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Park J, Han Y. Developmental trajectories of Korean and heritage language proficiencies and their association with maladjustment among Korean multicultural adolescents. Child Dev 2022; 94:617-632. [PMID: 36528830 DOI: 10.1111/cdev.13887] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2021] [Revised: 10/12/2022] [Accepted: 10/28/2022] [Indexed: 12/23/2022]
Abstract
This study identified changes in Korean and heritage language proficiencies across five waves (2011-2015) and examined the association between linguistic acculturation trajectories and adjustment (2016) among Korean adolescents with immigrant family backgrounds (N = 1441; 51.21% female; Mage(baseline) = 9.97). All adolescents were from multiethnic families with 91.65% comprising a non-Korean Asian mother (e.g., Japan, Philippines, China, Thailand) and Korean father. Parallel process latent class growth modeling and multivariate regression analysis were conducted to estimate the trajectories of linguistic acculturation and their effects on adolescents' future adjustment. Linguistic acculturation trajectories were classified into three latent groups. Bilingual adolescents demonstrated better adjustment over adolescents in other trajectories. Findings highlight the importance of considering patterns of change in linguistic acculturation for understanding Korean multicultural adolescents' adjustment.
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Affiliation(s)
- Jisu Park
- National Youth Policy Institute Sejong South Korea
| | - Yoonsun Han
- Department of Social Welfare Seoul National University Seoul South Korea
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2
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Complex Social Ecologies and the Development of Academic Motivation. EDUCATIONAL PSYCHOLOGY REVIEW 2022. [DOI: 10.1007/s10648-022-09714-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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3
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Lee WJ, Hackman DA, Guttmannova K, Kosterman R, Lee JO. Cumulative Neighborhood Risk and Subsequent Internalizing Behavior among Asian American Adolescents. J Youth Adolesc 2022; 51:1733-1744. [PMID: 35523927 PMCID: PMC9640300 DOI: 10.1007/s10964-022-01623-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2021] [Accepted: 04/21/2022] [Indexed: 11/24/2022]
Abstract
Neighborhood disadvantage is a developmental context that may contribute to Asian American adolescent internalizing problems, yet there is a dearth of longitudinal studies as well as examination of cultural protective factors. Co-ethnic density, or the proportion of individuals of the same racial/ethnic background in the neighborhood that is often cited as a protective factor for racial/ethnic minority groups, has not been adequately examined in Asian American youth. This study examined the longitudinal association between cumulative neighborhood risk and internalizing behavior, and the moderating role of sex and co-ethnic density using an Asian American subsample (N = 177; 45.2% female; ages 10-12, 14-15; Cambodian, Chinese, Filipino, Hmong, Japanese, Korean, Laotian, Samoan, Vietnamese, and other ethnic backgrounds) of a longitudinal panel study over a span of 6 years. Cumulative neighborhood risk during early adolescence (ages 10-14) was significantly associated with internalizing behavior at mid-adolescence (age 15) controlling for prior levels of internalizing behavior. There was no evidence of moderation by co-ethnic density or sex, indicating that reducing neighborhood disadvantage may be a promising preventive measure to address mental health problems for both sexes of Asian American adolescents.
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Affiliation(s)
- Woo Jung Lee
- Suzanne Dworak-Peck School of Social Work, University of Southern California, 669W. 34th Street, Los Angeles, CA, 90089, USA.
