Anxious Activists? Examining Immigration Policy Threat, Political Engagement, and Anxiety among College Students with Different Self/Parental Immigration Statuses

Restrictive immigration policies harm the mental health of undocumented immigrants and their U.S. citizen family members. As a sociopolitical stressor, threat to family due to immigration policy can heighten anxiety, yet it is unclear whether political engagement helps immigrant-origin students to cope. We used a cross-sectional survey of college students from immigrant families (N = 2,511) to investigate whether anxiety symptomatology was associated with perceived threat to family and if political engagement moderated this relationship. We stratified analyses by self/parental immigration statuses-undocumented students, U.S. citizens with undocumented parents, and U.S. citizens with lawfully present parents-to examine family members' legal vulnerability. Family threat was significantly associated with anxiety; higher levels of political engagement reduced the strength of this relationship. However, this moderation effect was significant only for U.S. citizens with lawfully present parents. These findings emphasize the importance of the family immigration context in shaping individuals' mental health outcomes.

The acculturation gap of parent-child relationships in immigrant families: A national study

Objective

We examined the acculturation processes involving intergenerational consonance and dissonance in parent-child relationships in U.S. immigrant families.

Background

This study is important because we lack national studies that examine the association between acculturation processes and intergenerational relationships among diverse racial/ethnic groups in immigrant families.

Method

Using national data from Add Health with diverse race/ethnicity, we measured acculturation levels by immigrant generation, age of arrival, and length of time. Intergenerational consonance (the degree to which children and parents share the same values and activities) was measured by family cohesion and sharing meals (specifically dinners) with parents. Intergenerational dissonance (the degree to which parents and children differ in expected norms and parents lose authority over their children) was measured by parent-child conflict and parental control. Ordinary least square, binary logistic, ordered logistic, and Poisson regressions were conducted depending on the nature of the four dependent variables.

Results

We found robust evidence that adolescents of the second immigrant generation acculturate more rapidly than those of the first generation and their immigrant parents creating a "gap" in intergenerational relationships. Thus, second-generation adolescents experience lower levels of family cohesion, less frequency of sharing weekly dinners with parents, less parental control of adolescents' activities, and more serious arguments about their behaviors with their parents than their first-generation counterparts.

Conclusion

This is the new evidence that is based on national data, across multiple measures of intergenerational relationships, and holds for diverse racial and ethnic groups.

Implications

The findings underscore the importance of developing culturally informed interventions supporting healthy parent-child relationships in immigrant families.

Reduced health care utilization among young children of immigrants after Donald Trump's election and proposed public charge rule

Widespread fear among immigrants from hostile 2016 presidential campaign rhetoric decreased social and health care service enrollment (chilling effect). Health care utilization effects among immigrant families with young children are unknown. We examined whether former President Trump's election had chilling effects on well-child visit (WCV) schedule adherence, hospitalizations, and emergency department (ED) visits among children of immigrant vs US-born mothers in 3 US cities. Cross-sectional surveys of children <4 years receiving care in hospitals were linked to 2015-2018 electronic health records. We applied difference-in-difference analysis with a 12-month pre/post-election study period. Trump's election was associated with a 5-percentage-point decrease (-0.05; 95% CI: -0.08, -0.02) in WCV adherence for children of immigrant vs US-born mothers with no difference in hospitalizations or ED visits. Secondary analyses extending the treatment period to a leaked draft of proposed changes to public charge rules also showed significantly decreased WCV adherence among children of immigrant vs US-born mothers. Findings indicate likely missed opportunities for American Academy of Pediatrics-recommended early childhood vaccinations, health and developmental screenings, and family support. Policies and rhetoric promoting immigrant inclusion create a more just and equitable society for all US children.

"Do the Best You Can with Resources You Have to Offer": Community stakeholder views on supporting immigrant families

First and second-generation immigrant families of young children in the United States face potential challenges that may be mitigated with stakeholder support in their communities. We examined self-reported views and behaviors among professionals (n = 76) working with families in a mid-Atlantic urban community, and whether these views correlated with demographic factors. Over half of respondents were not able/willing to report the number of immigrant families served and over half believed immigrant parents are less likely to advocate for themselves or their child. Participants were fairly split in seeking advice from others and comfort in talking with immigrant families about their culture/needs. It is essential to assess stakeholders' views on perceived roles, roadblocks, and desired supports. This analysis informs efforts to work more collaboratively with community partners to improve outreach to immigrant families during those formative years in a child's development. Implications for research, practice, and policy are discussed.

