intricate nature of the parenting context of youth's online behaviors. Few studies have examined parental encouragement or acknowledged the bidirectional influence of parenting on adolescents' online behaviors. To address this gap, this study employed a cross-lagged panel network model to examine the associations among restrictive and active mediation, parental encouragement, and autonomy-supportive and controlling parenting, as well as the interplay of all five parenting strategies with adolescents' online behaviors. A total of 564 Chinese students (51.1% male; mean age = 14.54, SD = 0.7) completed the survey at two time points. The results indicate that in most cases, previous online behaviors are significant and strong predictors of subsequent parenting strategies and not vice versa, corroborating the child effect. The parent and reciprocal effects were observed in the problematic smartphone-use domain, suggesting that the effects may differ for distinct behavioral domains. The effects of parental mediation extend beyond parental encouragement, implying that risk-prevention-related parenting is an effective means of guiding adolescents' online behaviors. Autonomy-relevant general parenting is closely related to active mediation and parental encouragement, while restrictive general parenting is closely related to restrictive mediation, suggesting a consistency between Internet-specific and general parenting strategies.

Undergraduates’ pSTEM identity and motivation in relation to gender- and race-based perceived representation, stereotyped beliefs, and implicit associations

Women and underrepresented minoritized (URM) persons remain marginalized in physical science, technology, engineering, and math (pSTEM). Relative to non-URM men, URM women may experience a double disadvantage based on their gender and race whereby they observe few same-gender and few same-race role models in pSTEM while additionally internalizing stereotypes linking pSTEM with non-URM men. Our hypothesized model was partly supported in a sample of undergraduates ( N = 1,068; 68% women, 44% URM). First, perceiving same-gender or same-race pSTEM role models predicted lower explicit stereotypes among women and URM individuals regarding gender and race, respectively. Second, explicit and implicit associations linking pSTEM with men and White/Asian persons predicted (a) lower pSTEM identity among women and URM students and (b) higher identity among men and non-URM students. Finally, both implicit and explicit pSTEM identity positively predicted expectancy–value beliefs.

Do African American adolescents internalize direct online discrimination? Moderating effects of vicarious online discrimination, parental technological attitudes, and racial identity centrality

African American adolescents have become more active users of digital media, which may increasingly expose them to direct online discrimination based on their racial and gender identities. Despite well-documented impacts of offline discrimination, our understanding of if and how direct online discrimination affects African American adolescents similarly remains limited. Guided by intersectional and ecological frameworks, we examined the association between direct online discrimination and internalized computing stereotypes in African American adolescents. Further, we explored the moderating effects of systemic and individual factors – vicarious online discrimination, parental technological attitudes, and racial identity centrality – on this association by adolescent gender. Utilizing data from 1041 African American parent-adolescent dyads, we found a positive association between adolescents’ direct online discrimination and internalized computing stereotypes. Surprisingly, greater vicarious online discrimination mitigated this association for both male and female adolescents. Further, parental technological attitudes and racial identity centrality mitigated this association only for female but not male adolescents. Our findings highlight the importance of understanding the impact of media on adolescents’ online experiences from intersectional and systemic perspectives. We discuss the implications for prospective research and educational programs focused on African American adolescents’ digital media use and online experiences.