Suchergebnisse

Sexual minority youth are at risk for negative school‐based experiences and poor academic outcomes. Yet, little is known about their experiences in positive school‐based contexts. Using the National Longitudinal Study of Adolescent Health (1,214 sexual minority and 11,427 heterosexual participants), this study compared participation rates in, predictors of, and outcomes associated with three types of school‐based extracurricular activities—sports, arts, and school clubs—by sexual orientation and gender. Findings revealed several significant sexual orientation and gender differences in participation rates in school‐based sports, clubs, and arts activities. Furthermore, findings suggested that the outcomes associated with extracurricular activity involvement do not differ by sexual orientation and gender; however, predictors of participation in these domains varied across groups.

This study examined how minority stressors mediate the association between sexual orientation disclosure to classmates and well‐being in a sample of 238 Latinx sexual minority youth (SMY; age range: 14–24 years). Results indicated that sexual orientation disclosure to classmates was associated with higher levels of sexual orientation‐based victimization, which contributed to higher levels of internalized homonegativity, which ultimately contributed to higher levels of depressive symptoms and lower self‐esteem. Sexual orientation‐based victimization and internalized homonegativity were positively associated with depressive symptoms and negatively associated with self‐esteem but sexual orientation disclosure to classmates was only positively associated with depressive symptoms. Associations between sexual orientation‐based victimization and internalized homonegativity were stronger among college Latinx SMY compared to SMY in high school.

AbstractObjectiveWe examined the degrees of change in familial discussions about racial issues (i.e., race, ethnicity, racism, and discrimination) due to the surge of anti‐Asian discrimination during the COVID‐19 pandemic.BackgroundAsian American family racial–ethnic socialization that teaches the values, information, and perspectives about racial–ethnic group membership and race relations carry great implications for youth development. However, little is known about how anti‐Asian sentiments may have contributed to the degrees of change in racial issues.MethodThe participants included 143 second‐generation East Asian American youth (e.g., Chinese, Korean, Japanese, and Taiwanese) ages 11–18 years (M = 14.96, SD = 1.98). Youth were attending middle (38%) or high (62%) schools in the United States.ResultsLatent profile analysis identified four profiles of degrees of change in familial discussions: (a) moderate change in racial discussions about other ethnicities, (b) much change in racial discussions, (c) moderate change in racial discussions about own ethnicities, and (d) little change in racial discussions.ConclusionOur findings provide a snapshot of the ways East Asian American families' racial discussions are changing, which in turn shape youth's experiences in navigating their social contexts.ImplicationsThe findings provide valuable directions for research and interventions to promote important racial discussion among East Asian American families.

AbstractObjectiveThis study examined how preparation for ethnic and sexual orientation bias uniquely and collectively contributes to ethnic identity and sexual orientation identity development among Latinx sexual minority youth (SMY).BackgroundTheories indicate that parental socialization strategies are associated with youth's development, yet no studies have examined how multiple forms of socialization are uniquely and collectively associated with youth's identity development.MethodHypotheses were tested using self‐reported data from 385 Latinx SMY (M = 20.26, SD = 2.6).ResultsPreparation for ethnic bias was negatively associated with ethnic identity affirmation but positively associated with ethnic identity exploration and resolution. Preparation for sexual orientation bias was negatively associated with ethnic identity exploration, resolution, and affirmation, as well as sexual orientation identity resolution and affirmation, but not exploration. Several interactions emerged between preparation for ethnic bias and sexual orientation bias predicting ethnic and sexual orientation identity.ConclusionFindings suggest that preparation for bias related to ethnicity and sexual orientation are interconnected, rather than independently shaping ethnic and sexual orientation identities development among SMY.ImplicationsAdditional studies are needed to understand the impacts of family socialization related to ethnicity and sexuality to optimize identity development among Latinx SMY.

This study is the first to measure participant role behavior across overt and relational forms of aggression. The Overt and Relational Aggression Participant Role Behavior Scales were designed to measure aggression, assisting, reinforcing, defending, victimization, and outsider behavior during acts of peer aggression in an ethnically diverse sample of 609 adolescents (M age = 12 years). The data fit the hypothesized 12‐factor model, and measurement invariance was established across gender. Relational victimization, but not overt victimization, was positively associated with all other relational aggression roles. Each participant role subscale was positively associated with depressive symptoms with the exception of the overt and relational outsider subscales. Future research and intervention efforts should consider overt and relational aggression participant roles, separately.

The presence of a trans* family member can challenge existing theoretical notions about the development of gender in families. Emerging knowledge about trans* identities consolidates around 5 primary challenges to existing theoretical notions of gender: (a) non‐dimorphic sex, (b) nonbinary gender, (c) the biological and social construction of gender, (d) gender identity development, and (e) family meaning making about transgender identity. These challenges structure an examination of hetero‐ and cisnormative expectations within family theory and help unpack long‐standing tensions between essentialist and social constructionist views of gender development. This can play out in family theory through a recognition of the tension between upholding and decentering cisnormativity within families. This article pinpoints locations where current family theories require reexamination and expansion to accurately conceptualize the flexibility and variability of families with trans* members.

AbstractGuided by the integrative model, this study investigated the moderating effect of East Asian American youth‐reported (N = 143) racial‐ethnic socialization (RES) in the relationship between the youth's experiences of discrimination and internalization of the model minority myth. The results suggest that there was a significant interaction between youth's racial discrimination and youth‐reported awareness of discrimination on youth's internalization of the model minority myth (b = 3.52, p < .05). No significant interaction effect emerged between racial discrimination and maintenance of heritage culture on internalization of model minority myth. The findings offer several contributions to inform research, family, and communities in understanding the ways caregivers respond to youth's racialized settings, which also contribute to youth's positive outcomes.

We describe the development and psychometric testing of the Cultural Socialization Behaviors Measure (CSBM) and the Cultural Socialization Attitudes Measure (CSAM). The CSBM assesses cultural socialization behaviors that parents use with young children, and the CSAM assesses the attitudes that parents have regarding the importance of socializing their young children about their culture. Both measures demonstrated strong reliability, validity, and cross‐language equivalence (i.e., Spanish and English) among a sample of 204 Mexican‐origin young mothers (Mage = 20.94 years, SD = 1.01) with 4‐year‐old children. In addition, the measures demonstrated longitudinal equivalence when children were 4 and 5 years of age.

AbstractObjectiveWe test how three main methods of family financial socialization (retrospectively reported) are uniquely associated with three indicators of financial well‐being, and whether financial self‐efficacy and financial management behaviors mediate these associations.BackgroundAlthough the link between family financial socialization and financial well‐being in emerging adulthood is well established, no previous study has differentiated between the three main socialization methods nor tested their unique pathways. We expand on family financial socialization theory to begin addressing this gap.MethodWe utilize reliable and valid measures of parent financial socialization and data from 4,182 U.S. emerging adults.ResultsStructural equation modeling revealed that (a) parent financial modeling was directly associated with financial behaviors and financial satisfaction and indirectly associated with all three financial outcomes through financial behaviors, (b) experiential learning was directly associated with financial self‐efficacy and indirectly associated with all three financial outcomes through financial self‐efficacy, and (c) parent–child financial discussion had zero direct or indirect associations.ConclusionTo prepare children and adolescents for future financial well‐being, parents should focus on modeling financial behaviors and providing experiential learning opportunities rather than lecturing.ImplicationsTo improve the financial well‐being of emerging adults, educators should promote parent financial modeling and experiential learning.