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Santana A, Williams CD, Umaña-Taylor AJ, Jahromi LB, Updegraff KA, Corona R, León-Pérez G. A longitudinal test of Mexican-origin teen mothers' cultural characteristics and children's Spanish vocabulary via mothers' Spanish language use. CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY 2024; 30:497-507. [PMID: 37347891 PMCID: PMC10739566 DOI: 10.1037/cdp0000603] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/24/2023]
Abstract
OBJECTIVES The present study examined whether teen mothers' adaptive cultural characteristics (i.e., familism values, language competency pressures, and involvement in Mexican culture and U.S. mainstream culture) when children were 3 years old (i.e., Wave 4; W4) informed mothers' Spanish language use with their children when children were 4 years old (W5) and, in turn, children's subsequent Spanish receptive vocabulary when children were 5 years old (W6). METHOD The present study included 204 Mexican-origin children (58% male) and their mothers who entered parenthood during adolescence (M = 16.24, SD = .99 at W1). RESULTS Five mediational processes were significant, such that mothers' higher familism values (i.e., emphasizing family support and obligations), Spanish competency pressure (i.e., stress associated with Spanish language competency), and involvement in U.S. mainstream culture at W4 were associated with mothers' lower Spanish language use with children at W5 and, in turn, children's lower levels of Spanish receptive vocabulary at W6. Mothers' greater involvement in Mexican culture and English competency pressure (i.e., stress associated with English language competency) at W4 were associated with mothers' greater Spanish language use with children at W5 and, in turn, children's greater Spanish receptive vocabulary at W6. Additionally, mothers' greater involvement in U.S. mainstream culture at W4 was directly associated with children's lower Spanish language abilities at W6. CONCLUSIONS Findings highlight the importance of the family context in Mexican-origin children's Spanish language skills over time. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
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Levey EJ, Rodriguez AEM, Chang AR, Rondon MB, Sanchez MLJ, Harrison AM, Gelaye B, Becker AE. A qualitative analysis of adolescent motherhood within the broader family context in Peru. FAMILY RELATIONS 2024; 73:1046-1066. [PMID: 38523658 PMCID: PMC10957107 DOI: 10.1111/fare.12904] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/20/2022] [Accepted: 04/24/2023] [Indexed: 03/26/2024]
Abstract
Objective The purpose of this study was to characterize the impact of adolescent pregnancy on families and describe the needs of adolescent mothers and their infants in order to assess the need for intervention and identify potential intervention targets. Background Adolescent mothers and their offspring face an increased risk of mental health problems. Adolescent mothers and their families also face significant resource constraints; 95% live in low- and middle-income countries (LMICs). Cost-effective interventions are needed to improve outcomes for this vulnerable group. Method This qualitative study conducted in Lima, Peru, consisted of four clinician focus groups and 18 in-depth interviews with adolescent mothers and their family members. Data were coded thematically, and direct content analysis was employed. Results The study identified the following issues facing adolescent parents: the transition to parenthood, the need for family support, difficulty accessing support, the difficulty for family members of providing support, and ideas about responsibility and adolescent autonomy. Conclusion Overall, these findings demonstrate the need for interventions that engage families and address barriers to accessing support, including relationship conflict and differing beliefs about responsibility and autonomy. Implications Interventions are needed for adolescent mothers in LMICs that mobilize family support. Clinicians who care for these patients need to be aware of the family context and the resources available where they practice.