Parental perceptions of bilingualism and home language vocabulary: Young bilingual children from low-income immigrant Mexican American and Chinese American families

Dual language learners (DLLs), especially those from immigrant families in the United States, risk losing their home language as they gradually shift to speaking English as they grow up. Given the potential benefits of bilingualism on children's cognitive, linguistic, and social-emotional development, it is crucial to maintain children's home language to foster bilingual development. The current literature suggests that parental beliefs toward bilingualism and the language and literacy environment are linked to children's language development. With the growing number of DLLs living in the United States, little is known about what parental beliefs about bilingualism of their children are integrated into these bilingual households and parents' role in home language maintenance. The present study addresses the gap in the literature by investigating low-income immigrant families, specifically Chinese American and Mexican American families, and exploring the parental perceptions of children's bilingual language learning. Further, the present study examines the relations among parental perceptions of bilingualism, home language and literacy practices, and home language oral proficiency. Data were collected from a total of 41 Mexican American and 91 Chinese American low-income immigrant families with DLLs ages 50-88 months who had been recruited from Head Start programs and state-funded preschools in Northern California when the children were 3-4 years old. Information about shared reading frequency, home language exposure and usage, and parental perceptions of bilingualism was collected through parental interviews, and DLLs' home language oral proficiency was individually assessed. No significant difference in home language oral proficiency was observed between the two groups. Principal Components Analysis on the parental perceptions of bilingualism measure revealed two components, "Importance of Being Bilingual" and "English over Bilingualism." Stepwise regression analysis results show that "Importance of Being Bilingual" was associated with children's home language oral proficiency after controlling for culture, child age, the frequency of home language shared book reading, and child home language exposure and use. The results show that parents' positive beliefs toward bilingualism are related to the children's use of that language and their children's language outcomes. Implications and suggestions for home language and literacy support for DLLs are discussed.

Barriers to Service Access for Immigrant Families of Children With Developmental Disabilities: A Scoping Review

This scoping review explores (a) barriers faced by immigrant families of children with intellectual and developmental disabilities (IDD) when accessing healthcare-related services in the United States, (b) where research stands based on the health disparity research framework, and (c) implications for future health disparities research with this population. Our scoping review found 26 empirical studies published between 2000 and 2020 that met our inclusion criteria. Data were extracted and synthesized based on the stages of research outlined in the health disparity research framework. Overall, immigrant families experienced barriers on multiple levels including patient, provider, and healthcare system levels. Studies focusing on detecting and reducing disparities are emerging. We conclude with recommendations for future research and practice with immigrant families of children with IDD.

The Intergenerational Health Effects of the Deferred Action for Childhood Arrivals Program on Families With Mixed Immigration Status

OBJECTIVE

Children of undocumented mothers with Deferred Action for Childhood Arrivals (DACA) have better mental health outcomes than children of DACA-ineligible mothers. This study explored the intergenerational health effects of DACA on undocumented parents and their children in families with mixed immigration status.

METHODS

Forty-eight semistructured interviews were selected from a study on life transitions of 50 undocumented immigrants. Prevalent themes related to the intergenerational health effects of DACA on undocumented immigrants were identified through thematic analysis of the transcripts, and quotes were selected to illustrate themes in the participants' own words.

RESULTS

Thirty-three of the 48 respondents were DACA recipients. Twenty-six respondents were parents with a total of 61 children, 73.8% of whom were US-born. Four themes were identified: 1) DACA recipients reported decreased familial stress because of protection from deportation and increased access to health care, 2) both DACA and DACA-ineligible parents prioritized regular pediatrician visits for their children, but DACA-ineligible parents suffered from poor health because of decreased access to health care, 3) adults with DACA mirror the health behaviors of their DACA-ineligible parents, and 4) the poor health access of DACA-ineligible family members appeared to stress DACA recipients and US-born children in these families.

CONCLUSIONS

DACA decreases children's fear of parental deportation and loss. However, the suffering of DACA-ineligible parents and family members may stress their children and influence their health-seeking behavior in adulthood. Health care access for all members of immigrant families needs to be examined, since their well-being impacts the well-being of their children.

Experiences of Discrimination and Everyday Racism Among Children and Adolescents With an Immigrant Background - Results of a Systematic Literature Review on the Impact of Discrimination on the Developmental Outcomes of Minors Worldwide

Experiences of discrimination such as everyday racism can negatively affect the mental and physical health of children and adolescents with an immigrant background and impair their integration process in the host societies. Although experiences of racism are part of the everyday life of many minors affected by the process of "Othering" (e.g., those with an immigrant background), an overview of empirical findings is missing for this age group worldwide. A systematic review was conducted to identify and analyze international research on the impact of discrimination on the developmental outcomes and integration of immigrant children and adolescents. Three scientific databases were systematically searched up to June 11, 2021. A total of k = 4,769 identified publications were reviewed based on inclusion and exclusion criteria in terms of the PICOS format by independent reviewers. Thirty-four primary studies published between 1998 and 2021 met all inclusion criteria. The samples examined were mainly migrant youth (k = 30), with only k = 2 studies assessing refugee youth and k = 1 study assessing both migrant and refugee youth. The majority of included studies assessed perceived discrimination, with only k = 1 study directly assessing experiences of racism. The association between discrimination or racism and developmental outcomes was assessed by the included studies within the three main topics of (a) mental and physical health-related outcomes (k = 30, e.g., self-esteem, depressive symptoms), (b) school-related outcomes (k = 6, e.g., academic achievement), and (c) other developmental outcomes (k = 13, e.g., misconduct or delinquency). Data collection procedures were implemented, and findings on minors' developmental outcomes and integration process who experience discrimination and racism were summarized and discussed. The current review suggests experienced (racial) discrimination as a negative predictor of children and adolescents' (mental) health-related outcomes, while no clear results could be found for the association between discrimination and school-related outcomes. A need for more empirical research focusing on the path and (possibly) indirect link between discrimination and children and adolescents' school-related outcomes as well as resulting school recommendations and the chosen career path was derived.

