Suchergebnisse

There is an increasing use of daily methods (e.g., daily diaries, experience sampling method) by research investigating the roles of oppression, racism, and discrimination on Black, Indigenous and People of Color (BIPOC) youth adjustment. This commentary discusses several promising directions in which daily methods can help (1) understand adolescents' oppression‐related experiences in everyday life, (2) investigate the immediate and long‐term implications of these experiences, and (3) explore the role of protective processes and broader contexts. Moving forward, daily methods can be more broadly integrated into other methodologies (e.g., longitudinal designs, qualitative/mixed methods), providing unique insights into how systems of oppression become relevant in BIPOC adolescents' everyday life and informing practices to improve their adjustment on a daily basis and over the long term.

Abstract"Left‐behind" children refer to those who live in rural areas but have parents migrating to urban areas for work. They are at increased risk for developmental problems and family dysfunction. However, we currently know little regarding their support systems at school. Using daily data over five school days from 90 adolescents (Mage = 13.70) in rural China, this study investigated daily associations linking teacher and peer support to school belonging, and how these associations varied by parental migration. Teacher but not peer support was positively associated with same‐day school belonging. However, this association was attenuated for adolescents with longer duration and history of parental migration. The findings highlighted the importance of considering school settings and within‐group variations for left‐behind adolescents.

AbstractUsing 2003–2006RCRE(Research Center for Rural Economy) panel data, we estimate the effect of parental migration on the health of children left behind, with a difference‐in‐differences and propensity score matching combined model. On average we do not find any significant effect on children's health; however, the effect varies among different groups. Children's health may improve as a result of parental migration in families with lower income in the base year and families with higher‐income growth rates. Furthermore, children's health may deteriorate with maternal migration but improve with longer distance of paternal migration and longer time of paternal migration. We argue that parental migration affects children's health through complex mechanisms: income increase may have a positive impact while decreased parental care may have a negative effect. The two effects seem to offset each other in rural China.

The current study examined how schoolwide norms came together into distinct profiles and how norm profile membership was linked to adolescent well‐being. Using school‐level (N = 786) and student‐level data (N = 174,587 12th grade students; 52% female; 64% White, 13% Latino, 12% Black, 12% other) from Monitoring the Future (MTF), we identified four distinct school profiles—average, academic, prepped‐for‐college, party—that had unique patterns of shared norms. Compared with average schools, academic schools (high academics and low substance use and social integration norms) were most advantageous for students, prepped‐for‐college schools (high academics, substance use, and social integration norms) had both benefits and drawbacks, and party schools (low academics and high substance use and social integration norms) were most detrimental.