| | - Daniel A Hackman
- Suzanne Dworak-Peck School of Social Work, University of Southern California, 669W. 34th Street, Los Angeles, CA, 90089, USA
| | - Katarina Guttmannova
- Department of Psychiatry and Behavioral Sciences, Center for the Study of Health and Risk Behaviors, University of Washington, 1959 NE Pacific Street, Box 357238, Seattle, WA, 98195-7238, USA
| | - Rick Kosterman
- Social Development Research Group, School of Social Work, University of Washington, 9725 Third Ave NE, Suite #401, Seattle, WA, 98115, USA
| | - Jungeun Olivia Lee
- Suzanne Dworak-Peck School of Social Work, University of Southern California, 669W. 34th Street, Los Angeles, CA, 90089, USA
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4
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Liu JL, Wang C, Do KA, Bali D. Asian American adolescents' mental health literacy and beliefs about helpful strategies to address mental health challenges at school. PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22655] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/20/2022]
Affiliation(s)
- Jia Li Liu
- Asian American Studies ProgramUniversity of MarylandCollege ParkMarylandUSA
| | - Cixin Wang
- Asian American Studies ProgramUniversity of MarylandCollege ParkMarylandUSA
- Department of Counseling, Higher Education, and Special EducationUniversity of MarylandCollege ParkMarylandUSA
| | - Kieu Anh Do
- Department of Human EcologyUniversity of Maryland Eastern ShorePrincess AnneMarylandUSA
| | - Diksha Bali
- Department of Counseling, Higher Education, and Special EducationUniversity of MarylandCollege ParkMarylandUSA
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5
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Hou J, Yu Q, Lan X. COVID-19 Infection Risk and Depressive Symptoms Among Young Adults During Quarantine: The Moderating Role of Grit and Social Support. Front Psychol 2021; 11:577942. [PMID: 33488448 PMCID: PMC7820677 DOI: 10.3389/fpsyg.2020.577942] [Citation(s) in RCA: 19] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2020] [Accepted: 11/25/2020] [Indexed: 12/27/2022] Open
Abstract
Prior research has demonstrated that the adverse consequences of the coronavirus disease 2019 (COVID-19) pandemic may go beyond its economic hardships and physical health concerns, having a significant influence on psychological distress for individuals under quarantine. Nevertheless, relatively little attention has been paid to exploring the risk and protective factors in the link between COVID-19 infection risk and psychological distress among young adults. Following a socioecological framework, the current study examines the moderating role of grit (perseverance and consistency) and social support in the association between COVID-19 infection risk and depressive symptoms. A sample of 1,251 young adults under home quarantine (62.6% female; M age = 20.92 years, SD = 1.47; age ranged from 18 to 25 years) was involved in this study, and they were asked to complete a set of self-reported questionnaires online. Results of a linear regression analysis exhibited that COVID-19 infection risk was positively associated with depressive symptoms in young adults in quarantine. Moreover, moderation analyses showed that this association was moderated by perseverance and social support. To be specific, for those reporting higher levels of social support, this linkage was not significantly positive; in contrast, for those reporting lower levels of social support, perseverance was a significant protective factor for depressive symptoms when young adults were exposed to a high infection risk of COVID-19. The current study suggests that greater social support is essential to helping young adults deal with possible negative emotions in the context of the COVID-19 pandemic. Moreover, university-based counseling services should pay specific attention to those young adults with relatively insufficient social support resources and low levels of perseverance.
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Affiliation(s)
- Jie Hou
- College of General Aviation, Jingchu University of Technology, Jingmen, China
| | - Qingyun Yu
- Counseling Center for Mental Health Education, Jingchu University of Technology, Jingmen, China
| | - Xiaoyu Lan
- Department of Developmental Psychology and Socialization, University of Padua, Padua, Italy
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6
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Arora PG, Alvarez K, Huang C, Wang C. A Three-Tiered Model for Addressing the Mental Health Needs of Immigrant-Origin Youth in Schools. J Immigr Minor Health 2020; 23:151-162. [PMID: 32691276 DOI: 10.1007/s10903-020-01048-9] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
To date, little research has systematically considered the ways in which schools can better address the needs of immigrant-origin youth (IOY). Further, considering the increased negative attitudes toward and policies targeting IOY and families within the U.S., there is a need to go beyond targeting just IOY at risk for mental health concerns and promote a culture of inclusion throughout the school. The goal of this paper is to address ways in which schools can best attend to the mental health needs of IOY by systematically integrating prevention and intervention efforts across three tiers of support within the school setting. Specifically, we propose a three-tiered model of school based mental health services for IOY. Based on a thorough review of current literature, we propose universal, selective, and targeted programming to support the MH needs of IOY and families. We discuss implications for implementation as well as future directions for research.
