Suchergebnisse

Establishing life purpose is a key developmental task; however, how it is linked to adolescents' everyday family, school, extracurricular, and leisure experiences remains unclear. Using daily diary data from 180AsianAmerican ninth and tenth graders (50% ninth; 58% female; 25% first generation), daily purpose was positively related to daily family assistance. Leisure time was negatively associated with purpose, especially for first‐generation adolescents. Social role fulfillment (e.g., feeling like a good son or daughter) also contributed to daily purpose. Implications extended into daily affect, with positive associations with happiness, and negative associations with distress and anxiety. Results suggest that promoting social connectedness and activities that allow adolescents to feel like a valued family member may best foster youth purpose development.

Objective. Links between phenotypes (skin tone, physical features) and a range of outcomes (income, physical health, psychological distress) were examined. Ethnic identity was examined as a protective moderator of phenotypic bias.Method. Data were from a community sample of 2,092 Filipino adults in San Francisco and Honolulu.Results. After controlling for age, nativity, marital status, and education, darker skin was associated with lower income and lower physical health for females and males. For females, more ethnic features were associated with lower income. For males, darker skin was related to lower psychological distress. One interaction was found such that females with more ethnic features exhibited lower distress; however, ethnic identity moderated distress levels of those with less ethnic features.Conclusions. Phenotypic bias appears prevalent in Filipino Americans though specific effects vary by gender and skin color versus physical features. Discussion centers on the social importance of appearance and potential strengths gained from ethnic identification.

Ethnicity‐related dating preferences among Asian American adolescents and the links between preferences (i.e., for a same‐ethnic dating partner) and ethnic identity centrality and regard, American identity centrality and regard, parent–adolescent closeness, and perceptions of discrimination were investigated. Data from 175 self‐identified Asian American high school students were collected yearly for four consecutive years. Higher levels of ethnic identity centrality and regard and parent–adolescent closeness averaged across four years were associated with preferring a same‐ethnic partner. Moreover, foreign‐born adolescents were less likely to prefer a same‐ethnic partner when they encountered a higher than average level of discrimination on any given year. Results highlight variability in the developmental and individual‐level factors that shape how adolescents navigate their dating relationships.

A person‐centered approach was used to determine how identification across multiple social domains (ethnic, American, family, religious) was associated with distinct identity clusters. Utilizing data from 222 young adults from European, Filipino, Latin, and Asian American backgrounds, four clusters were found (Many Social Identities, Blended/Low Religious, Blended/Low Ethnic and American, Few Social Identities). Clusters were differentially associated with adjustment, both directly and via moderation of perceived ethnic discrimination. Those with low levels of identity across all four domains reported lower positive affect, higher negative affect, lower self‐esteem, and perceived fewer American opportunities compared with individuals in other clusters. However, the Blended/Low Ethnic and American cluster exhibited more liabilities associated with discrimination. Discussion emphasizes the importance of multiple identities in development.

Ethnic identity is rooted in sociocultural processes, but little is known about how social interactions predict its longitudinal changes. Using data from 154 Asian American adolescents, latent profile analysis derived four typologies based on unfair treatment (i.e., discrimination, model minority stereotyping) and ethnic socialization (i.e., cultural socialization, preparation for bias, promotion of mistrust): Low Cultural Salience, High Cultural Salience with Marginalization, Culturally Prepared with Low Mistrust, and High Mistrust/Discrimination. Few gender or generational differences in profile membership were found. Positive outcomes were linked to adolescents attuned to both positive and negative experiences, Culturally Prepared with Low Mistrust, who reported increases in ethnic belonging and decreases in negative emotions. The implications for identity formation and adjustment are discussed.