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Affiliation(s)
- Elizabeth J. Levey
- The Chester M. Pierce, MD Division of Global Psychiatry, Massachusetts General Hospital, Boston, MA
- Department of Psychiatry, Harvard Medical School, Boston, MA
| | | | - Andrew R. Chang
- Department of Psychiatry, Harvard Medical School, Boston, MA
| | | | | | - Alexandra M. Harrison
- Department of Psychiatry, Harvard Medical School, Boston, MA
- Department of Psychiatry, Cambridge Health Alliance, Cambridge, MA
| | - Bizu Gelaye
- The Chester M. Pierce, MD Division of Global Psychiatry, Massachusetts General Hospital, Boston, MA
- Department of Psychiatry, Harvard Medical School, Boston, MA
- Department of Epidemiology, Harvard T.H. Chan School of Public Health, Boston, MA
| | - Anne E. Becker
- Department of Psychiatry, Harvard Medical School, Boston, MA
- Department of Global Health and Social Medicine, Harvard Medical School, Boston, MA
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Williams CD, Lozada FT, Hood KB, Umaña-Taylor AJ, Jahromi LB, Updegraff KA. Mexican-origin 5-year-old children's ethnic-racial identity centrality and attitudes predicting social functioning. CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY 2022; 28:158-170. [PMID: 34843297 PMCID: PMC9670273 DOI: 10.1037/cdp0000511] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
OBJECTIVE Early childhood is an important developmental period to focus on the outcomes associated with ethnic-racial identity (ERI) given that children notice racial differences, are processing information about ethnicity and race, and have race-related experiences. The present study tested whether three components of ERI (i.e., positive attitudes, negative attitudes, and centrality) predicted children's social functioning (i.e., interactive, disruptive, and disconnected play with peers; externalizing behaviors; and observed frustration and cooperation with an adult). Child sex was also tested as a moderator. METHOD The present study included 182 5-year-old Mexican-origin children (57% male) of mothers who entered parenthood during adolescence (M = 21.95, SD = 1.00). RESULTS Children's positive ethnic-racial attitudes were associated with greater social functioning (i.e., greater interactive play and less externalizing behaviors) among boys and girls, and less frustration among boys. Negative ethnic-racial attitudes predicted maladaptive social functioning (i.e., greater disruptive play) among boys and girls and more disconnected play among girls. Contrary to expectations, ethnic-racial centrality predicted boys' and girls' maladaptive social functioning (i.e., greater disruptive and disconnected play). CONCLUSIONS Findings highlight the importance of fostering children's positive ethnic-racial attitudes and helping them discuss and cope with negative ethnic-racial attitudes to promote more adaptive social functioning. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
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Jahromi LB, Bravo DY, Umaña-Taylor AJ, Updegraff KA, Hinman JA. Mexican-Origin Adolescent Mothers' Beliefs and Practices Concerning Children's School Readiness. EARLY EDUCATION AND DEVELOPMENT 2022; 34:128-151. [PMID: 36846485 PMCID: PMC9956953 DOI: 10.1080/10409289.2021.1995259] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
Parents' academic socialization of their young children is a critical yet understudied area, especially in the context of vulnerable parent-child dyads. The current longitudinal study examined factors that informed mothers' beliefs and practices concerning children's kindergarten readiness in a sample of 204 Mexican-origin adolescent mothers (M age = 19.94). Adolescent mothers' individual characteristics and assets (i.e., parental self-efficacy, educational attainment, educational utility beliefs, knowledge of child development) and sources of stress (i.e., economic hardship, coparenting conflict) were related to the importance they placed on children's social-emotional and academic readiness for kindergarten, their provision of cognitive stimulation and emotional support to their children in the home, and their enjoyment of literacy activities with their child. Moreover, adolescents' perception of parenting daily hassles emerged as a mediator in this process. Findings underscore the importance of considering Mexican-origin adolescent mothers' strengths and assets along with their unique contextual stressors as they relate to beliefs and practices that could have implications for their children's school success.
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Affiliation(s)
- Laudan B Jahromi
- Department of Health and Behavior Studies, Teachers College, Columbia University
| | - Diamond Y Bravo
- Department of Psychology, University of California, Riverside
| | | | | | - Jocelyn A Hinman
- Department of Health and Behavior Studies, Teachers College, Columbia University
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Sim L, Chen S, Zhang M, Edelstein RS, Kim SY. Cultural adaptation congruence in immigrant spouses is associated with marital quality. JOURNAL OF MARRIAGE AND THE FAMILY 2021; 83:1420-1438. [PMID: 38283831 PMCID: PMC10817770 DOI: 10.1111/jomf.12799] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/21/2021] [Accepted: 08/19/2021] [Indexed: 01/30/2024]
Abstract
Objective and background Previous research suggests that cultural adaptation is associated with Mexican-origin couples' marital outcomes, including marital distress and rates of dissolution. However, research on the marital implications of different types of spousal differences in cultural adaptation often omits important dyadic dynamics (i.e., incongruence between couples and with their partners); this, coupled with existing methodological issues, might contribute to the pattern of mixed findings in the literature. Method Using data from 273 Mexican-origin couples, we conducted response surface analyses to examine how spousal congruence in four adaptation domains (acculturation, enculturation, English proficiency, Spanish proficiency) is associated with wives' and husbands' marital warmth, hostility and satisfaction. Results Higher, versus lower, levels of couple matches (except for enculturation) were associated with better marital quality. Mismatches in American (acculturation, English) and Mexican (enculturation, Spanish) orientations were also associated with higher, and lower, marital quality, respectively. Conclusion and implication Our findings highlight the importance of examining couple matching, which has historically been understudied. We also suggest that inconsistencies in prior work can be explained by discrepant associations between mismatches in American versus Mexican orientation and relationship outcomes.