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Affiliation(s)
- Prerna G Arora
- Department of Health and Behavioral Sciences, Columbia University, 525 W. 120th Street, New York, NY, 10027, USA.
| | - Kiara Alvarez
- Harvard Medical School, Boston, MA, USA
- Massachusetts General Hospital, Boston, MA, USA
| | - Cindy Huang
- Department of Clinical and Counseling Psychology, Columbia University, New York, NY, USA
| | - Cixin Wang
- Department of Counseling, Higher Education, and Special Education, University of Maryland, College Park, MD, USA
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A Longitudinal Examination of Peer Victimization on Depressive Symptoms Among Asian American School-Aged Youth. SCHOOL MENTAL HEALTH 2020. [DOI: 10.1007/s12310-020-09383-w] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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8
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Mondi CF, Reynolds AJ. Socio-Emotional Learning among Low-Income Prekindergarteners: The Roles of Individual Factors and Early Intervention. EARLY EDUCATION AND DEVELOPMENT 2020; 32:360-384. [PMID: 33731978 PMCID: PMC7959114 DOI: 10.1080/10409289.2020.1778989] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
RESEARCH FINDINGS Previous research has indicated that low-income children are at increased risk for socio-emotional problems, which may contribute to socioeconomic disparities in wellbeing and academic achievement. The present study examines socio-emotional learning (SEL) across the prekindergarten year in a low-income, racially and ethnically diverse sample of Chicago Public School students (N=2,630). The sample included participants of the Child-Parent Center early educational intervention program (N=1,724) and a propensity-score matched comparison group (N=906). At the beginning of the prekindergarten year, teachers rated boys and lower income participants as having relatively lower SEL skills, and CPC participants and older children as having slightly higher SEL skills. Over time, CPC participants exhibited significantly greater rates of SEL growth, ending the prekindergarten year with teacher-rated SEL scores that were an average 10.30% higher than control participants. There were no significant differences in SEL growth over time by sex or family income. PRACTICE AND POLICY IMPLICATIONS Multicomponent, school-based early intervention programs (e.g., CPC) have the potential to promote SEL among at-risk populations.
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Affiliation(s)
- Christina F Mondi
- Institute of Child Development, University of Minnesota - Twin Cities
| | - Arthur J Reynolds
- Institute of Child Development, University of Minnesota - Twin Cities
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9
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Ma C, Ma Y, Lan X. The Moderating Role of Social Identity and Grit in the Association Between Parental Control and School Adjustment in Chinese Middle School Students. Front Psychol 2020; 11:677. [PMID: 32390907 PMCID: PMC7193867 DOI: 10.3389/fpsyg.2020.00677] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/15/2020] [Accepted: 03/19/2020] [Indexed: 01/04/2023] Open
Abstract
Although the proliferation of empirical research has documented the association between parental control and school adjustment, findings of this linkage are still inconclusive. Moreover, fewer efforts have been made to address this association in middle school students. Guided by an ecological framework, the current study aimed to integrate the conflicting findings into a coherent body of knowledge, paying particular attention to two research purposes: (a) to examine the association between parental control and three objective indicators of school adjustment (social competence, academic grades, and peer acceptance) and (b) to explore whether this association was moderated by individual characteristics of social identity and grit. A total of 120 Chinese middle school students (42.5% females) aged between 13 and 15 years old were recruited for this study, and research data were gathered from multiple sources. To be specific, students were asked to complete a set of self-report questionnaires concerning parental control, social identity, and grit. Meanwhile, school-related social competence was rated by head teachers; academic grades were obtained from school records; and peer acceptance was assessed by sociometric nominations. The results from hierarchical regression analyses showed that parental control was negatively associated with academic grades. Moreover, when reporting higher levels of social identity, parental control was negatively related to social competence and peer acceptance for those students with lower levels of grit. Our findings suggest that parental control can dampen middle school students' academic performance, and low levels of grit can magnify the detrimental effect of parental control on social competence and peer acceptance in middle school students who regard themselves as closely connected to social groups.