Growing diversity and evidence that diverse friendships enhance psychosocial success highlight the importance of understanding adolescents' ethnic peer preferences. Using social identity and social contact frameworks, the ethnic preferences of 169 Asian American adolescents (60% female) were examined in relation to ethnic identity, perceived discrimination, and language proficiency. Adolescents with same‐ and mixed‐ethnic friends reported significantly greater ethnic centrality than those with mostly different‐ethnic friends. Adolescents with same‐ethnic friends reported significantly higher perceived discrimination and lower English proficiency than those with mixed‐ and different‐ethnic friends. Open‐ended responses were linked to quantitative data and provided further insight into specific influences on peer preferences (e.g., shared traditions, homophily). Results speak to the importance of cultural experiences in structuring the friendships and everyday lives of adolescents.

AbstractThis study examined associations between parents' emotion coaching and emotional expressiveness, and adolescents' internalizing and externalizing symptoms. The sample included 131 16‐year‐olds and their mothers and fathers. Adolescents completed an open‐ended interview about their parents' emotion coaching. Adolescents rated parents' negative emotional expressiveness, and parents and adolescents reported on adolescents' adjustment. Results indicated that mothers were more accepting and supportive of their children's expression of negative emotions than were fathers. Parents' coaching of emotions was associated with fewer adolescents' internalizing symptoms and was unrelated to their externalizing symptoms. Parents' negative emotional expressiveness was positively linked to adolescents' internalizing and externalizing symptoms. Parents' emotion coaching and negative emotional expressiveness explained unique variance in adolescents' internalizing symptoms. Results highlight the importance of the family's emotional climate for adolescents' well‐being.

The literature on parental racial–ethnic socialization (RES) has established the multiple protective effects of RES on developmental outcomes. Although the majority of this literature examines RES processes in adolescence, with the exception of identity processes this literature has not specifically tackled how these messages intersect with specific adolescent developmental processes. We review the literature on RES processes in non‐White adolescents with a focus on the parent–adolescent relationship, risk‐taking behaviors, romantic relationships, and different contexts (i.e., extracurricular, work, and social media settings). We propose that developmental science needs to account for how parental RES may not only change in adolescence, but in particular responds to the perceived risks associated with this developmental period and interacts with normative developmental tasks and milestones.

Given adversity associated with discrimination, it is important to identify culturally relevant factors that may protect against its harmful effects. Using latent variable interactions, this study examined the moderating effects of cultural assets on the association between multiple types of discrimination and adolescents' adjustment. Participants included 174 seventh‐ and eighth‐grade Latino adolescents (51% girls); majority were of Mexican origin. Peer discrimination was associated with higher internalizing symptoms, whereas cultural assets predicted higher academic motivation above and beyond racial–ethnic discrimination, demonstrating a promotive effect. Adolescents' Latino cultural assets also protected against higher levels of externalizing symptoms in the context of high peer discrimination and foreigner objectification. The discussion focuses on the conceptual and applied implications of these findings.

AbstractBackgroundParent–child racial‐ethnic socialization conversations are an important tool to cultivate a sense of pride and equip youth to deal with discrimination. However, conversations about preparation for racial bias can be particularly difficult for parents to deliver effectively. Little research has been done that illuminates the types of challenges parents within and across racial‐ethnic groups experience with this task. The current qualitative study addresses this gap.DesignThe study draws on focus group data collected from parents and children from African American, Chinese American, Mexican American, and Indian American (South Asian) families (N = 138 individuals; 30 focus groups). Coding was done by a racially and ethnically diverse research team using inductive thematic analysis (Braun & Clarke, 2006).ResultsYouth and parents reflected on barriers to having effective preparation for bias conversations, including (a) parents' uncertainty in approaching the conversations; (b) tensions in identifying, understanding, and decoding racial discrimination; and (c) generational differences between parents and youth.ConclusionThemes are unpacked from a social learning perspective, approaching the barriers from a person‐based, context‐based, and behavior‐based point of view. Unique and similar experiences across the racial‐ethnic groups were noted, including perspectives from U.S.‐born and immigrant parents.ImplicationsThe authors share implications for racial‐ethnic socialization intervention strategies with parents are shared.