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1.
The goal of this research was to explore the generality of developmental processes related to intergenerational value discrepancies across 701 families from immigrant and non-immigrant groups. In a study involving 471 immigrant families (197 Armenian, 103 Vietnamese, and 171 Mexican) and 230 non-immigrant families (95 African American and 135 European American), adolescents and parents reported their endorsement of values pertaining to family obligations. We examined similarities and differences at three levels of analysis, from the general to the group-specific. Results provide evidence for general developmental processes (family obligations were endorsed more by parents than by adolescents in all groups), processes associated with immigration (the intergenerational value discrepancy generally increased with time in the United States), and processes that are unique to each ethnic group.  相似文献   

2.
To examine the development of religious identity during the teenage years, adolescents (N = 477) from Latin American, Asian, and European backgrounds completed questionnaires in the 10th, 11th, and 12th grades (10th grade age: M = 15.81, SD = 0.36). Results indicated that religious identity remained stable across high school whereas religious participation declined. Even after controlling for ethnic differences in religious affiliation, socioeconomic background, and generational status, adolescents from Latin American and Asian backgrounds reported higher levels of religious identity and adolescents from Latin American backgrounds reported higher rates of religious participation. Within individual adolescents, changes in religious identity were associated with changes in ethnic and family identities, suggesting important linkages in the development of these social identities during adolescence.  相似文献   

3.
A daily diary method was employed to examine the extent to which Chinese adolescents in the United States assist and spend time with their families, and the implications of such behaviors for their involvement in other activities and psychological well-being. Adolescents (N = 140) completed checklists in which they reported their activities and psychological well-being every day for a period of 2 weeks. Adolescents showed a greater propensity to balance family obligations with their academic demands than with their social life with peers on a daily basis. Girls experienced slightly more daily conflict between activities than boys. Neither the extent of involvement in family obligations nor the balancing of family obligations with other activities were associated with psychological distress among adolescents. These findings demonstrate the complex manner in which adolescents from immigrant families attempt to combine their cultural traditions with selected aspects of American society on a daily basis. In contrast to the expectations of some observers, the youths in this study appeared to accomplish such an integration with little cost to their psychological well-being.  相似文献   

4.
To assess the impact of economic hardship on 111 European American and 167 Mexican American families and their 5th-grade (M age=11.4 years) children, a family stress model was evaluated. Structural equation analyses revealed that economic hardship was linked to indexes of economic pressure that were related to depressive symptoms for mothers and fathers of both ethnicities. Depressive symptoms were linked to marital problems and hostile parenting. Paternal hostile parenting was related to child adjustment problems for European Americans, whereas marital problems were linked to child adjustment problems for Mexican Americans. Maternal acculturation was associated with both higher marital problems and lower hostile parenting. The utility of the model for describing the effects of economic hardship in Mexican Americans is noted.  相似文献   

5.
Tseng V 《Child development》2004,75(3):966-983
This study is an examination of family interdependence and its implications for academic adjustment among late adolescents and young adults in college (18 to 25 years). Survey data and university records were collected on 998 American youth with Asian Pacific, Latino, African/Afro-Caribbean, and European backgrounds. Results indicate that Asian Pacific Americans placed more importance on family interdependence than did European Americans. Across all panethnic groups, youth with immigrant parents placed greater emphasis on family interdependence than did youth with U.S.-born parents. The study distinguished between family interdependence attitudes and behaviors and found that they had counteracting influences on academic adjustment: Family obligation attitudes contributed to greater academic motivation among youth from immigrant as compared with U.S.-born families, but greater behavioral demands detracted from achievement.  相似文献   

6.
The goal of this study was to determine the relative impact of family background, parental attitudes, peer support, and adolescents' won attitudes and behaviors on the academic achievement of students from immigrant families. Approximately 1,100 adolescents with Latino, East Asian, Filipino, and European backgrounds reported on their own academic attitudes and behaviors as well as those of their parents and peers. In addition, students' course grades were obtained from their official school records. Results indicated that first and second generation students received higher grades in mathematics and English than their peers from native families. Only a small portion of their success could be attributed to their socioeconomic background; a more significant correlate of their achievement was a strong emphasis on education that was shared by the students, their parents, and their peers. These demographic and psychosocial factors were also important in understanding the variation in academic performance among the immigrant students themselves.  相似文献   