Systematic Review Registration

[https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=260291], identifier [CRD42021260291].

Vocabulary production in toddlers from low-income immigrant families: evidence from children exposed to Romanian-Italian and Nigerian English-Italian

The relationship between first and second language in early vocabulary acquisition in bilingual children is still debated in the literature. This study compared the expressive vocabulary of 39 equivalently low-SES two-year-old bilingual children from immigrant families with different heritage languages (Romanian vs. Nigerian English) and the same majority language (Italian). Vocabulary size, vocabulary composition and translation equivalents (TEs) were assessed using the Italian/L1 versions of the CDI. Higher vocabulary in Italian than in the heritage language emerged in both groups. Moreover, Romanian-Italian-speaking children produced higher proportions of TEs than Nigerian English-Italian-speaking children, suggesting that L1-L2 phonological similarity facilitates the acquisition of cross-linguistic synonyms.

Undocumented Mexican mothers of children with autism: navigating the health care and educational service systems

In the field of education and health care, researchers and educators attempt to close the diagnosis/identification and service gaps that persist for low-resourced, underrepresented families with children with autism. One group of families particularly difficult to engage in research and interventions is undocumented immigrant families. We know little about whether these families are obtaining a timely diagnosis or services for their children with autism. This study addresses how undocumented Mexican immigrant mothers of children with autism navigate the special education and health care systems, challenges they face in doing so, and the helpers who assist in navigating the process. Six undocumented Mexican immigrant mothers of children with autism participated in one-on-one interviews. Participants were interviewed in a semi-structured format and transcription, coding, and final analysis were conducted in Spanish using analytic software. Three broad themes emerged during the content analysis process: (1) immigration driving force and experience, (2) autism-specific challenges, and (3) autism-specific helpers. Additionally, a case study of each participant is presented and discussed.

Interpersonal Psychotherapy-Adolescent Skills Training With Youth From Asian American and Immigrant Families: Cultural Considerations and Intervention Process

Although research has identified effective evidence-based depression prevention interventions for diverse youth, little is known about how the intervention process unfolds with immigrant family youth. This study utilized a qualitative approach to explore cultural and clinical differences in the implementation of Interpersonal Psychotherapy-Adolescent Skills Training (IPT-AST) in two schools, one serving youth from primarily immigrant, Asian American families and the second, youth from mostly nonimmigrant, non-Hispanic White families. A total of 131 IPT-AST sessions were audio recorded, transcribed, and coded for presence and patterns of cultural and clinical constructs. Results revealed that sessions with immigrant family youth were more likely to contain discussions of interpersonal problems characterized by estrangement, goals of spending time together with important others, mentions of emotion suppression and academic achievement expectations, conversations about acculturation, differences in value orientation, and discomfort with implementing new intervention skills. Dialogue from interventionist and youth exchanges is presented to illustrate how these themes emerged and were addressed by interventionists in a culturally responsive manner. The study highlights how IPT-AST with immigrant family and Asian American youth may unfold differently compared to youth from nonimmigrant families. Implications of findings for providers are discussed.

Neighborhood Environment and Child Health in Immigrant Families: Using Nationally Representative Individual, Family, and Community Datasets

PURPOSE

This study aimed to examine neighborhood effects on the physical and socioemotional health of children from immigrant families, after controlling for parents' demographic characteristics, socioeconomic status, acculturation, and health care issues.

DESIGN

Pooled cross-sectional data were merged with community profiles.

SETTING

The United States in 2013, 2014, and 2015.

PARTICIPANTS

10,399 children from immigrant families in the 2013-2015 National Health Interview Surveys and the U.S. Census Data.

MEASURES

Both objective and subjective measures of neighborhood environments were assessed, including neighborhood physical disorder, socioeconomic status, demographic composition, community resources, and social trust.

ANALYSIS

Descriptive statistics, logistic regression models.

RESULTS

About half of the sampled children were male (51%); 68% were white; 56% were of Hispanic; and 34% were school-aged. Three neighborhood factors-neighborhood trust, area-level poverty rate, and the presence of primary care physician-were identified as significant predictors for child health outcomes. Foreign-born population, green space, and food desert were not significant. At the individual level, parents' racial and ethnic minority status, non-marital status, and healthcare issues were found to be risk factors. Families' financial resources and parental education were identified as protective factors of socioemotional health.

CONCLUSION

Intervention approaches to build on neighborhood trust may have broad potential to improve child outcomes. Programs focusing on immigrant families with children in high poverty neighborhoods should be a high priority.

Participation in a rehabilitation program based on adapted physical activities in Norway: a qualitative study of experiences of immigrant parents and their children with disabilities

PURPOSE

By exploring immigrant families' experiences of participating in a three-week rehabilitation program focused on adapted physical activity in Norway, this study investigated how beneficial, culturally adapted, and accessible the services were from the families' perspectives.

METHODS

A hermeneutic design with semi-structured interviews supplemented by participant observation was applied. Inductive thematic analysis was conducted.