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Affiliation(s)
- Chunhua Ma
- College of Educational Science and Technology, Northwest Minzu University, Lanzhou, China
| | - Yongfeng Ma
- College of Educational Science and Technology, Northwest Minzu University, Lanzhou, China
| | - Xiaoyu Lan
- Department of Developmental Psychology and Socialisation, University of Padua, Padua, Italy
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10
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Lan X, Wang W. Is early left-behind experience harmful to prosocial behavior of emerging adult? The role of parental autonomy support and mindfulness. CURRENT PSYCHOLOGY 2020. [DOI: 10.1007/s12144-020-00706-3] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
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11
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Jin H, Wang W, Lan X. Peer Attachment and Academic Procrastination in Chinese College Students: A Moderated Mediation Model of Future Time Perspective and Grit. Front Psychol 2019; 10:2645. [PMID: 31849764 PMCID: PMC6902009 DOI: 10.3389/fpsyg.2019.02645] [Citation(s) in RCA: 23] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/07/2019] [Accepted: 11/08/2019] [Indexed: 11/13/2022] Open
Abstract
Although prior research has considerably documented the prevalence and correlates of academic procrastination in college students, relatively little is known about the role of longer volitional processes of goal striving, such as grit, on academic procrastination; moreover, the knowledge about direct and interactive effects of social context and personal characteristic on facilitating grit, which in turn mitigate academic procrastination, are still underexplored. Given these gaps in the existing literature, the current study, more exploratory in nature, investigates a moderated mediation model of future time perspective and grit in the association between peer attachment and academic procrastination in Chinese college students. A total of 1,098 undergraduate students (43.2% girls) aged from 18 to 25 were involved in the current study, and participants were asked to fill in a battery of self-report questionnaires. Results indicated that (a) peer attachment was negatively and significantly associated with academic procrastination; (b) grit partially mediated the association between peer attachment and academic procrastination; more precisely, peer attachment was positively associated with grit, which in turn was negatively linked to academic procrastination; and (c) future time perspective moderated the association between peer attachment and grit; more specifically, for students with low levels of future time perspective, the association between peer attachment and grit turned out to be significantly negative. These findings suggest that interventions targeting the enhancement of peer attachment and grit may prevent or reduce academic procrastination, and college students who regard future orientation as pessimistic should be paid specific attention by university-based counseling services.
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Affiliation(s)
- Hexiang Jin
- Student Mental Health Education and Counseling Center, Northwest Minzu University, Lanzhou, China
| | - Wenchao Wang
- Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Xiaoyu Lan
- Faculty of Psychology, Beijing Normal University, Beijing, China
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12
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Lan X, Zhang L. Shields for Emotional Well-Being in Chinese Adolescents Who Switch Schools: The Role of Teacher Autonomy Support and Grit. Front Psychol 2019; 10:2384. [PMID: 31681131 PMCID: PMC6813367 DOI: 10.3389/fpsyg.2019.02384] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2019] [Accepted: 10/07/2019] [Indexed: 12/01/2022] Open
Abstract
Although prior research has demonstrated that switching schools poses a risk for academic and behavioral functioning among adolescents, relatively little is known about their emotional adjustment, or how it affects emotional well-being. Moreover, the cumulative effects of multiple risk and protective factors on their emotional well-being are even less covered in the existing literature. Guided by a risk and resilience ecological framework, the current study compared emotional well-being, operationalized as positive affect and negative affect, between Chinese adolescents who had switched schools and their non-switch counterparts, and examined the direct and interactive effects of teacher autonomy support and two facets of grit (i.e., perseverance and consistency) on emotional well-being in both groups. A propensity score matching analysis was used to balance the two groups in terms of sociodemographic characteristics (i.e., age, gender, and socioeconomic status). A total of 371 adolescents who had switched schools and 742 non-switch counterparts aged from 13 to 18 years were involved in this study. Results indicated that adolescents who had switched schools reported higher levels of negative affect than their non-switch counterparts. Moreover, for adolescents who had switched schools, those who possessed higher levels of perseverance had a significantly negative association between teacher autonomy support and negative affect; however, the corresponding association was independent of perseverance for their non-switch counterparts. The current findings indicate that switching schools is a disadvantage for adolescents' emotional states. However, teacher autonomy support and perseverance can protect adolescents who switch schools as critical stress-buffering factors against these negative feelings.