7.
Disclosure to parents and reasons for not disclosing different activities were examined in 489 Chinese, Mexican, and European American adolescents ( M  =   16.37 years, SD  =   0.77). With generational status controlled, Chinese American adolescents disclosed less to mothers about personal and multifaceted activities than European Americans and less about personal feelings than other youth, primarily because these acts were considered personal, not harmful, or because parents would not listen or understand. Disclosure regarding prudential behavior was lower among Mexican American than among European American adolescents, primarily due to concerns with parental disapproval. Multigroup path analyses indicated that greater closeness to parents is associated with more disclosure for all youth and activities; associations between family obligation and disclosure varied by domain and ethnicity.  相似文献   

8.
An important question for the acculturation of adolescents from immigrant families is whether they retain ethnic labels that refer to their national origin (e.g., Mexican, Chinese) or adopt labels that are dominant in American society (e.g., Latino, Asian American, American). Approximately 380 adolescents from Asian and Latin American immigrant families selected ethnic labels during each of the 4 years of high school (age span = 14.87–17.82 years). Results indicated no normative trend either toward or away from identifying most closely with pan-ethnic or American ethnic labels. Significant numbers of adolescents changed their ethnic labels from year to year, however and these changes were associated with fluctuations in adolescents' ethnic affirmation and exploration and proficiency in their heritage languages.  相似文献   

9.
Intergroup attitudes were assessed in European American 1st-grade (M=6.99 years, SD=0.32) and 4th-grade (M=10.01 years, SD=0.36) children (N=138) attending ethnically homogeneous schools to test hypotheses about racial biases and interracial friendships. An Ambiguous Situations Task and an Intergroup Contact Assessment were administered to all participants. Unlike previous findings with European American children attending heterogeneous schools, children rated minority perpetrators more negatively than majority perpetrators, and friendship as less likely when a minority than a majority perpetrator was portrayed. These findings suggest that intergroup contact contributes to racial bias in children's interpretations of peer dyadic encounters and to judgments about interracial friendships.  相似文献   

10.
Smetana JG 《Child development》2000,71(6):1672-1686
Conceptions of parental authority and ratings of parental rules and decision making were examined longitudinally among 82 middle-class African American adolescents and their parents (82 mothers and 52 fathers), who were divided into two groups according to family income. Adolescents were, on average, 13.14 years of age at Time 1 and 15.05 years of age at Time 2. Nearly all adolescents and parents affirmed parents' legitimate authority to regulate (and children's obligation to comply with) rules regarding moral, conventional, prudential, friendship, and multifaceted issues, but they were more equivocal in their judgments regarding personal issues. With age, adolescents increasingly judged personal issues to be beyond the bounds of legitimate parental authority, but judgments differed by family income. Adolescents from upper income families rejected parents' legitimate authority to regulate personal issues more at Time 1 than did adolescents from middle income families, but no differences were found at Time 2. Authority to regulate adolescents' behavior did not extend to other adults or to schools, churches, and the law. With adolescents' increasing age, African American families became less restrictive in regulating prudential, friendship, multifaceted, and personal issues. Adolescents', mothers', and fathers' judgments demonstrated significant continuity over time, but few cross- or within-generation associations in judgments were found. Conceptions of legitimate parental authority at Time 1 were found to predict family rules at Time 2.  相似文献   

11.
Family and school spillover in adolescents' daily lives   总被引：1，自引：0，他引：1  
This study examined spillover between daily family stressors and school problems among 589 ninth-grade students (mean age = 14.9 years) from Mexican, Chinese, and European backgrounds. Spillover was examined using a daily diary methodology in which adolescents reported on their school and family experiences each day for 2 weeks. Analyses using hierarchical linear modeling revealed reciprocal spillover effects between adolescents' daily functioning in the family and school domains that spanned several days. Longitudinal analyses indicated that spillover between family stressors and school problems also occurs across the high school years, from 9th to 12th grade, and that both are predictive of poorer academic performance in 12th grade. These findings have practical implications for adolescents' academic achievement trajectories and general well-being.  相似文献   