RESULTS

Three themes were identified: "learning through participating," "sharing the same experience," and "gaps in service delivery." By participating in physical activities together with their children, parents became aware of their children's capabilities and interests, as well as the available resources. Parents also socialized and exchanged experiences and information with each other. Children learned new skills, became aware of their preferences and capabilities, built friendships, and improved their social skills. However, a lack of cultural adaptation, such as insufficient information, as well as the location of the rehabilitation center, language barriers, and exclusion of siblings affected accessibility of the services to immigrant families.

CONCLUSIONS

Although the beneficial aspects of the services were demonstrated, the cultural adaptation and accessibility of the services were limited. Providing flexible and culturally adapted services that meet immigrant families' needs may improve the accessibility of rehabilitation services to immigrant families.IMPLICATIONS FOR REHABILITATIONMaking information available to immigrant families, mapping their resources and needs well before the intervention may improve the accessibility of the services for these families.Rehabilitation professionals need to consider families' perceptions of their own role through the goal-setting process when engaging with families from cultural backgrounds different from their own.When planning the intervention, grounding physical activities in the diverse cultural background of participants may increase immigrant families' sense of belonging and inclusion, and thereby facilitate interaction between families regardless of cultural differences.

Shared Language Erosion: Rethinking Immigrant Family Communication and Impacts on Youth Development

In this paper we make the case for Shared Language Erosion as a potential explanation for the negative outcomes described in the immigrant paradox for second- and third- generation immigrants (e.g., declines in physical, mental, and behavioral health). While not negating the important role of cultural adaptation, we posit that parent-child communication difficulties due to a process we are calling Shared Language Erosion is driving the observed affects previously attributed to changes in cultural values and beliefs. Shared Language Erosion is the process during which adolescents improve their English skills while simultaneously losing or failing to develop their heritage language; at the same time their parents acquire English at a much slower rate. This lack of a common shared language makes it difficult for parents and their adolescent children to effectively communicate with each other, and leads to increased parent-child conflict, reduced parental competence, aggravated preexisting flaws in parent-child attachment, and increased adolescent vulnerability to deviant peer influences.

A Longitudinal Study on Bidirectional Relations between Executive Functions and English Word-Level Reading in Chinese American Children in Immigrant Families

This two-wave (1.5 years apart) longitudinal study examined the bidirectional relations between measures of executive function (EF; working memory, attention focusing, inhibitory control, and a comprehensive EF measure) and two types of English word-level reading (pseudoword reading and word reading) among 258 school-aged children (52.6% boys, age = 5.8-9.1 years, in 1st to 3rd grades at Wave 1) from Chinese American immigrant families. Cross-lagged panel analyses were conducted to test whether the four EF measures and English word-level reading proficiency predicted one another controlling for prior levels of EF or word reading, as well as demographic characteristics and children's English and Chinese language proficiency. We found a positive bidirectional association between the comprehensive EF measure and pseudoword reading. By contrast, although the comprehensive EF measure positively predicted word reading over time, word reading did not predict comprehensive EF. Additionally, both word reading and pseudoword reading positively predicted working memory over time. The results provided partial evidence that English word-level reading is bidirectionally related to EF among early elementary school-age dual language learners.

Challenges and facilitators in supporting sustainable participation after rehabilitation: Experiences of immigrant parents and their children with disabilities

BACKGROUND

Children with immigrant backgrounds and disabilities have lower rates of social participation compared with their non-immigrant counterparts. However, rehabilitation programmes offer an opportunity to promote a physically active lifestyle and increase home and community participation of children with disabilities.

OBJECTIVES

By exploring immigrant families' experiences of participation and associated challenges and facilitators after rehabilitation, the study intended to contribute to the development of potential pathways in supporting sustainable community-based participation.

METHODS

The study used a qualitative approach with semi-structured interviews.

RESULTS

The costs and lack of information, necessary skills, and local activities were among the barriers that families experienced after the rehabilitation. Local and rehabilitation professionals were not always aware of or prepared to address the challenges faced by families trying to become physically active. Parents expressed their needs for support and continuation of services after rehabilitation for moving towards an active lifestyle. Participation patterns among children highlighted the potential role of support contacts as facilitators for participation in physical activities among the families.

CONCLUSIONS

Establishing an efficient collaboration between local and rehabilitation professionals with identifying potential future challenges, adjusting the interventions, clarifying roles and responsibilities, and providing supportive follow-up services may support sustainable community-based participation among immigrant families.

Parenting Self-Efficacy in Immigrant Families-A Systematic Review

Introduction: Parenting self-efficacy (PSE) refers to parents' belief in their ability to perform the parenting role successfully, and derives from Bandura's concept of personal self-efficacy formulated within the social cognitive theory. PSE has been demonstrated to be a strong predictor of parenting functioning. At the same time, relatively less is known about its possible role in the situation of migration, when a family experiences acculturation stress in the process of adaptation to the new culture. Therefore, the aim of this systematic review was to summarize available data on the conceptualization, measurement, and the role of parenting self-efficacy in the context of acculturation processes, and in various groups of immigrant parents.

Methods: An extensive search of eight electronic databases was conducted in August 2018 and updated in February 2020 to identify peer-reviewed articles on parenting self -efficacy among immigrants. Eleven studies met pre-specified criteria for inclusion. Nine of the studies employed a quantitative design, whereas the remaining two studies used qualitative methods. In three of the quantitative studies, interventions/programs for immigrants were assessed.