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Affiliation(s)
- Lester Sim
- Department of Psychology, University of Michigan, Ann Arbor, Michigan, USA
| | - Shanting Chen
- Department of Human Development and Family Sciences, University of Texas at Austin, Austin, Texas, USA
| | - Minyu Zhang
- Department of Human Development and Family Sciences, University of Texas at Austin, Austin, Texas, USA
| | - Robin S. Edelstein
- Department of Psychology, University of Michigan, Ann Arbor, Michigan, USA
| | - Su Yeong Kim
- Department of Human Development and Family Sciences, University of Texas at Austin, Austin, Texas, USA
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Safa MD, White RMB, Knight GP. The Influence of Ethnic-Racial Identity Developmental Processes on Global Bicultural Competence Development. Child Dev 2021; 92:e1211-e1227. [PMID: 34287858 DOI: 10.1111/cdev.13632] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
This study investigated ethnic-racial identity (ERI) developmental processes (i.e., exploration and resolution) as pathways for adolescents to develop global bicultural competence, or the ability to meet heritage and host cultural demands. The sample included 749 U.S. Mexican-origin youth (30% Mexico-born; 51% male) followed from early-to-late adolescence (Mage = 12.79-17.38 years). Longitudinal structural equation analyses revealed that youth's sequential engagement in ERI exploration and resolution (from early-to-middle adolescence) promoted global bicultural competence in late adolescence. The findings highlight the benefits of achieving clarity about one's ERI via self-exploration efforts for adolescents' ability to respond effectively to bicultural demands. This study advances mechanisms via which ERI development may support youth adaptation to multiple cultural systems.
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Williams CD, Umaña-Taylor AJ, Updegraff KA, Jahromi LB. Measuring 5-year-old Mexican-heritage Children's Ethnic-Racial Identity Attitudes, Centrality, and Knowledge. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2021; 75:101290. [PMID: 34421164 PMCID: PMC8372932 DOI: 10.1016/j.appdev.2021.101290] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
Young children are aware of ethnicity-race, yet the field lacks measures to assess ethnic-racial identity (ERI) in early childhood. Thus, the goals of the current study were: (a) to describe three adapted measures that can be used to assess aspects of Mexican-heritage children's ERI (i.e., attitudes, centrality, and knowledge), and (b) to test the psychometric properties of each measure among 182 five-year-old Mexican-heritage children. Results from confirmatory factor analyses supported a 2-factor solution characterizing positive and negative ERI attitudes; the subscales demonstrated adequate reliability and findings provided preliminary support for construct validity. Findings for ERI centrality revealed significant variability among children and initial support for convergent and divergent validity. Support for ERI knowledge was more limited and suggests further development of this measure is needed. Overall, the current study calls attention to the importance of assessing ERI in early childhood, and provides developmentally appropriate assessments to stimulate growth in this area.
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McDermott ER, Jahromi LB, Umaña-Taylor AJ, Martinez-Fuentes S, Jones SM, Updegraff KA. Mexican-Origin Adolescent Mothers' Economic Contexts, Educational Re-Engagement, and Their Children's School Readiness. Child Dev 2021; 92:e513-e530. [PMID: 33470434 PMCID: PMC8289935 DOI: 10.1111/cdev.13514] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Drawing on data from a longitudinal study of 204 Mexican-origin adolescent mothers, their mother figures, and their children, the current investigation examined (a) adolescent mothers' educational re-engagement and attainment beginning during their pregnancy and ending when their child was 5 years old; and (b) the influence of the family economic context on adolescent mothers' educational re-engagement and attainment and their children's academic and social-emotional outcomes. Findings detailed adolescent mothers' re-engagement in school after the birth of their child and revealed that family income during adolescents' pregnancies was directly associated with re-engagement and attainment, and also initiated cascade effects that shaped adolescents' economic contexts, their subsequent re-engagement and attainment, and ultimately their children's academic and social-emotional outcomes at age 5.
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Abstract
Teen pregnancy and parenting remain important public health issues in the United States and around the world. A significant proportion of teen parents reside with their families of origin, which may positively or negatively affect the family structure. Teen parents, defined as those 15 to 19 years of age, are at high risk for repeat births. Pediatricians can play an important role in the care of adolescent parents and their children. This clinical report updates a previous report on the care of adolescent parents and their children and addresses clinical management specific to this population, including updates on breastfeeding, prenatal management, and adjustments to parenthood. Challenges unique to teen parents and their children are reviewed, along with suggestions for the pediatrician on models for intervention and care.
