Suchergebnisse

Neighborhoods may be important for formal volunteering because they vary in the extent to which they have institutions that support participation and problems that motivate participation. According to social heterogeneity and ethnic community theories, we should expect that living in ethnic enclaves, neighborhoods where residents are predominantly of the same ethnic group, would promote formal volunteering. Latino ethnic enclaves may also have more institutions and problems. However, no studies have examined neighborhood effects on formal volunteering among U.S.- and foreign-born Latinos. We investigated neighborhood-level predictors of formal volunteering among Latinos, and Mexican descent residents more specifically, using secondary data from Chicago, a Latino immigrant destination. We tested the effects of ethnic enclaves, neighborhood organizational resources, and neighborhood needs on formal volunteering. We found that Latinos in Chicago were less likely to participate in formal volunteering in ethnic enclaves when controlling for enclaves' greater neighborhood needs, which positively influenced formal volunteering.

The numbers of Mexican Americans living in the United States, many of whom are first generation immigrants, are increasing. The process of immigration and acculturation can be accompanied by stress, as an individual attempts to reconcile two potentially competing sets of norms and values and to navigate a new social terrain. However, the outcomes of studies investigating the relationship between levels of acculturation and well-being are mixed. To further investigate the dynamic of acculturation, this article will address the impact of acculturation and familismo, on reported life satisfaction and resilience among Mexican American adults living in the Southwest (N=307), the majority (89%) of which are immigrants. The findings indicate that bilingual individuals report significantly higher levels of life satisfaction and resilience than their Spanish-speaking counterparts do. Speaking primarily English only predicted higher levels of resilience but not life satisfaction. Implications for social work practice with Mexican American immigrants are discussed.

Objectives: This article reports the effects of a culturally grounded parenting intervention to strengthen positive parenting practices. Method: The intervention was designed and tested with primarily Mexican origin parents in a large urban setting of the southwestern United States using an ecodevelopmental approach. Parents ( N = 393) were randomly assigned three treatment conditions: (1) a parenting and youth intervention, (2) a youth only intervention, or (3) a control group. A measurement model for positive parenting was first evaluated using confirmatory factor analysis, followed by structural equation modeling to estimate the effects of the intervention on positive parenting (i.e., baseline to follow-up). Results: As hypothesized, parents in the intervention group reported higher rates of positive parenting compared to parents in youth-only condition. Conclusion: The results are promising and add to growing evidence that interventions tailored to the cultural characteristics and environments of parents and their children can strengthen positive parenting.

Anti‐Black racism, both interpersonal and systemic, is pervasive. Individual‐ and neighborhood‐level expressions of anti‐Black racism have been explored in many studies; however, Black youths' experiences of racism across routine activity locations have not been examined as extensively. To address this gap, a Youth Research Advisory Board (YRAB) recruited 75 Black youths (M(SD) = 15.53 (1.77)), living in a segregated neighborhood (93% African American) with 42% of residents living below the poverty line, to participate in research on this topic. Participants in the study completed surveys three times a day for a month (ecological momentary assessment) about their positive and negative emotions and perceptions of racism and social support in routine activity locations (n = 2041). Youths reported more racism when attending school and walking on the street. A relationship between perceptions of racism and social support in routine activity locations and positive and negative momentary emotions was found. This paper will present implications for supporting adolescent development and interrupting anti‐Black racism at the level of routine activity locations, along with opportunities for engaging youth‐led community‐based solutions.