Results: Three different approaches to conceptualizing and measuring PSE were identified in the analyzed papers: domain-general, domain-specific, and narrow domain. Incongruent results were found with regards to the links between the strength of PSE and immigrants' cultural orientation. Additionally, PSE was identified as a mediator between a stronger orientation toward the mainstream culture and more supportive parenting. The qualitative studies indicated that a reduction in PSE was typical for the initial period of immigration and might be a consequence of a forced orientation toward the standards of the receiving country, which was a consequence of the parents wanting to maintain close relations with their teenage children.

Discussion: Overall, the theoretical and methodological quality of the reported studies varied and hence their findings have to be interpreted with caution. Our analysis clearly points to the usefulness of a multifaceted approach to PSE. Further research is needed to understand the mechanisms by which parental self-efficacy may exert a positive effect on the functioning of immigrant families.

The quality of child-directed speech depends on the speaker's language proficiency

Many children learn language, in part, from the speech of non-native speakers who vary in their language proficiency. To investigate the influence of speaker proficiency on the quality of child-directed speech, 29 mothers who were native English speakers and 31 mothers who were native speakers of Spanish and who reported speaking English to their children on a regular basis were recorded interacting with their two-year-old children in English. Of the non-native speakers, 21 described their English proficiency as 'good', and eight described their English proficiency as 'limited'. ANCOVAs, controlling for differences in maternal education and child language level, revealed significant effects of group on lexical and grammatical properties of child-directed speech that the literature has identified as positive predictors of child language development. These results suggest that the child-directed speech of native speakers and non-native speakers with good proficiency provide a richer database for language acquisition than the child-directed speech of speakers with limited proficiency.

Cultural Orientation Gaps within a Family Systems Perspective

The intersection of a family's heritage culture and new mainstream cultural norms results in person-to-person differences in values, beliefs, and behaviors, particularly among immigrant families. These differences often lead to divergent cultural views and patterns of behavior both within and between family members. According to the acculturation gap distress hypothesis, these cultural orientation gaps between family members have consequences for family functioning, and, in particular, adolescents' adjustment. Studies supporting this notion have primarily focused on processes in parent-adolescent dyads. Although scholarship on family cultural gaps emerged from a systems perspective, application of key systems tenets are notably limited in existing work. In this paper, we review the background and current state of research on family cultural gaps, provide an overview of key principles of systems perspectives, and then, integrate the cultural gap literature with key systems principles to identify future directions in research and theory.

A College Knowledge Program for Latino Immigrant Families: Examining Parental Academic Involvement and Adolescents' Academic Goals

The current study examined how parents’ and adolescents’ reports of parental involvement were associated with adolescents’ academic goals before and after participating in a college knowledge program. Twelve parent-adolescent dyads (M_age = 13.58) participated in the program. Thematic analysis was used to analyze these data and create themes that emerged based on patterns in parents’ and adolescents’ semi-structured interviews. Findings suggested that while parents’ reports of their involvement remained relatively the same (high involvement), half of the adolescents indicated increases in their academic goals and perceived parental involvement after participating in the program. This study highlights the role of a college knowledge program on parents’ and adolescents’ changes in perceived parental involvement and academic goals. The study findings identify an avenue to help families access additional capital that can help their children pursue their academic goals.

Language Proficiency, Parenting Styles, and Socioemotional Adjustment of Young Dual Language Learners

Dual language learners (DLLs) make up 32% of all children in the U.S. Past research showed that proficiency in a heritage language (HL) was associated with better psychological adjustment in school-aged children and adolescents, but the associations of HL and English (EL) proficiency to preschool-aged DLLs' socioemotional adjustment remain understudied. This study included a sample of low-income Mexican and Chinese immigrant families with preschool-aged DLLs (N = 90). Children's HL and EL proficiencies were assessed using language tests. Parents rated their own cultural orientations, parenting styles, and children's socioemotional adjustment. Children's expressed anger/frustration and sadness were observed from an emotion-evoking task. Path analyses were conducted to test: 1) the unique relations of children's HL and EL proficiency and parents' American and heritage cultural orientations to parenting styles, and 2) the relations of parenting styles to children's adjustment. Results showed that children's expressive HL proficiency and parents' American and heritage cultural orientations were positively associated with authoritative parenting, which in turn, was associated with children's lower externalizing problems and higher prosocial behaviors. Children's expressive EL was negatively associated with parents' use of authoritarian parenting, and both expressive and receptive HL were negatively associated with children's expressed sadness. These results indicate that children's HL development and parents' host and heritage cultural orientations are associated with socioemotional benefits for young DLLs growing up in low-income immigrant families.

Child-rearing routines among Mexican-heritage children with autism spectrum disorder

This study examined the daily routines and activities of Mexican-heritage mothers and their children with autism spectrum disorder. Experienced sampling methods were used to capture families' current daily routines and activities, how parents valued those activities, and whether the activity was part of the child's autism spectrum disorder intervention. A total of 32 mothers were texted five times per day over five consecutive days for a total of 721 observations. Mothers frequently engaged in Self-Care (e.g. showering), General Caregiving (e.g. cooking), and House Chores (e.g. laundry). Children engaged in activities in which interventions could easily be integrated (e.g. Academics, Self-Care, and Playing with Others). Families spent less than one-third (26.1%) of their activities participating in interventions. Mothers and children jointly spent time in General Caregiving, Playing with Others, and Using Electronics. Practitioners should focus on integrating evidence-based interventions into daily joint routine activities.