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Affiliation(s)
- Makia E Powers
- Children's Healthcare of Atlanta and Morehouse School of Medicine, Atlanta, Georgia; and
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Jahromi LB, Umaña-Taylor AJ, Updegraff KA, Derlan Williams C, Kirkman K. Depressive symptoms and developmental change in mothers' emotion scaffolding: Links to children's self-regulation and academic readiness. Dev Psychol 2020; 56:2040-2054. [PMID: 32833472 PMCID: PMC8301749 DOI: 10.1037/dev0001107] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
This study examined whether the mechanism linking changes in Mexican-origin adolescent mothers' depressive symptoms to children's subsequent self-regulation and academic readiness was via their emotion scaffolding when their children were 2, 3, 4, and 5 years of age. Data included home interviews with adolescent mothers (N = 204), observations of mother-child interactions during a task that challenged children's abilities to manage their emotional arousal, and assessments of children's performance on measures of self-regulation and academic readiness. Adolescent mothers' higher depressive symptoms at child age 2 years were associated with a greater decline in mothers' emotion scaffolding from child age 2 to 5 years, which was subsequently linked to children's lower self-regulation and academic readiness at age 5. Possible implications from this line of work for adolescent mothers and their children are discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
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Williams CD, Byrd CM, Quintana SM, Anicama C, Kiang L, Umaña-Taylor AJ, Calzada EJ, Gautier MP, Ejesi K, Tuitt NR, Martinez-Fuentes S, White L, Marks A, Rogers LO, Whitesell N. A Lifespan Model of Ethnic-Racial Identity. RESEARCH IN HUMAN DEVELOPMENT 2020; 17:99-129. [PMID: 38250240 PMCID: PMC10798661 DOI: 10.1080/15427609.2020.1831882] [Citation(s) in RCA: 48] [Impact Index Per Article: 12.0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
The current paper presents a lifespan model of ethnic-racial identity (ERI) from infancy into adulthood. We conceptualize that ethnic-racial priming during infancy prompts nascent awareness of ethnicity/race that becomes differentiated across childhood and through adulthood. We propose that the components of ERI that have been tested to date fall within five dimensions across the lifespan: ethnic-racial awareness, affiliation, attitudes, behaviors, and knowledge. Further, ERI evolves in a bidirectional process informed by an interplay of influencers (i.e., contextual, individual, and developmental factors, as well as meaning-making and identity-relevant experiences). It is our goal that the lifespan model of ERI will provide important future direction to theory, research, and interventions.
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Affiliation(s)
| | | | | | | | | | | | | | | | - Kida Ejesi
- Boston Children's Hospital/Harvard Medical School
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Rajan S, Jahromi L, Bravo D, Umaña-Taylor A, Updegraff K. Maternal Self-Efficacy Is Protective for Child (but Not Mother) Body Mass Index Among Mexican-Origin Children with Negative Temperament. J Dev Behav Pediatr 2020; 40:633-641. [PMID: 31169655 PMCID: PMC6800616 DOI: 10.1097/dbp.0000000000000696] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
OBJECTIVE Childhood obesity persists as a serious public health concern, particularly among Mexican-origin youth. Teen mothers are also at heightened obesity risk. Multiple factors may exacerbate this risk, including stressors associated with parenting. Indeed, difficult child temperaments pose unique parenting challenges, which may also be linked to physical health outcomes in mothers. The purpose of this study was to examine whether the interaction between negative child temperament and parenting self-efficacy is related to the body mass index (BMI) of young children and their adolescent mothers while controlling for important contextual factors. We also examined which pathways differed for girls versus boys. METHODS Data were from a longitudinal study spanning 5 years that included 204 Mexican-origin young mothers and their children (with data collected at birth, age 4 years, and age 5 years). A multigroup structural equation modeling framework was used. RESULTS The rate of early childhood obesity was low in comparison with national averages, whereas the rate of adolescent mother obesity was notably higher than the national average. Negative child temperament was associated with higher child BMI among those adolescent mothers with low parenting self-efficacy. Among the children with a negative temperament, their mothers' high parenting self-efficacy may have served as a protective factor against unhealthy child BMI. This significant interaction held for both boys and girls. CONCLUSION Research evaluating the potential effectiveness of interventions that promote parenting self-efficacy during early childhood as a means to reduce the rate of obesity among children of adolescent mothers should be conducted.