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Affiliation(s)
- Xiaoyu Lan
- Faculty of Psychology, Beijing Normal University, Beijing, China
- Department of Developmental Psychology and Socialization, University of Padua, Padua, Italy
| | - Lifan Zhang
- Faculty of Psychology, Beijing Normal University, Beijing, China
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13
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Chen-Bouck L, Patterson MM, Chen J. Relations of Collectivism Socialization Goals and Training Beliefs to Chinese Parenting. JOURNAL OF CROSS-CULTURAL PSYCHOLOGY 2019. [DOI: 10.1177/0022022118822046] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Parenting behaviors may be influenced by multiple factors, including parental values, beliefs, socialization goals, and children’s characteristics (e.g., personality, age). This study examined relations between Chinese mothers’ collectivism socialization goals and “training” beliefs and their parenting styles and behaviors with their children (youth ages 9-17 years), using structural equation modeling (SEM). In addition, in an exploratory manner, the associations between youth’s age and mothers’ parenting styles and behaviors were also explored. In all, 652 youth (female 46.2% and male 52.9%) and their mothers were recruited from urban areas in mainland China. Youth answered questionnaires about their mothers’ parenting (i.e., parenting styles, behavioral control, and psychological control), and mothers reported their endorsement of collectivism socialization goals and “training” beliefs. The findings suggest that Chinese mothers’ endorsement of collectivism socialization goals was positively associated with their authoritarian and authoritative parenting styles and behavioral control, but negatively associated with psychological control. Chinese mothers’ “training” beliefs were negatively associated with the use of behavioral control. Youth age was negatively associated with Chinese mothers’ use of authoritative and authoritarian parenting styles and behavioral control. Therefore, the current study suggests that mothers’ collectivism socialization goals and “training” beliefs and youth age may have an impact on parenting styles and parenting behaviors in mainland Chinese mothers.
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Affiliation(s)
| | | | - Jie Chen
- University of Kansas, Lawrence, KS, USA
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14
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Cheah CSL. Commentary: Charting Future Directions for Research on Asian American Child Development. Child Dev 2017; 87:1055-60. [PMID: 27392799 DOI: 10.1111/cdev.12580] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Asian Americans are now the fastest growing ethnic minority group in the United States, but developmental research on them lags behind that of African Americans and Latinos. It is advocated that developmental scientists working with Asian American families focus on early developmental processes, on the cultural aspects of family socialization and dynamics that may contribute to child outcomes, and on capturing the complexity of factors that promote cultural adaptation and strengths in particular contexts. The theoretical frameworks, methodological recommendations, and timely themes highlighted in this special issue will motivate scholars, interventionists, and policymakers to find ways to better understand and meet the needs of the growing number of Asian American children and their families.
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15
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Bornstein MH. Parenting in acculturation: two contemporary research designs and what they tell us. Curr Opin Psychol 2017; 15:195-200. [PMID: 28813262 DOI: 10.1016/j.copsyc.2017.03.020] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2017] [Accepted: 03/16/2017] [Indexed: 11/30/2022]
Abstract
Massive population transfers are common today. To understand how immigrants negotiate variation and adjustment as they settle in a new culture, researchers have explored acculturation, the changes that individuals and groups undergo as a result of contact with a culture not their own. Parents have crucial roles to play in acculturation. Parenting is instantiated in cognitions and practices, and cognitions and practices of parents are multifaceted and influenced by many factors, including parents' own individual characteristics, their children, and their cultural experiences. This article describes, evaluates, and illustrates two unique research designs that are used today to study acculturation of parenting cognitions and practices. In one design, parenting in acculturating cultures in the same culture of destination are compared; in the second design, parents in a culture of origin, parents from that culture of origin acculturating to a new culture, and parents in that culture of destination are compared. Acculturation is one of the most prominent individual-difference constructs in contemporary psychology, and understanding parents' cognitions and practices is fundamental to understanding parenting and acculturation.
