Matching Items (1,759)
Filtering by
- Creators: Schubert, Franz, 1797-1828
Description
Ethnic identity has consistently been associated with Latino youths' psychosocial well-being; however, an area that has received much less attention is how parents' characteristics inform their ethnic socialization efforts and, in turn, youths' ethnic identity. In addition, we know little about how this process unfolds in specific at-risk samples of youth, such as adolescent mothers. Thus, the current prospective study examined how mothers' cultural characteristics informed adolescents' and mothers' reports of ethnic socialization, and how this, in turn, informed adolescents' ethnic identity exploration and resolution among a sample of 193 adolescent mothers and their mothers. In addition, the current study tested whether mothers' ethnic identity affirmation was directly related to adolescents' ethnic identity affirmation over time. Results indicated that mothers' familism was associated with increases in mothers' reports of maternal ethnic socialization, and, in turn, with increases in ethnic identity exploration for foreign-born adolescents, and decreases in ethnic identity exploration for U.S.-born adolescents. In addition, adolescents' reports of familial ethnic socialization were associated with increases in their ethnic identity exploration and resolution. Finally, mothers' ethnic identity affirmation was associated with increases in adolescents' ethnic identity affirmation. Findings are discussed with special attention to the importance of mothers' cultural values in how they socialize their adolescents, and this impact on adolescents' ethnic identity, as well as the implications this study has for interventions focused on bolstering positive outcomes for adolescent mothers.
ContributorsDerlan, Chelsea L (Author) / Umaña-Taylor, Adriana J. (Thesis advisor) / Knight, George P. (Committee member) / Updegraff, Kimberly A. (Committee member) / Arizona State University (Publisher)
Created2012
Description
Mexican-origin adolescent females have the highest birthrate of all other ethnic groups in the U.S. Further, teen mothers are at significant risk for poor outcomes, including low educational attainment. Therefore, examining predictors of Mexican-origin teen mothers' educational attainment was the main goal of the current study. Future-oriented beliefs such as educational aspirations and expectations are suggested to have positive implications for adolescents' educational attainment in general. Therefore, guided by bioecological, social capital, status attainment, social learning, and collective socialization of neighborhood theories, the current study examined neighborhood, maternal, and cultural predictors of 190 Mexican-origin parenting adolescents' educational aspirations, expectations, and attainment. With respect to maternal predictors, the study examined mother figures' (i.e., grandmothers') educational attainment, and aspirations and expectations for the adolescent as predictors of adolescents' educational attainment. Using a multi-informant, longitudinal analytic model, results suggest that adolescents' educational expectations, rather than aspirations, significantly predicted adolescents' attainment one year later. Additionally, grandmothers' educational attainment was indirectly associated with adolescents' educational attainment via the educational expectations of both the grandmother and the adolescent. Further, the neighborhood context indirectly informed adolescents' educational attainment via both grandmothers and adolescents' educational expectations. Finally, adolescents' ethnic identity affirmation was significantly associated with adolescents' educational attainment two years later. Implications regarding the importance of educational expectations and ethnic identity affirmation for at-risk parenting adolescents' educational attainment will be discussed.
ContributorsHarvey-Mendoza, Elizabeth C (Author) / Umaña-Taylor, Adriana J. (Thesis advisor) / Updegraff, Kimberly A. (Committee member) / White, Rebecca (Committee member) / Arizona State University (Publisher)
Created2014
Description
Organized activity participation is associated with a wide array of positive developmental outcomes. Latinos are one of the largest and fastest growing ethnic groups in the U.S., yet are less likely to participate in organized activities than their peers. Theoretically, the alignment or fit between adolescents' and their activities' characteristics is critical to support youths' use and engagement in organized activities. Using qualitative data in Study 1, I examined parents' and adolescents' perspectives and experiences related to several indicators of ethnicity and culture in their activities. Results suggested that alignment on Spanish-language use was critical for participation. However, some Latino families did not prefer aspects of ethnicity and culture in their activities because adolescents learned about their culture with family or because adolescents wanted to fit in with their majority White peers. Study 2 tested quantitatively whether features of ethnicity and culture in the activity mattered for Latino adolescents' experiences during activities. Ethnic and cultural features in activities, particularly respect for one's ethnicity and culture, fostered positive experiences during activities. Unexpectedly, some ethnic and cultural features were detrimental, such that overt teaching about ethnicity and culture was related to negative feelings during the activity. There was little evidence that the relation between ethnic and cultural features in activities and concurrent experiences varied by Latino cultural orientation. Integrating the findings across these two studies, there was mixed evidence for the traditional theoretical notions that optimal development occurs in environments that fit with individual's characteristics. Complementary fit was optimal when adolescents' needs were considered across the many contexts in which their lives are embedded, including their families and neighborhoods. I recommend that practitioners should take care in learning about the specific families and youth that their activity serves to best understand how to meet their needs. Some aspects of culture, such as Spanish-language use may be critical for participation; other aspects may require special attention from activity leaders, such as teaching about ethnicity and culture. This dissertation is an important step in understanding how to best design activities that promote the recruitment and retention of Latino youth in organized activities.
ContributorsVest, Andrea Elaine (Author) / Simpkins, Sandra D (Thesis advisor) / Menjivar, Cecilia (Committee member) / Umaña-Taylor, Adriana J. (Committee member) / Updegraff, Kimberly A. (Committee member) / Millsap, Roger (Committee member) / Arizona State University (Publisher)
Created2014
ContributorsSchubert, Franz, 1797-1828 (Composer)
ContributorsSchubert, Franz, 1797-1828 (Composer)
ContributorsSchubert, Franz, 1797-1828 (Composer)
ContributorsSchubert, Franz, 1797-1828 (Composer)
ContributorsSchubert, Franz, 1797-1828 (Composer)
ContributorsSchubert, Franz, 1797-1828 (Composer)
ContributorsSchubert, Franz, 1797-1828 (Composer)