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Affiliation(s)
- Sonali Rajan
- Department of Health and Behavior Studies, Teachers
College, Columbia University, New York, New York
| | - Laudan Jahromi
- Department of Health and Behavior Studies, Teachers
College, Columbia University, New York, New York
| | - Diamond Bravo
- Graduate School of Education, Harvard University,
Cambridge, MA
| | | | - Kimberly Updegraff
- T. Denny Sanford School of Social and Family Dynamics,
Arizona State University, Tempe, AZ
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The Development of Ethnic-Racial Identity Process and Its Relation to Civic Beliefs among Latinx and Black American Adolescents. J Youth Adolesc 2020; 49:2495-2508. [PMID: 32468392 DOI: 10.1007/s10964-020-01254-6] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2020] [Accepted: 05/02/2020] [Indexed: 10/24/2022]
Abstract
Despite associations between ethnic-racial identity processes (i.e., exploration and resolution) and positive psychosocial outcomes among adolescents, limited empirical research investigates longitudinal associations between these processes and civic beliefs. To address this gap in the literature, this research explored whether changes in ethnic-racial identity exploration and resolution predicted civic beliefs among adolescents. Participants included 400 Latinx (n = 121; 47.1% girls) and Black American (n = 279; 52.0% girls) adolescents in the 6th (n = 210), 7th (n = 113) and 8th Grades (n = 74). Neither initial levels nor changes in ethnic-racial identity exploration predicted civic beliefs across four time-points of the study, or across two years of middle school. Adolescents who demonstrated greater increases in ethnic-racial identity resolution across two years of middle school were likely to have greater civic beliefs by the end of the two years, as compared to adolescents who had smaller increases in resolution. These results suggest that adolescents who have an increasingly clear sense of their ethnic-racial selves may have greater access to cognitive and socioemotional resources that promote their development of beliefs on the need to advance the well-being of their communities.
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Neighborhood structural characteristics and Mexican-origin adolescents' development. Dev Psychopathol 2018; 30:1679-1698. [PMID: 30289093 DOI: 10.1017/s0954579418001177] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
Ethnic-racial and socioeconomic residential segregation are endemic in the United States, representing societal-level sociocultural processes that likely shape development. Considered alongside communities' abilities to respond to external forces, like stratification, in ways that promote youth adaptive functioning and mitigate maladaptive functioning, it is likely that residence in segregated neighborhoods during adolescence has both costs and benefits. We examined the influences that early adolescents' neighborhood structural characteristics, including Latino concentration and concentrated poverty, had on a range of developmentally salient downstream outcomes (i.e., internalizing, externalizing, prosocial behaviors, and ethnic-racial identity resolution) via implications for intermediate aspects of adolescents' community participation and engagement (i.e., ethnic-racial identity exploration, ethnic-racial discrimination from peers, and school attachment). These mediational mechanisms were tested prospectively across three waves (Mage w1-w3 = 12.79, 15.83, 17.37 years, respectively) in a sample of 733 Mexican-origin adolescents (48.8% female). We found higher neighborhood Latino concentration during early adolescence predicted greater school attachment and ethnic-racial identity exploration and lower discrimination from peers in middle adolescence. These benefits, in turn, were associated with lower externalizing and internalizing and higher ethnic-racial identity resolution and prosocial behaviors in late adolescence. Findings are discussed relative to major guidelines for integrating culture into development and psychopathology.
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Familism values across the transition to adolescent motherhood: Links to family functioning and Mexican-origin adolescent mothers’ adjustment. Dev Psychopathol 2018; 30:1589-1609. [DOI: 10.1017/s0954579418000986] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
AbstractFamilism values are conceptualized as a key source of resilience for Latino adolescents’ psychosocial adjustment. The current study addressed the developmental progression and correlates of familism within the context of the transition to adolescent motherhood. Participants were 191 Mexican-origin pregnant adolescents (15 to 18 years of age at first pregnancy; Mage = 16.76 years; SD = 0.98) who were having their first child. Adolescents completed interviews during their third trimester of pregnancy and annually for 5 years after (Waves 1 through 6). We examined changes in familism values across the transition to adolescent motherhood and the moderating role of age at pregnancy. Moderation analyses revealed differences in familism trajectories for younger versus older adolescents. We also examined whether familism values were related to family relationship dynamics (i.e., adolescents’ relationships with their own mother figures) and adolescents’ psychosocial adjustment, respectively, using multilevel models to test both between-person and within-person associations. Adolescents’ stronger familism values were related to adolescent–mother figure warmth and conflict, coparenting communication, and three dimensions of social support from mother figures, but no associations emerged for coparental conflict, adolescents’ depressive symptoms, or self-esteem. Discussion addresses these findings in the context of culturally grounded models of ethnic–racial minority youth development and psychopathology.
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Abstract
The literature on developmental psychopathology has been criticized for its limited integration of culture and, particularly, the lack of research addressing cultural development in relation to psychopathology. In this paper, I present how the study of ethnic-racial identity provides a heuristic model for how culture can be examined developmentally and in relation to psychopathology. In addition, I introduce the Identity Project intervention program and discuss how its findings provide empirical support for the notions that cultural development can be modified with intervention, and that such modifications can lead to psychosocial benefits for adolescents. Finally, I discuss existing challenges to advancing this work and important future directions for both basic and translational research in this area.