Trends in Food Insecurity and SNAP Participation among Immigrant Families U.S.-Born Young Children

Immigrant families are known to be at higher risk of food insecurity compared to non-immigrant families. Documented immigrants in the U.S. <5 years are ineligible for the Supplemental Nutrition Assistance Program (SNAP). Immigration enforcement, anti-immigrant rhetoric, and policies negatively targeting immigrants have increased in recent years. Anecdotal reports suggest immigrant families forgo assistance, even if eligible, related to fear of deportation or future ineligibility for citizenship. In the period of January 2007-June 2018, 37,570 caregivers of young children (ages 0-4) were interviewed in emergency rooms and primary care clinics in Boston, Baltimore, Philadelphia, Minneapolis, and Little Rock. Food insecurity was measured using the U.S. Department of Agriculture's Food Security Survey Module. Overall, 21.4% of mothers were immigrants, including 3.8% in the U.S. <5 years ("<5 years") and 17.64% ≥ 5 years ("5+ years"). SNAP participation among <5 years families increased in the period of 2007-2017 to 43% and declined in the first half of 2018 to 34.8%. For 5+ years families, SNAP participation increased to 44.7% in 2017 and decreased to 42.7% in 2018. SNAP decreases occurred concurrently with rising child food insecurity. Employment increased 2016-2018 among U.S.-born families and was stable among immigrant families. After steady increases in the prior 10 years, SNAP participation decreased in all immigrant families in 2018, but most markedly in more recent immigrants, while employment rates were unchanged.

Heritage Language Socialization in Chinese American Immigrant Families: Prospective Links to Children's Heritage Language Proficiency

Though a number of language socialization processes are theorized to promote children's heritage language proficiency (HLP), little research has considered these processes in a single study and examined their prospective relations to multiple domains of HLP in school-age children. In a two-wave longitudinal study of Chinese American children of immigrant parents (N = 258, age = 7-11 years), language socialization processes (e.g., adult HL use at home, parental attitudes towards HL, child participation in HL classes or extracurricular activities) were assessed using parent reports and behavioral observation at Time 1 (1^st to 2^nd grade). Children's HLP (Cantonese or Mandarin) was assessed using vocabulary and literacy tests at Time 2. Results of structural equation modeling showed that adults' Chinese language use with children at home predicted children's higher Chinese receptive and expressive vocabulary two years later, and children's participation in Chinese language extra-curricular activities predicted their higher Chinese receptive and expressive vocabulary and higher Chinese word reading. By contrast, parental valuing of Chinese language and children's exposure to Chinese media did not predict children's Chinese proficiency. These findings provided support for the benefits of HL use at home and HL classes in promoting HL development in children in immigrant families.

Life Quality of University Students From Immigrant Families in the United States

The numbers of university students from immigrant families have been increasing in the United States, yet little research exists on factors influencing their life quality. Self-report data were collected from 2,210 students from one university in California. Direct effects of four contextual stressors (i.e., ethnic discrimination, parent-child cultural conflict, family disengagement, and family financial stress) were examined in relation to life quality. Also, the potential moderating and mediating role of perceived stress was examined, as well as the potential moderating role of students' generational status. The results provided strong support for mediation, showing contextual stressors influenced students' life quality through their perceived stress. Some evidence was found for moderation, showing the complex role of perceived stress. Generational status did not play a moderating role.

Discrimination against Mixed-Status Families and its Health Impact on Latino Children

BACKGROUND AND OBJECTIVE

Restrictive immigration policies and discrimination are associated with negative health outcomes for immigrant and Latino families. Mixed-status families represent a unique subpopulation of Latinos affected by restrictive immigration policies. This qualitative study explored discrimination against mixed-status families and its potential health impact on Latino children from the perspective of Latina mothers.

METHODS

In 2017, twenty in-depth interviews with Latina mothers of mixed-status families living in northwestern North Carolina were conducted, transcribed, and analyzed. Constant comparison, an approach to grounded theory development, was used.

RESULTS

Nine themes emerged that reflected experiences with discrimination and its negative impact on children. Themes included more frequent and severe discrimination during and after the 2016 US presidential election, determination to stay together and remain in the US, experiences of discrimination in multiple settings, the impact of discrimination on child health and well-being, the impact of fear and stress on meeting the needs of children, the burdening role of children as liaisons between families and services, the inability of citizenship to protect against the effects of discrimination, positive and hopeful responses to discrimination, and the potential role of education in building a foundation for reducing discrimination (and thus promoting the health and well-being of Latino children) in the future.

CONCLUSIONS

Discrimination against mixed-status, Latino families constitutes a critical threat to the health and well-being of Latino children. Further research should inform immigration policies that support (rather than threaten) the health, well-being, and health care practices that mitigate the stresses experienced by Latino children.

Bilingual Development in Children of Immigrant Families

Early exposure to two languages is widely thought to guarantee successful bilingual development. Contradicting that belief, children in bilingual immigrant families who grow up hearing a heritage language and a majority language from birth often reach school age with low levels of skill in both languages. This outcome cannot be explained fully by influences of socioeconomic status. In this article, I summarize research that helps explain the trajectories of observed dual language growth among children in immigrant families in terms of the amount and quality of their language exposure as well as their own language use.

