Matching Items (14)
Description
Both theoretical and empirical research has recognized the importance of contextual factors for Mexican-origin youths' educational outcomes. The roles of parents, teachers, and peers have been predictive of Mexican-origin youths' academic achievement, educational expectations, and decision to enroll in postsecondary education. However, few studies have examined the interdependence among sociocultural context characteristics in predicting Mexican-origin youths' educational outcomes. In this dissertation, two studies address this limitation by using a person-centered analytical approach. The first study identified profiles of Mexican-origin youth using culturally relevant family characteristics. The second study identified profiles of Mexican-origin youth using culturally relevant school characteristics. The links between profiles and youths' academic achievement, educational expectations, and postsecondary enrollment were examined in both studies. Overall, this dissertation contributes to the growing body of literature that aims to understand risk and protective processes related to Mexican-origin youths' academic achievement, educational expectations, and postsecondary enrollment.
ContributorsSang, Samantha (Author) / Updegraff, Kimberly A (Thesis advisor) / Umaña-Taylor, Adriana J. (Committee member) / Lindstrom Johnson, Sarah (Committee member) / Jager, Justin (Committee member) / Arizona State University (Publisher)
Created2017
Description
The present study was designed to extend previous research on early adolescents' involvement in electronic aggression and victimization. A new measure for electronic victimization and aggression was created for this study in order to better assess this type of peer harassment in early adolescence. The first goal of the study was to describe young adolescents' involvement in electronic aggression and victimization by exploring the links between electronic victimization and aggression and (a) youth demographic characteristics (e.g., gender, ethnicity), (b) involvement in traditional forms of aggression and victimization, and (c) gender of the aggression/victimization context (i.e., same-sex aggressor -victim versus other-sex aggressor- victim dyad). The second goal was to examine how electronic victimization and aggression were associated with self-esteem and relationship efficacy. Participants were 826 (49.9% female) 7th and 8th grade students (M age = 12.5 years old; SD = .67). Students were administered surveys during school hours. Results indicated that girls were more likely to be involved in both electronic aggression and victimization than boys. Further, girls were more likely to be both electronic aggressors and victims simultaneously than boys. Finally, those involved with electronic aggression reported higher levels of relationship efficacy than their peers and involvement as an aggressor/victim was associated with lower self-esteem than any other involvement category.
ContributorsMartin, Melissa (Author) / Updegraff, Kimberly A (Thesis advisor) / Ladd, Becky (Committee member) / Martin, Carol (Committee member) / Arizona State University (Publisher)
Created2013
Description
Latinxs are one of the largest ethnic-racial minoritized groups in the U.S., with children and youth serving as the driving force of the population’s growth. Latinx children and youth living in the U.S. navigate their development within sociocultural contexts that present unique stressors (e.g., discrimination) and assets (e.g., biculturalism) that shape their development. Thus, when studying Latinx youth and families, it is critical to consider important individual, developmental, and contextual factors that enhance Latinx youth development. This includes studying culture-specific family processes (e.g., familism) as well as more universal general parent-child processes that are developmentally salient (e.g., parent-child conflict regarding everyday issues). Therefore, my two-study dissertation focuses on the integration of cultural and developmentally relevant factors in studying parent-child relationships among Latinx families. In Study 1, I use longitudinal data from 246 Mexican-origin families to examine developmental trajectories of parent-child conflict regarding everyday issues across 12 to 22 years of age. In charting parent-youth conflict trajectories, I examine how youth and parent familism values may serve as important cultural factors that are associated with variation in parent-youth conflict. In Study 2, I use a person-centered approach to examine constellations of parental warmth, parent-child conflict, and parental ethnic socialization among Latinx families with children in middle childhood and explore how different patterns of parent-child relationships emerge and how these patterns relate to child adjustment (i.e., academic competence, peer competence, and depressive symptoms). Guided by a family systems theory, both studies consider important nuance in parent-child dyads by examining gender dynamics in mother-child and father-child relationships. Together, the studies make an important contribution to the understanding of culturally and developmentally salient processes of parent-child relationships in Latinx families and provide research and practice implications for enhancing the lives of Latinx youth and families.
ContributorsSon, Daye (Author) / Updegraff, Kimberly A (Thesis advisor) / Su, Jinni (Committee member) / Jager, Justin (Committee member) / Elliott, Steve (Committee member) / Arizona State University (Publisher)
Created2023
Description
Currently, Latino youth are reporting greater academic achievement compared to prior decades; however, they continue to drop out of high school at higher rates compared to their peers. Given that Latino youth will soon take on adult roles in society, it is important to explore resources that can help them reach their academic potential, while also considering ethnic-racial discrimination as a barrier. Prior work has highlighted the benefits that family ethnic socialization experiences (FES), and having an informed understanding of ones’ ethnic-racial identity (ERI achievement) can provide for Latino youths’ academic adjustment. However, additional work is needed to examine contextual factors that may inform Latino parents’ FES engagement. Furthermore, limited work has explored the variability in how Latino youth experience these and other cultural resources, and in turn, how they inform youths’ academic adjustment. In Study 1, I explored whether Mexican-origin mothers’ and fathers’ workplace discrimination informed youths’ academic adjustment via parent-adolescent relationship quality, mothers’ and fathers’ FES, and youths’ ERI. Findings suggest that mothers and fathers who experience more frequent workplace discrimination engage in more FES, and mothers’ (but not fathers’) FES was associated with youths’ higher ERI achievement. Furthermore, greater mother-adolescent conflict was associated with lower academic adjustment. Overall, findings have implications for understanding how youths’ developmental competencies are informed by their familial relationships, and their parents’ experiences with workplace discrimination.
In Study 2, I utilized person-centered analyses to examine whether distinct typologies emerged based on Latino youths’ experiences with FES, ERI, and emotional support from Latino and non-Latino peers. Findings revealed three profiles of cultural resources. Furthermore, youth who reported the highest levels of all cultural resources demonstrated better academic adjustment compared to youth with low to moderate levels of resources, but not compared to youth with more moderate levels of resources. Finally, profile membership moderated the association between youths’ ethnic-racial discrimination and academic adjustment; however, the profile that provided protective effects varied by academic adjustment indicator. Overall, findings provide a nuanced understanding regarding the promotive and protective effects that cultural resource profiles can have for youths’ academic adjustment.
ContributorsMartinez-Fuentes, Stefanie (Author) / Updegraff, Kimberly A (Thesis advisor) / Umaña-taylor, Adriana J (Thesis advisor) / White, Rebecca M.B. (Committee member) / Bradley, Robert (Committee member) / Arizona State University (Publisher)
Created2023