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Díaz McConnell E, White RMB, Ettekal AV. Participation in organized activities among Mexican and other Latino youth in Los Angeles: Variation by mother’s documentation status and youth’s age. APPLIED DEVELOPMENTAL SCIENCE 2018. [DOI: 10.1080/10888691.2018.1449652] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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“Our lives aren't over”: A strengths-based perspective on stigma, discrimination, and coping among young parents. J Adolesc 2018; 66:91-100. [DOI: 10.1016/j.adolescence.2018.05.005] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/01/2017] [Revised: 05/16/2018] [Accepted: 05/20/2018] [Indexed: 12/31/2022]
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Jahromi LB, Zeiders KH, Updegraff KA, Umaña-Taylor AJ, Bayless SD. Coparenting Conflict and Academic Readiness in Children of Teen Mothers: Effortful Control as a Mediator. FAMILY PROCESS 2018; 57:462-476. [PMID: 28436587 PMCID: PMC5654695 DOI: 10.1111/famp.12290] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
Children's exposure to coparenting conflict has important implications for their developmental functioning, yet limited work has focused on such processes in families with diverse structures or ethnically and culturally diverse backgrounds. This longitudinal study examined the processes by which Mexican-origin adolescent mothers' coparenting conflict with their 3-year-old children's grandmothers and biological fathers (N = 133 families) were linked to children's academic and social skills at 5 years of age, and whether children's effortful control at 4 years of age mediated the link between coparenting conflict and indices of children's academic readiness. Findings revealed that adolescent mothers' coparenting conflict with their child's biological father was linked to indices of children's academic and social school readiness through children's effortful control among girls, but not boys, whereas conflict with grandmothers was directly linked to boys' and girls' social functioning 2 years later. Findings offer information about different mechanisms by which multiple coparenting units in families of adolescent mothers are related to their children's outcomes, and this work has important implications for practitioners working with families of adolescent mothers.
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Affiliation(s)
- Laudan B Jahromi
- Department of Health and Behavior Studies, Teachers College, Columbia University, New York, NY
| | - Katharine H Zeiders
- Norton School of Family and Consumer Sciences, University of Arizona, Tucson, AZ
| | - Kimberly A Updegraff
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, AZ
| | - Adriana J Umaña-Taylor
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, AZ
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Derlan CL, Umaña-Taylor AJ, Jahromi LB, Updegraff KA. Cultural socialization attitudes and behaviors: Examining mothers' centrality, discrimination experiences, and children's effortful control as moderators. CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY 2018; 24:162-172. [PMID: 28872327 PMCID: PMC5835156 DOI: 10.1037/cdp0000176] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
OBJECTIVES The current study examined whether mothers' cultural socialization attitudes predicted cultural socialization behaviors. In addition, we tested whether this association was moderated by children's effortful control, mothers' ethnic-racial centrality, and mothers' experiences of ethnic discrimination. METHOD Mexican-origin young mothers (N = 181; Mage = 20.97 years) completed the Cultural Socialization Attitudes Measure, a revised version of the Multidimensional Inventory of Black Identity, the Child Behavior Questionnaire-Very Short Form, and the Perceived Discrimination Scale during an interview and then completed the Cultural Socialization Behaviors Measure a year later. RESULTS Findings indicated that mothers' cultural socialization attitudes when their children were 4 years of age positively predicted their cultural socialization behaviors 1 year later. Furthermore, experiencing higher ethnic discrimination strengthened the association between mothers' cultural socialization attitudes and behaviors. In addition, mothers' ethnic-racial centrality and children's effortful control were positively associated with mothers' cultural socialization behaviors. CONCLUSIONS These findings contribute to the literature by underscoring the role of individual characteristics and context in cultural socialization efforts with young children over time. (PsycINFO Database Record
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Affiliation(s)
- Chelsea L. Derlan
- Department of Psychology, Developmental Program, Virginia Commonwealth University, Richmond, VA
| | | | | | - Kimberly A. Updegraff
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, AZ
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Derlan CL, Umaña-Taylor AJ, Updegraff KA, Jahromi LB. Longitudinal relations among Mexican-origin mothers' cultural characteristics, cultural socialization, and 5-year-old children's ethnic-racial identification. Dev Psychol 2017; 53:2078-2091. [PMID: 29094971 PMCID: PMC5679009 DOI: 10.1037/dev0000386] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The current longitudinal study examined the intergenerational transmission of ethnic-racial identity/identification and cultural orientation among Mexican-origin adolescent young mothers and their children (N = 161 dyads). Findings indicated that mothers' ethnic-racial identity and their cultural involvement were significantly associated with children's ethnic-racial identification via mothers' cultural socialization; however, associations varied significantly by children's gender and skin tone. For example, mothers' ethnic-racial centrality was positively associated with cultural socialization efforts among mothers with sons (regardless of skin tone); but with daughters, a positive association only emerged among those with lighter skin tones. Associations between cultural socialization and children's ethnic-racial identification also varied by children's gender and skin tone. For example, the relation between mothers' cultural socialization and children's self-labeling as Mexican was positive for girls regardless of skin tone, and for boys with lighter skin tones, but was not significant for boys with darker skin tones. Findings highlight the critical role of children's own characteristics, mothers' ethnic-racial identity and adaptive cultural characteristics, and mothers' cultural socialization efforts in the formation of young Mexican-origin children's ethnic-racial identification. (PsycINFO Database Record