The School Nurse's Role in Addressing Female Genital Mutilation

Female genital mutilation/cutting (FGM/C) is the practice in some immigrant populations of cutting or causing injury to the female genital organs for non-medical reasons. The incidence of FGM/C has increased by 314% in school-aged children according to a study published in 2016. The school nurse is in an optimal position to identify children at risk and build collaborative relationships to treat the students affected by the practice. FGM/C is child abuse and carries both federal and state legal consequences. It is important for the school nurse to understand the cultural context, legal guidance, and social consequences of this practice within the greater community. The school nurse should work to develop interagency guidelines to provide safe processes for the child and the family. The most effective programs use a combination of educational strategies for families and communities along with law enforcement to help abolish the practice.

Development, CAPTA Part C Referral and Services Among Young Children in the U.S. Child Welfare System: Implications for Latino Children

Amendments made to the Child Abuse Prevention and Treatment Act in 2003 and the Individuals with Disabilities Education Improvement Act in 2004 opened the door to a promising partnership between child welfare services and early intervention (EI) agencies by requiring a referral to EI services for all children under age 3 involved in a substantiated case of child abuse, neglect, or illegal drug exposure. However, little research has been conducted to assess the implications of these policies. Using data drawn from a nationally representative study conducted in 2008-2009, we observed less than a fifth of all children in substantiated cases to receive a referral to developmental services (18.2%) approximately 5 years after the passage of the amendments. Of children in contact with the U.S. child welfare system, Hispanic children of immigrants demonstrated the greatest developmental need yet were among the least likely to receive EI services by the end of the study period. Implications for policy and practice are discussed.

Child Maltreatment and Migration: A Population-Based Study Among Immigrant and Native Adolescents in Switzerland

BACKGROUND

Prevalence rates of child maltreatment (CM) can differ substantially between countries and ethnicities. Reasons, however, are complex and not sufficiently understood.

METHOD

This epidemiological study examined prevalence and risk factors of various types of CM in a population-based representative sample of native and immigrant adolescents in Switzerland (N = 6,787).

RESULTS

The prevalence of CM in general was lowest in the native group, higher in the Western immigrant group, and highest in the non-Western immigrant groups. An immigrant background was related to an overrepresentation of several risk factors for CM. Adjusted odds ratio of an immigrant background were still significant for physical and emotional abuse but not for neglect and sexual assault.

CONCLUSIONS

Differences in the prevalence of CM across ethnographic origins are at least partially related to socioeconomic and ecologic risk factors. The distribution of risk factors may vary depending on the contexts of migration.

Stress and Alcohol, Cigarette, and Marijuana Use Among Latino Adolescents in Families with Undocumented Immigrants

Families in which one or more members are undocumented immigrants experience unique hardships. Yet, little is known about stress and substance use among adolescents growing up in these families. The present study examined associations between two sources of adolescent stress (i.e., low parental involvement due to contextual constraints and family economic insecurity) and lifetime alcohol, cigarette, and marijuana use among adolescents in families with undocumented members. The sample was comprised of 102 adolescents (10-18 years old) and one of his or her parents. Participants responded a survey in English or Spanish. Adolescent lifetime use of alcohol, cigarette, and marijuana was 51%, 32.4%, and 37.3%, respectively. Chi-Square analyses found no significant gender differences in lifetime substance use. Logistic regression models showed that adolescent stress due to hindered parental involvement increased the odds of both lifetime cigarette and marijuana use after controlling for gender, age, linguistic acculturation, familism, parental control, and negative peer affiliation. Being a girl increased the odds of lifetime alcohol use. Family economic stress was not associated with lifetime substance use. Results suggest that hindered parental involvement might be a stressor and a risk factor for cigarette and marijuana use among adolescents growing up in families with undocumented members. Because parents in these families are likely to be undocumented, policies that allow immigrants to apply for legal status could improve parents' working conditions and facilitate parental involvement; in turn, such policies could decrease the risk for adolescent substance use among children of Latino immigrants.

Bicultural Straddling Among Immigrant Adolescents: A Concept Analysis

BACKGROUND

Increasing population diversity in the United States creates challenges for providing culturally responsive health care to immigrant adolescents. Nursing providers have few effective concepts to guide their understanding of how culturally diverse adolescents handle different cultural influences (between family and society) and how straddling two cultures may influence adolescents' decision making about health.

AIM

Bicultural straddling is defined as an ongoing process of adaptation resulting from living within two different cultural influences. A concept analysis of bicultural straddling is important to nursing professionals in caring for culturally diverse adolescents.

METHOD

Walker and Avant's methodology was used to guide our understanding about how immigrant adolescents straddle cultural influences between their homes and society.

RESULTS

Straddling two different cultures influences adolescents' health-related beliefs, attitudes, perceptions, and behaviors as they navigate everyday struggles to make informed health decisions. Adolescents' ability to achieve active straddling will allow them to experience positive social functioning, psychological development, and health outcomes.

CONCLUSIONS

By understanding the ongoing process of "bicultural straddling" as a balancing act, nurse professionals can develop effective interventions to alleviate stress derived from acculturation among immigrant families and ultimately help adolescents achieve biculturalism.

