Suchergebnisse

We explore the use of focus groups with Latino families. Based on our work with Colombian, Guatemalan, Mexican, and Puerto Rican mothers, we review the factors that make this methodology particularly useful for working with these families. In addition, we provide a number of strategies for making the use of focus groups with Latino populations successful. These strategies can be broadly applied to practical aspects of working with Latino populations, as well as in research settings.

Abstract: The current study examined the extent to which mothers, fathers, teachers, and teenage friends influenced Latino adolescents' academic motivation. Using path analysis, separate models were tested for 154 Latino boys and 156 Latina girls. Findings indicated that mothers' and teachers' academic support were positively related to adolescent girls' academic motivation, and fathers' and teachers' academic support were positively related to adolescent boys' academic motivation. The salience of teachers' support, possible reasons for gender differences, and implications for future research are discussed.

AbstractRecent critiques suggest family science is operating on a narrow definition of family that privileges US/western‐centric perspectives and White, heteronormative, and nuclear families. Understanding that self‐assessment is key to scientific growth, this study systematically assessed the publication patterns of the top six family science journals across 10 years (2008–2018) along two dimensions: the socio‐demographics (continent/country, ethnic‐racial group, and LGBTQ) and family subsystems studied (couple, parent–child, coparental, sibling, kin, and overall family context). Of the 3932 coded studies, 85% included North American and Western European samples. Within U.S.‐based studies, White samples made up more than half of all research. Less than 3% of all coded studies focused on LGBTQ families. Most research focused on the parent–child and couple subsystems and less than 5% focused on kin or siblings. We provide a critical discussion regarding the need for more representation in family science journals, and recommendations for research methods, publication, and reporting requirements.

Abstract: We examined the relations among parenting behaviors, adolescents' self‐esteem, and neighborhood risk with a Midwestern sample of 324 Latino adolescents. The findings suggest that boys' self‐esteem is influenced by both mothers' and fathers' parenting behaviors, whereas girls' self‐esteem is influenced by mothers' behaviors only. In addition, the findings provide partial support for the notion that parenting influences on psychological outcomes vary based on neighborhood context.

In this 14‐day study, we tested whether Latinx adolescents' (Mage = 12.76 years, 52% female; 52% U.S. born; N = 21) and parents' (95% female; 24% U.S. born) daily discrimination experiences were associated with their own and other's daily affective states. Results indicated that on days when adolescents reported discrimination, they reported higher negative affect and marginally lower positive affect and, interestingly, parents reported higher positive affect. On average (i.e., across the 2‐week period), adolescents' discrimination was associated with higher adolescent negative affect and lower parent positive affect. Together, findings suggest that Latinx adolescents' discrimination experiences are linked to their own affective states and their parents'. Results underscore how discrimination is linked to the affective states present in family contexts.