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Affiliation(s)
- Chelsea L. Derlan
- Department of Psychology, Developmental Program, Virginia Commonwealth University, Richmond, VA
| | | | - Kimberly A. Updegraff
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, AZ
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A Universal Intervention Program Increases Ethnic-Racial Identity Exploration and Resolution to Predict Adolescent Psychosocial Functioning One Year Later. J Youth Adolesc 2017; 47:1-15. [DOI: 10.1007/s10964-017-0766-5] [Citation(s) in RCA: 46] [Impact Index Per Article: 6.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2017] [Accepted: 09/23/2017] [Indexed: 11/27/2022]
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Sanders J, Munford R, Liebenberg L. Positive youth development practices and better outcomes for high risk youth. CHILD ABUSE & NEGLECT 2017; 69:201-212. [PMID: 28482252 DOI: 10.1016/j.chiabu.2017.04.029] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/31/2016] [Revised: 12/02/2016] [Accepted: 04/25/2017] [Indexed: 06/07/2023]
Abstract
This paper reports on the findings from a New Zealand longitudinal study of outcomes for a group of high risk, service-using youth (13-21 years, n=495). Consistent use of positive youth development practices (PYD) (rather than the total number of services used) predicted better outcomes. Patterns of risk and resilience endured over time. Individual risks undermined outcomes while resilience had a significant positive impact on outcomes. Contextual risks predicted increases in individual risks, but service delivery that adopted PYD practices contributed to reductions in levels of contextual risks over time. Youth with higher individual and contextual risks were less likely to report PYD service experiences. Individual risks were highest for indigenous youth (Māori) at entry to the study, levels which dropped significantly over time. White (Pākehā) youth had the lowest resilience and highest contextual risks over the course of the study. These differential patterns in risks and resilience indicate a need for services to adapt their responses to youth based on ethnicity and overall study findings confirm that when used consistently across service systems PYD-oriented service delivery produces better outcomes for high risk youth.
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Affiliation(s)
- Jackie Sanders
- Professor of Children's and Youth Studies, School of Social Work, Massey University, Private Bag, 11 222, Palmerston North, New Zealand.
| | - Robyn Munford
- School Social Work, Massey University, Private Bag, 11 222, Palmerston North, New Zealand
| | - Linda Liebenberg
- Faculty of Graduate Studies, Dalhousie University, P.O. Box 15000, Halifax, NS, B3H 4R2, CA, Canada
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Umaña-Taylor AJ, Douglass S, Updegraff KA, Marsiglia FF. A Small-Scale Randomized Efficacy Trial of the Identity Project
: Promoting Adolescents’ Ethnic-Racial Identity Exploration and Resolution. Child Dev 2017; 89:862-870. [DOI: 10.1111/cdev.12755] [Citation(s) in RCA: 51] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Seay DM, Umaña-Taylor AJ, Jahromi LB, Updegraff KA. A prospective study of adolescent mothers’ social competence, children's effortful control and compliance and children's subsequent developmental outcomes. SOCIAL DEVELOPMENT 2017. [DOI: 10.1111/sode.12238] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Zeiders KH, Umaña-Taylor AJ, Jahromi LB, Updegraff KA, White RMB. Discrimination and Acculturation Stress: A Longitudinal Study of Children's Well-Being from Prenatal Development to 5 Years of Age. J Dev Behav Pediatr 2016; 37:557-64. [PMID: 27571330 PMCID: PMC5004784 DOI: 10.1097/dbp.0000000000000321] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
OBJECTIVE To examine whether cumulative family discrimination and acculturation stress (prenatally to 24 months postpartum) among Mexican-origin adolescent mothers and their mother-figures predicted children's socio-emotional functioning and academic achievement at 5 years of age, and the role of maternal depressive symptoms and mother-child interactions in the association. METHOD Mexican-origin families (N = 204) with an adolescent mother, a child, and a mother-figure participated in a 6-wave longitudinal study (2007-2013). Families were recruited and interviewed during the adolescent mother's pregnancy; adolescent mothers, mother-figures, and children were then assessed annually for the next 5 years using a combination of interview-based survey and observational methods. Maternal reports of children's socio-emotional behaviors (measured using the Child Behavior Checklist) and children's academic achievement (assessed with the Woodcock Johnson III Tests of Achievement/Bateria III Woodcock-Muñoz) were used. RESULTS Structural equation modeling revealed that greater cumulative family discrimination and acculturation stress from pregnancy to 24 months postpartum predicted higher adolescent mothers' depressive symptoms, greater mother-child intrusive interactions, and less mother sensitivity at 36 months postpartum. Maternal depressive symptoms were positively related to children's CBCL symptoms at 60 months postpartum. Greater cumulative discrimination and acculturation stressors directly predicted children's lower Woodcock Johnson/Bateria test scores after accounting for socio-economic status. CONCLUSION Mexican-origin adolescent mothers' and mother figures' cumulative discrimination and acculturation stress from pregnancy through children's second birthday predicted children's socio-emotional and academic achievement at age 5. Overall, the findings underscore the cumulative impact of these stressors on well-being in a population with substantial public health significance.