12.
Using cluster analysis of Adolescent Time Attitude Scale (ATAS) scores in a sample of 300 adolescents (M age = 16 years; SD = 1.25; 60% male; 41% European American; 25.3% Asian American; 11% African American; 10.3% Latino), the authors identified five time attitude profiles based on positive and negative attitudes toward the past, present, and future. Four of the profiles identified in the present study were conceptually similar to profiles that emerged in a study in a German sample. Adolescents with profiles characterized by higher positive attitudes than negative attitudes (i.e., Positive, Optimistic, and Balanced) reported more favorable educational and psychological outcomes than did adolescents with profiles marked by higher negative attitudes (i.e., Negative and Pessimistic). These findings provide support for the generalizability of time attitude profiles and the pattern of relationships between ATAS profiles and other constructs.  相似文献   

13.
This mixed‐methods study of urban low‐income, English‐proficient Chinese American, second‐generation 15‐year‐olds (conducted in 2004; N = 32) examined the relation among the virtue model of learning communicated by parents and adolescents’ learning beliefs, self‐regulated learning (SRL) behaviors, and academic achievement. Analysis of in‐depth individual interviews revealed that for these adolescents, perceptions of family educational socialization predicted students’ endorsement of their culture's virtue‐oriented learning beliefs and that adolescents’ endorsement of these learning beliefs predicted their academic achievement. Importantly, adolescents’ reported that use of SRL strategies mediated the relationship between their endorsement of virtue‐oriented learning beliefs and their academic achievement. Findings are discussed in the context of further research linking cultural learning beliefs, SRL, and children's academic achievement.  相似文献   

14.
A comparison of the relative importance of variables shown to influence the outcome of interracial contact was made in an intercultural contact situation. Implications of the findings for counseling applications were discussed. The variables studied were: amount of contact, length of time living in the country, norms, personal association, initial attitudes toward the country (expectations and first impressions), and attitudes toward people in general. The subjects were 199 American adolescents living in Germany and enrolled in on-base American schools for military dependents. The data were collected by questionnaires administered by faculty members at the schools during regular class time. Attitudes toward Germans, attitudes toward Germany and social distance toward German adolescents were utilized as the dependant variables. The analyses controlled for past intercultural experience and the age, sex, and ethnic group of the subjects. Three variables affected subjects' attitudes toward Germany: norms, first impressions, and sex of subject. The same three variables plus attitudes toward people affected attitudes toward Germans. Three different variables affected the social distance scale: age, sex, and expectations. Age and sex were control variables and appear to be artifacts of the particular social climate of the situation under study. Thus, norms, first impressions, expectations, and attitudes toward people appear to be the major influences on attitudes toward members of another culture. Amount of contact, length of time living in the country and personal association do not appear to be important in intercultural interaction. Suggestions were made for the preparation of educational programs and for family, group and individual counseling for families with adolescents who are transferred to new cultural environments.  相似文献   

15.
This study investigated gender effects on the conversational strategies used among 106 African American children ( mean age = 7 years) from urban, low-income family backgrounds. Same- and mixed-gender pairs of children from the same grade level in an inner-city school were provided with toy bear puppets and asked to play together for 5 min. Conversations were coded using Leaper's Psychosocial Processes Coding Scheme, which classifies communication acts as either collaborative, controlling, informing, obliging, or withdrawing. Girls and boys were more similar than different. However, gender-related variations were found. Boys were more likely than girls to use controlling acts and domineering exchanges in same-gender pairs but not in mixed-gender pairs. Girls were more likely than boys to use a combination of collaborative and informing acts. For partner gender effects we found that controlling acts and domineering exchanges were less likely — whereas informing acts were more likely — to take place when children were matched with a girl than when they were matched with a boy. Findings replicate many of the gender effects on communication style reported in a prior study (Leaper, 1991) that used a similar procedure and coding strategy with a sample of middle-income children from mostly European American backgrounds.  相似文献   