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Affiliation(s)
- Marc H Bornstein
- Child and Family Research, Eunice Kennedy Shriver National Institute of Child Health and Human Development, Suite 8030, 6705 Rockledge Drive, Bethesda, MD 20892-7971, USA.
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Abstract
The specificity principle in acculturation science asserts that specific setting conditions of specific people at specific times moderate specific domains in acculturation by specific processes. Our understanding of acculturation depends critically on what is studied where, in whom, how, and when. This article defines, explains, and illustrates the specificity principle in acculturation science. Research hypotheses about acculturation can be more adequately tested, inconsistencies and discrepancies in the acculturation literature can be satisfactorily resolved, acculturation interventions can be tailored to be more successful, and acculturation policies can be brought to new levels of effectiveness if the specificity principle that governs acculturation science is more widely recognized.
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Affiliation(s)
- Marc H Bornstein
- Child and Family Research, Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health
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Jones SCT, Neblett EW. Future Directions in Research on Racism-Related Stress and Racial-Ethnic Protective Factors for Black Youth. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY 2016; 46:754-766. [PMID: 27145002 DOI: 10.1080/15374416.2016.1146991] [Citation(s) in RCA: 37] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Research on racism-related stress and racial-ethnic protective factors represents an important enterprise for optimizing the mental health of African American and other racial and ethnic minority youth. However, there has been a relative dearth of work on these factors in the clinical psychology research literature, and more work is needed in outlets such as these. To this end, the current article adopts a developmental psychopathology framework and uses recent empirical findings to outline our current understanding of racism-related stress and racial-ethnic protective factors (i.e., racial identity, racial socialization, Africentric worldview) for African American youth. We then provide nine recommendations-across basic, applied, and broader/cross-cutting research lines-that we prioritize as essential to advancing the future scientific investigation of this crucial research agenda. Within and across these recommendations, we issue a charge to researchers and clinicians alike, with the ultimate goal of alleviating the negative mental health impact that racism-related stress can have on the well-being and mental health of African American and other racial and ethnic minority youth.
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Affiliation(s)
- Shawn C T Jones
- a Department of Psychology and Neuroscience , University of North Carolina at Chapel Hill
| | - Enrique W Neblett
- a Department of Psychology and Neuroscience , University of North Carolina at Chapel Hill
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18
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Main A, Zhou Q, Liew J, Lee C. Prosocial Tendencies among Chinese American Children in Immigrant Families: Links to Cultural and Socio-demographic Factors and Psychological Adjustment. SOCIAL DEVELOPMENT 2016. [DOI: 10.1111/sode.12182] [Citation(s) in RCA: 58] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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19
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Chen-Bouck L, Duan C, Patterson MM. A Qualitative Study of Urban, Chinese Middle-Class Mothers’ Parenting for Adolescents. JOURNAL OF ADOLESCENT RESEARCH 2016. [DOI: 10.1177/0743558416630815] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Through interviews with 22 middle-class mothers and their adolescent children, we explored contemporary approaches to parenting in urban China. The participants provided evidence of authoritative parenting style. We also examined the applicability of Chao’s construct of Chinese parenting guan (管) for adolescence; the participants seemed to support the idea, but viewed the underlying meaning of guan differently than described in earlier studies conducted with mothers of younger children. We thus argue that guanjiao (管教), which means “to govern and to educate/teach,” may be a more appropriate word to use than guan to describe urban, middle-class Chinese mothers’ approach to parenting of adolescents. The findings also suggest that neither Chao’s construct of guan nor Baumrind’s prototypes could fully capture its essence. Additional elements, such as modeling, self-sacrifice, and expression of affection through behavior, also emerged as common themes.
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