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Affiliation(s)
- Katharine H. Zeiders
- Department of Human Development and Family Science, University of Missouri, Columbia, Missouri
| | | | - Laudan B. Jahromi
- Department of Health and Behavior Studies, Teachers College, Columbia University, New York, New York
| | - Kimberly A. Updegraff
- T. Denny Sanford School of Family Dynamics, Arizona State University, Tempe, Arizona
| | - Rebecca M. B. White
- T. Denny Sanford School of Family Dynamics, Arizona State University, Tempe, Arizona
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Derlan CL, Umaña-Taylor AJ, Toomey RB, Jahromi LB, Updegraff KA. Measuring Cultural Socialization Attitudes and Behaviors of Mexican-Origin Mothers With Young Children: A Longitudinal Investigation. FAMILY RELATIONS 2016; 65:477-489. [PMID: 27990040 PMCID: PMC5158100 DOI: 10.1111/fare.12196] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/18/2015] [Accepted: 05/19/2016] [Indexed: 06/06/2023]
Abstract
We describe the development and psychometric testing of the Cultural Socialization Behaviors Measure (CSBM) and the Cultural Socialization Attitudes Measure (CSAM). The CSBM assesses cultural socialization behaviors that parents use with young children, and the CSAM assesses the attitudes that parents have regarding the importance of socializing their young children about their culture. Both measures demonstrated strong reliability, validity, and cross-language equivalence (i.e., Spanish and English) among a sample of 204 Mexican-origin young mothers (Mage = 20.94 years, SD = 1.01) with 4-year-old children. In addition, the measures demonstrated longitudinal equivalence when children were 4 and 5 years of age.
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Derlan CL, Umaña-Taylor AJ, Updegraff KA, Jahromi LB. Mothers' characteristics as predictors of adolescents' ethnic-racial identity: An examination of Mexican-origin teen mothers. CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY 2016; 22:453-459. [PMID: 26479173 PMCID: PMC4837104 DOI: 10.1037/cdp0000072] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
OBJECTIVE The current longitudinal study examined Mexican-origin mothers' cultural characteristics and ethnic socialization efforts as predictors of their adolescent daughters' ethnic-racial identity (ERI) exploration, resolution, and affirmation. METHOD Participants were 193 Mexican-origin adolescent mothers (M age = 16.78 years; SD = .98) and their mothers (M age = 41.24 years; SD = 7.11). RESULTS Findings indicated that mothers' familism values and ERI exploration were positively associated with mother-reported ethnic socialization efforts 1 year later. Furthermore, mothers' ERI affirmation was a significant positive predictor of adolescents' ERI affirmation 2 years later, accounting for adolescents' ERI affirmation 1 year earlier. CONCLUSIONS Discussion emphasizes the significance of ERI development among adolescent mothers who are negotiating the normative development of ERI and faced with their new role as parents and cultural socializers of their young children. (PsycINFO Database Record
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Affiliation(s)
- Chelsea L. Derlan
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, AZ
| | | | - Kimberly A. Updegraff
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, AZ
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Hughes DL, Watford JA, Del Toro J. A Transactional/Ecological Perspective on Ethnic-Racial Identity, Socialization, and Discrimination. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2016; 51:1-41. [PMID: 27474421 DOI: 10.1016/bs.acdb.2016.05.001] [Citation(s) in RCA: 71] [Impact Index Per Article: 8.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
We first review current literature on three ethnic-racial dynamics that are considered to be resources and stressors in the lives of ethnic-minority youth: ethnic-racial identity, socialization, and discrimination. Next, we propose that a more contextualized view of these ethnic-racial dynamics reveals that they are interdependent, inseparable, and mutually defining and that an ecological/transactional perspective on these ethnic-racial dynamics shifts researchers' gaze from studying them as individual-level processes to studying the features of settings that produce them. We describe what is known about how identity, socialization, and discrimination occur in four microsystems-families, peers, schools, and neighborhoods-and argue that focusing on specific characteristics of these microsystems in which particular types of identity, socialization, and discrimination processes cooccur would be informative.
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