16.
The study examined African American, Asian American, and European American college students’ previous direct and indirect experiences of seeking professional psychological services and related attitudes. Survey data were collected from 254 European American, 182 African American and 82 Asian American college students. Results revealed that fewer African American and Asian American college students had sought professional psychological services, knew someone who had sought psychological services, and knew a close person who was diagnosed with a psychological disorder, relative to European American students. Furthermore, African American and Asian American participants showed less favorable attitudes on a variety of help-seeking attitudes, compared to the European American group.  相似文献   

17.
Smetana J  Gaines C 《Child development》1999,70(6):1447-1463
Everyday conflicts between adolescents and parents were examined in 95 middle-class African American families, 44 with preadolescents and 51 with early adolescents, who were further divided into two groups based on family income. The incidence, frequency, and intensity of conflicts were assessed using the Issues Checklist, and content, justifications, and resolutions were coded from individual interviews. Conflicts were relatively frequent, low in intensity, and occurred over issues such as the adolescent's room, chores, choice of activities, and homework. Early adolescents rated conflicts as more intense than did preadolescents, but mothers' ratings of conflict intensity and families' ratings of conflict frequency differed by family income. African American adolescents primarily reasoned about conflicts as issues of personal jurisdiction, whereas their mothers primarily appealed to social conventions. Nearly all conflicts were resolved by adolescents giving in to parents, but adolescent concession declined with age, whereas unresolved conflicts and use of punishment increased. Number and intensity of conflicts and adolescent concession were predicted by both parenting practices and sociodemographic background; conflict frequency and joint resolution were predicted only by parents' educational attainment. Although conflict may reflect normative developmental processes of individuation, the cultural and ecological context of middle-class African American families influences its expression and resolution.  相似文献   

18.
This study tested the equivalence of a theoretical model of parenting behaviors linking financial strain to adolescents' achievement for African American and European American families and for single- and two-parent families. The sample included an economic cross-section of African American (n = 387) and European American families (n = 230) from single- (n = 171) and two-parent (n = 446) homes. Multi-group analyses revealed no significant differences in the structural equation models between the African American and European American families, or between the single- and two-parent families. Results demonstrated that negative parent-adolescent relationships and parental school involvement mediated the relation between financial strain and adolescents' academic achievement.  相似文献   

19.
The purpose of this study was to compare children with and without cross-sex friends on measures of social and cognitive competence, endorsement of sex-role stereotypes, and family composition. Subjects were 723 third and fourth graders (377 girls, 346 boys) from diverse socioeconomic backgrounds; 35% were African American. Measures included sociometric assessments of peer acceptance, friendship, and behavioral reputation, as well as self-reports of perceived self-competence and endorsement of sex-role stereotypes. In addition, teachers completed ratings of children's social and cognitive competence. In all, 92 children, about 14% of the sample, had one or more reciprocal opposite-sex friends; for 21 of these children, their cross-sex friendships were their primary or only friendships. African American children were more likely than European American children to have opposite-sex friends. Involvement in cross-sex friendships was unrelated to the gender make-up of the classroom, but was related to family structure. Comparisons of the children who had primarily or only cross-sex friends to matched groups of children who had only same-sex friends and to children who had cross-sex friends secondarily to same-sex ones revealed a number of differences between the groups in social competence and relationships with peers. Overall, children with primarily opposite-sex friends had poorer social skills than other children with friends, although they were less stereotyped about sex roles than other children, and were better adjusted than children with no friends on most measures. In contrast, children involved in opposite-sex friendship secondarily to same-sex friendship were as well adjusted socially as children with only same-sex friendships. These results suggest that children with cross-sex friends differ among themselves, depending on the primacy of the cross-sex relationship.  相似文献   

20.
Hypotheses concerning the extent to which adolescents' cognitions mediate the relation between parenting behaviors and adolescent substance use were examined in a panel of African American adolescents (N = 714, M age at Time 1 = 10.51 years) and their primary caregivers. A nested-model approach indicated that effective parenting (i.e., monitoring of the child's activities, communication about substances, and parental warmth) was related to adolescent substance use more than 5 years later. The parenting behaviors protected the adolescent from subsequent alcohol, tobacco, and marijuana use through associations with two cognitive elements from the prototype/willingness model: favorable risk images (prototypes) and behavioral willingness. Additional analyses indicated that these protective effects were strongest among families residing in high-risk neighborhoods.  相似文献   

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