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- All Subjects: Neighborhoods
- Creators: Iida, Masumi
Description
School belonging is critical to well-being among youth. However, scholarship on school belonging among Black youth has largely used deficit perspectives. Furthermore, there is a lack of social, historical, and culturally informed perspectives to examine factors that may promote or prohibit school belonging. Currently, there is limited research about how factors across socioecological levels impact school belonging among Black youth, and how this relates to behavioral health. In this mixed-method dissertation, I used phenomenological perspectives (i.e., teachers, Black youth) to examine factors that promote school belonging while accounting for manifestations of racism, then link this process to marijuana use. In Study 1, I used interviews with racially-ethnically diverse teachers (n=15) in Arizona to examine their perspective on factors which promote or prohibit a sense of school belonging. Additionally, I used Brown’s (2007) framework to identify culturally responsive strategies for promoting school belonging. Findings demonstrated that cultural humility, human connections, diverse literature, culturally aware assignments, and extracurricular involvement are critical factors that promote school belonging, while racism evidenced by racial discrimination, colorblindness, discipline disparities, and systemic racism created significant barriers to belonging. The culturally responsive strategies demonstrate unified efforts school systems use to support school belonging among Black youth. In Study 2, I employed cross-classified hierarchical linear modeling with data from the Arizona Youth Survey and structural indicators of schools and neighborhoods to examine the association between school belonging and lifetime time marijuana use among Black youth (n=6120). Findings demonstrated that school belonging was associated with decreased marijuana use, which significantly varied across schools and neighborhoods. Specifically, Black youth that attended schools with higher percentages of certified teachers and resided in majority White neighborhoods reported greater decrease in the association between school belonging and marijuana use, while higher neighborhood educational attainment was related to increase in the association between school belonging and marijuana use. Integration of the findings from these two studies demonstrate promotive factors for Black youths’ sense of school belonging, while acknowledging how racism is embedded within their daily environments. Structural changes addressing racism and supporting Black youth are needed across contexts.
ContributorsMorris, Kamryn Serena (Author) / Seaton, Eleanor K (Thesis advisor) / Lindstrom Johnson, Sarah (Committee member) / Iida, Masumi (Committee member) / Flores-Gonzales, Nilda (Committee member) / Arizona State University (Publisher)
Created2023
Description
Neighborhoods are important aspects of the adolescent and family ecology. Cultural developmental perspectives posit that neighborhood environments contain both promoting and inhibiting characteristics for ethnic-racial minoritized populations (García Coll et al., 1996). Historically, neighborhood researchers have approached Latino neighborhoods from a deficit perspective. Thus, there is limited research about how Latino neighborhoods support Latino youth development and family processes. In my dissertation, I examine both the promoting and inhibiting aspects of Latino identified neighborhoods for adolescent development.
In study 1, I prospectively examined a model in which Mexican-origin parents’ perceptions of social and cultural resources in neighborhoods may support parents to engage in higher levels of cultural socialization and, in turn, promote adolescents’ ethnic-racial identity (ERI). Findings suggest neighborhood social and cultural cohesion in late childhood promoted middle adolescents’ ERI affirmation via intermediate increases in maternal cultural socialization. Similar patterns were observed for ERI resolution, but only for adolescents whose mothers were born in the United States. Findings have critical implications for how neighborhoods support parents’ cultural socialization practices and adolescents’ ERI.
In study 2, I used a convergent mixed methods research design to compare and contrast researchers’ neighborhood assessments collected using systematic social observations (e.g., physical disorder, sociocultural symbols) with adolescents’ qualitative neighborhood assessments collected by semi-structured interviews with Mexican-origin adolescents. Using quantitative methods, I found that researchers observed varying degrees of physical disorder, physical decay, street safety, and sociocultural symbols across adolescents’ neighborhood environments. Using qualitative methods, I found that adolescents observed these same neighborhood features about half the time, but also that they often layered additional meaning on top of distinct neighborhood features. Using mixed methods I found that, in the context of high spatial concordance, there was a high degree of overlap between researchers and adolescents in terms of agreement on the presence of physical disorder, physical decay, street safety, and sociocultural symbols. Lastly, adolescents often expanded upon these neighborhood environmental features, especially with references to positive and negative affect and resources. Overall, findings from study 2 underscore the importance using mixed methods to address the shared and unique aspects of researchers’ objectivity and adolescents’ phenomenology.
In study 1, I prospectively examined a model in which Mexican-origin parents’ perceptions of social and cultural resources in neighborhoods may support parents to engage in higher levels of cultural socialization and, in turn, promote adolescents’ ethnic-racial identity (ERI). Findings suggest neighborhood social and cultural cohesion in late childhood promoted middle adolescents’ ERI affirmation via intermediate increases in maternal cultural socialization. Similar patterns were observed for ERI resolution, but only for adolescents whose mothers were born in the United States. Findings have critical implications for how neighborhoods support parents’ cultural socialization practices and adolescents’ ERI.
In study 2, I used a convergent mixed methods research design to compare and contrast researchers’ neighborhood assessments collected using systematic social observations (e.g., physical disorder, sociocultural symbols) with adolescents’ qualitative neighborhood assessments collected by semi-structured interviews with Mexican-origin adolescents. Using quantitative methods, I found that researchers observed varying degrees of physical disorder, physical decay, street safety, and sociocultural symbols across adolescents’ neighborhood environments. Using qualitative methods, I found that adolescents observed these same neighborhood features about half the time, but also that they often layered additional meaning on top of distinct neighborhood features. Using mixed methods I found that, in the context of high spatial concordance, there was a high degree of overlap between researchers and adolescents in terms of agreement on the presence of physical disorder, physical decay, street safety, and sociocultural symbols. Lastly, adolescents often expanded upon these neighborhood environmental features, especially with references to positive and negative affect and resources. Overall, findings from study 2 underscore the importance using mixed methods to address the shared and unique aspects of researchers’ objectivity and adolescents’ phenomenology.
ContributorsPasco, Michelle Christine (Author) / White, Rebecca M. B. (Thesis advisor) / Seaton, Eleanor (Committee member) / Updegraff, Kimberly (Committee member) / Iida, Masumi (Committee member) / Arizona State University (Publisher)
Created2020