Matching Items (3)
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- All Subjects: Socioeconomic Status
- All Subjects: Mexican American families--Ethnic identity.
- Creators: Bradley, Robert H
Description
Siblings are a salient part of family life; however, few studies have explored the role of siblings on youths' cultural development and educational expectations. In the current dissertation, two studies address this gap in the literature by using longitudinal data from 246 Mexican-origin sibling pairs and their mothers and fathers. The first study examined how older siblings' cultural orientations and values uniquely contribute to younger siblings' cultural orientations and values from late adolescence to young adulthood, after accounting for mothers' and fathers' cultural orientations and values; further, it was explored the role of sibling modeling and sibling characteristics as moderators of these associations. Findings revealed that older siblings' cultural orientations and values contribute to younger siblings' cultural orientations and values from late adolescence into young adulthood. Specifically, under conditions of high sibling modeling, younger siblings reported higher levels of Anglo orientation and familism values. Whereas, fathers' orientations were positively associated with younger siblings' Anglo and Mexican orientations and mothers' values were predictive of younger siblings' familism values. Together, the findings suggest that siblings and parents play different roles in youths' cultural development.
The second study explored the reciprocal associations between older and younger siblings' educational expectations from early/middle adolescence to middle/late adolescence and from middle/late adolescence to young adulthood. In this study it was tested the moderating role of family immigrant context and sibling characteristics in the association between older and younger siblings' educational expectations. Findings revealed that older siblings' educational expectations at T1 predicted younger siblings' educational expectations at T2. Further, older siblings' educational expectations at T2 continued to influence younger siblings' educational expectations at T3, and younger siblings' educational expectations at T2 also predicted older siblings' educational expectations at T3. Family immigrant context moderated the association from older siblings' educational expectations at T2 to younger siblings' educational expectations at T3, such that the association was significant for immigrant-born families, but not for U.S.-born/Mixed-status families. Our study highlights the value of siblings' roles, particularly in immigrant families, as youth make important decisions about their educational pursuits.
The second study explored the reciprocal associations between older and younger siblings' educational expectations from early/middle adolescence to middle/late adolescence and from middle/late adolescence to young adulthood. In this study it was tested the moderating role of family immigrant context and sibling characteristics in the association between older and younger siblings' educational expectations. Findings revealed that older siblings' educational expectations at T1 predicted younger siblings' educational expectations at T2. Further, older siblings' educational expectations at T2 continued to influence younger siblings' educational expectations at T3, and younger siblings' educational expectations at T2 also predicted older siblings' educational expectations at T3. Family immigrant context moderated the association from older siblings' educational expectations at T2 to younger siblings' educational expectations at T3, such that the association was significant for immigrant-born families, but not for U.S.-born/Mixed-status families. Our study highlights the value of siblings' roles, particularly in immigrant families, as youth make important decisions about their educational pursuits.
ContributorsRodríguez De Jesús, Sue Annie (Author) / Updegraff, Kimberly A (Thesis advisor) / Bradley, Robert H (Committee member) / Iida, Masumi (Committee member) / Umaña-Taylor, Adriana J. (Committee member) / Arizona State University (Publisher)
Created2015
Description
Expectation for college attendance in the United States continues to rise as more jobs require degrees. This study aims to determine how parental expectations affect high school students in their decision to attend college. By examining parental expectations that were placed on current college students prior to and during the application period, we can determine the positive and negative outcomes of these expectations as well as the atmosphere they are creating. To test the hypothesis, an online survey was distributed to current ASU and Barrett, Honors College students regarding their experience with college applications and their parents' influence on their collegiate attendance. A qualitative analysis of the data was conducted in tandem with an analysis of several case studies to determine the results. These data show that parental expectations are having a significant impact on the enrollment of high school students in college programs. With parents placing these expectations on their children, collegiate enrollment will continue to increase. Further studies will be necessary to determine the specific influences these expectations are placing on students.
ContributorsJohnson, Benjamin Howard (Co-author) / Scheller, Sara (Co-author) / Kappes, Janelle (Thesis director) / Fairbanks, Elizabeth (Committee member) / Department of Psychology (Contributor) / School of Social Transformation (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
Socioeconomic status (SES) is one of the most well researched constructs in developmental science, yet important questions underly how to best model it. That is, are relations with SES always in the same direction or does the direction of association change at different levels of SES? In this dissertation, I conducted a meta-analysis using individual participant data (IPD) to examine two questions: 1) Does a nonmonotonic (quadratic) model of the relations between components of SES (i.e., income, years of education, occupation status/prestige), depressive symptoms, and academic achievement fit better than a monotonic (linear) model? and 2) Is the magnitude of relation moderated by developmental period, gender/sex, or race/ethnicity? I hypothesized that there would be more support for the nonmonotonic model. Moderation analyses were exploratory.
I identified nationally representative IPD from the Inter-university Consortium for Political and Social Research (ICPSR). I included 59 datasets, which represent 23 studies (e.g., Add Health) and 1,844,577 participants. Higher income (β = -0.11; β = 0.10), years of education (β = -0.09; β = 0.13), and occupational status (β = -0.04; β = 0.04) and prestige (β = -0.03; β = 0.04) were associated with a linear decrease in depressive symptoms and increase in academic achievement, respectively. Higher income (β = 0.05), years of education (β = 0.02), and occupational status/prestige (β = 0.02) were quadratically associated with a decrease in depressive symptoms followed by a slight increase at higher levels of income and a diminishing association towards higher levels of education and occupational status/prestige. Higher income was also quadratically associated with academic achievement (β = -0.03). I found evidence that these associations varied between developmental periods and racial/ethnic samples, but I did not find evidence of variation between females and males.
I integrate these findings with three conclusions: (1) more is not always better and (2) there are unique contexts and resources associated with different levels of SES that (3) operate in a dynamic fashion with other cultural systems (e.g., racism), which affect the integrated actions between the individual and context. I outline several measurement implications and limitations for future research directions.
ContributorsKorous, Kevin M. (Author) / Causadias, José M (Thesis advisor) / Bradley, Robert H (Thesis advisor) / Luthar, Suniya S (Committee member) / Levy, Roy (Committee member) / Arizona State University (Publisher)
Created2021