Expressive Vocabulary Development in Children from Bilingual and Monolingual Homes: A Longitudinal Study from Two to Four Years

The early course of language development among children from bilingual homes varies in ways that are not well described and as a result of influences that are not well understood. Here, we describe trajectories of relative change in expressive vocabulary from 22 to 48 months and vocabulary achievement at 48 months in two groups of children from bilingual homes (children with one and children with two native Spanish-speaking parents [ns = 15 and 11]) and in an SES-equivalent group of children from monolingual English homes (n = 31). The two groups from bilingual homes differed in their mean levels of English and Spanish skills, in their developmental trajectories during this period, and in the relation between language use at home and their vocabulary development. Children with two native Spanish-speaking parents showed steepest gains in total vocabulary and were more nearly balanced bilinguals at 48 months. Children with one native Spanish- and one native English-speaking parent showed trajectories of relative decline in Spanish vocabulary. At 48 months, mean levels of English skill among the bilingual children were comparable to monolingual norms, but children with two native Spanish-speaking parents had lower English scores than the SES-equivalent monolingual group. Use of English at home was a significant positive predictor of English vocabulary scores only among children with a native English-speaking parent. These findings argue that efforts to optimize school readiness among children from immigrant families should facilitate their access to native speakers of the community language, and efforts to support heritage language maintenance should include encouraging heritage language use by native speakers in the home.

Parenting in an Individualistic Culture with a Collectivistic Cultural Background: The Case of Turkish Immigrant Families with Toddlers in the Netherlands

Expanding our knowledge on parenting practices of immigrant families is crucial for designing culturally sensitive parenting intervention programs in countries with high immigration rates. We investigated differences in patterns of parenting between second-generation immigrant and native families with young children. Authoritarian and authoritative control and sensitivity of second-generation Turkish immigrant mothers of 2-year-old children (n = 70) and native Dutch mothers (n = 70) were observed in the home and in the laboratory. Controlling for maternal age and education, Turkish immigrant mothers were less supportive, gave less clear instructions to their children, were more intrusive and were less authoritative in their control strategies than native Dutch mothers. No differences were found in authoritarian control. In both ethnic groups supportive presence, clarity of instruction, authoritative control, and low intrusiveness loaded on one factor. No differences between ethnic groups were found in gender-differentiated parenting. Maternal emotional connectedness to the Turkish culture was associated with less authoritative control, whereas more use of the Turkish language was related to more sensitivity. Even though mean level differences in parenting behaviors still exist between second-generation Turkish immigrant and native Dutch mothers, the patterns of associations between parenting behaviors were comparable for both groups. This suggests that existing parenting interventions for native families may be applicable to second-generation Turkish immigrants as well.

Group parent training with immigrant chinese families: enhancing engagement and augmenting skills training

Parent training (PT) is an evidence-based treatment for reducing and preventing child conduct problems and abusive parenting. However, questions have been raised about the dissemination of PT to culturally diverse families who hold different views on childrearing. Group PT was applied in two Chinese immigrant families illustrating strategies for addressing potential cultural barriers. The Incredible Years program builds in therapeutic process elements to address cultural concerns to enhance engagement. In addition, augmenting basic PT with additional skills training can help parents manage stressors common in immigrant families to facilitate uptake of new parenting skills. This implementation experience suggested that high-risk immigrant Chinese parents can be effectively engaged in group PT, even when they are not in treatment voluntarily.

Physical discipline in Chinese American immigrant families: An adaptive culture perspective

Research on ethnic minority parenting has examined heritage cultural influences and contextual stressors on parenting processes. However, rarely are adaptive cultural processes considered, whereby ethnic minority parents bring their cultural values to bear in adapting to contextual demands in the host society. A survey of 107 Chinese American immigrant parents examined whether use of physical discipline can be predicted by cultural values, contextual stressors, and their interactions. Results indicated that distinct domains of cultural values were related to physical discipline in disparate ways, with some values decreasing risk and others indirectly increasing risk. There was some evidence that cultural values interacted with contextual stress to predict physical discipline. Parent-child acculturation conflicts were only related to physical discipline when parents held strong values about the importance of firm parental control. The findings illustrate how heritage cultural influences and current ecological demands may converge to shape parenting in immigrant families.

Family economic stress and academic well-being among Chinese-American youth: the influence of adolescents' perceptions of economic strain

This study examined the pathways by which family economic stress influenced youth's educational outcomes in a sample of 444 Chinese American adolescents (M ages = 13.0, 17.1 years at waves 1 and 2, respectively). Using latent variable structural equation modeling, results across two waves of data, spanning early to late adolescence, demonstrated that the influence of parent report of economic stress on youth academic achievement (i.e., GPA), school engagement, and positive attitudes about education was mediated through youth's perceptions of family economic strain and self-reports of depressive symptoms. These relationships were observed to remain significant after accounting for selection bias using individual fixed-effects models. Finally, youth's perceptions of family economic strain were found to more strongly predict depressive symptoms during later, as compared to earlier, adolescence; all other modeled relationships were equivalent across the two time periods. Implications for expanding theoretical tenets of the Family Economic Stress Model are discussed.