Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
644
result(s) for
"Hispanic Americans Socialization."
Sort by:
A sociolinguistics of diaspora : Latino practices, identities, and ideologies
\"This volume brings together scholars in sociolinguistics and the sociology of new media and mobile technologies who are working on different social and communicative aspects of the Latino diaspora. There is new interest in the ways in which migrants negotiate and renegotiate identities through their continued interactions with their own culture back home, in the host country, in similar diaspora elsewhere, and with the various \"new\" cultures of the receiving country. This collection focuses on two broad political and social contexts: the established Latino communities in urban settings in North America and newer Latin American communities in Europe and the Middle East. It explores the role of migration/diaspora in transforming linguistic practices, ideologies, and identities\"-- Provided by publisher.
Book
The Burden of Deportation on Children in Mexican Immigrant Families
In 2011, a record number of foreign-born individuals were detained and removed from the United States. This article looks at the impact enforcement policies have had on Mexican families more broadly and children specifically. Drawing on interviews with 91 parents and 110 children in 80 households, the author suggests that, similar to the injury pyramid used by public health professionals, a deportation pyramid best depicts the burden of deportation on children. At the top of the pyramid are instances that have had the most severe consequences on children's daily lives: families in which a deportation has led to permanent family dissolution. But enforcement policies have had the greatest impact on children at the bottom of the pyramid. Regardless of legal status or their family members' involvement with immigration authorities, children in Mexican immigrant households describe fear about their family stability and confusion over the impact legality has on their lives.
Journal Article
Black and Latinx Adolescents’ STEM Motivational Beliefs: a Systematic Review of the Literature on Parent STEM Support
STEM careers are among the fastest growing and highest paid occupations throughout the world. However, persistent social inequities in STEM domains emerge early for Black and Latinx adolescents, creating numerous barriers to their pursuit of STEM. Developmental and motivational theories highlight parents as a source of strength and support for students’ STEM motivational beliefs. We conducted a systematic review of the existing work on parents’ STEM socialization processes that shape Black and Latinx adolescents’ STEM motivational beliefs. As part of this goal, we examined the variability within Black adolescents and within Latinx adolescents based on (a) other demographic factors (e.g., gender) and (b) racial/ethnic promotive and inhibitive factors (e.g., racism). The systematic literature search and eligibility screening yielded 36 relevant peer-reviewed, empirical journal articles published between January 2000 and January 2020. Overall, a majority of studies found support for positive relations between parents’ STEM-specific support and adolescents’ motivational beliefs among Black and Latinx families. Additionally, most studies included analyses within each racial/ethnic group, and about half of all articles included racial/ethnic promotive or inhibitive factors, such as familism or racism. In our discussion, we highlight an agenda for future research and discuss bridging theoretical perspectives to better position research to more accurately describe STEM motivation among youth from historically underrepresented groups.
Journal Article
The Socialization of Culturally Related Values and Prosocial Tendencies Among Mexican-American Adolescents
The socialization of cultural values, ethnic identity, and prosocial behaviors is examined in a sample of 749 Mexican-American adolescents, ages 9-12; M (SD) = 10.42 years (. 55); 49% female, their mothers, and fathers at the 5th, 7th, and 10th grades. Parents' familism values positively predicted their ethnic socialization practices. Mothers' ethnic socialization positively predicted adolescents' ethnic identity, which positively predicted adolescents' familism. Familism was associated with several types of prosocial tendencies. Adolescents' material success and personal achievement values were negatively associated with altruistic helping and positively associated with public helping but not their parents' corresponding values. Findings support cultural socialization models, asserting that parents' traditional cultural values influence their socialization practices, youth cultural values, and youth prosocial behaviors.
Journal Article
Parent Discrimination Predicts Mexican-American Adolescent Psychological Adjustment 1 Year Later
This study examined whether Mexican-American parents' experiences with discrimination are related to adolescent psychological adjustment over time. The extent to which associations between parent discrimination and adolescent adjustment vary as a function of parents' ethnic socialization of their children was also examined. Participants included 344 high school students from Mexican or Mexican-American backgrounds (primarily second generation; ages 14–16 at Wave 1) and their primary caregivers who completed surveys in a 2-year longitudinal study. Results revealed that parent discrimination predicted internalizing symptoms and self-esteem among adolescents 1 year later. Additionally, adolescents were more likely to report low self-esteem in relation to parents' increased experiences of discrimination when parents conveyed ethnic socialization messages to them.
Journal Article
The Familial Socialization of Culturally Related Values in Mexican American Families
Research has documented a relation between parents' ethnic socialization and youth's ethnic identity, yet there has been little research examining the transmission of cultural values from parents to their children through ethnic socialization and ethnic identity. This study examines a prospective model in which mothers' and fathers' Mexican American values and ethnic socialization efforts are linked to their children's ethnic identity and Mexican American values in a sample of 750 families (including 467 two-parent families) from an ongoing longitudinal study of Mexican American families (Roosa, et al, 2008). Findings indicate that the socialization of Mexican American values was primarily a function of mothers' Mexican American values and ethnic socialization and that mothers' Mexican American values were longitudinally related to children's Mexican American values. Finally, these associations were consistent across gender and nativity groups.
Journal Article
Correlates of African American and Latino Parents' Messages to Children About Ethnicity and Race: A Comparative Study of Racial Socialization
Recently, social scientists have become increasingly interested in the nature of communications from parents to children regarding ethnicity and race. Termed racial socialization, race‐related messages to children may have important consequences for children's identity development and well‐being. This study examined the frequency and correlates of two dimensions of racial socialization—messages about ethnic pride, history, and heritage (Cultural Socialization) and messages about discrimination and racial bias (Preparation for Bias)—among 273 urban African American, Puerto Rican, and Dominican parents. Parents reported more frequent Cultural Socialization than Preparation for Bias. There were no significant ethnic group differences in the frequency of Cultural Socialization. However, African American parents reported more frequent Preparation for Bias than did Dominican parents who, in turn, reported more frequent messages of this sort than did Puerto Rican parents. Ethnic identity was a stronger predictor of Cultural Socialization among Puerto Rican and Dominican parents than among their African American counterparts. In contrast, perceived discrimination experiences was a stronger predictor of Preparation for Bias among African American and Dominican parents than among Puerto Rican parents. Finally, race‐related phenomenon accounted for more variance in both Cultural Socialization and Preparation for Bias among parents reporting on their behaviors with children 10–17 years old as compared to parents reporting on their behaviors with children 6–9 years old.
Journal Article
Racial/Ethnic Differences in the Association Between Family Structure and Children’s Education
Objective: This study tested two hypotheses that have been posited to account for racial/ethnic differences in the association between family structure and children's education. Background: Research has shown that children raised by both biological parents fare better academically than children raised in any other family structure. However, there has been little research to explain an important finding: living apart from a biological parent is less negatively consequentialfor racial/ethnic minority children than white children. Scholars have speculated that group differences in exposure to socioeconomic stress and embeddedness in extended family networks explain this finding. Method: This study used nationally representative, longitudinal data from the Panel Study of Income Dynamics (n = 2,589). It employed logistic regression analysis and decomposition techniques to assess whether racial/ethnic differences in these two mechanisms explained the differential association between family structure and children's on-time high school completion and college enrollmentfor white, black, and Hispanic children. Results: The results indicate that socioeconomic stress and extended family embeddedness attenuate the effect of family structure on these two measures of children's education, although the former to a much greater extent. The differences in socioeconomic resources accounted for up to nearly 50% of the gap in these outcomes, and extended family embeddedness explained roughly 15% to 20%. Conclusion: Findings lend support for the socioeconomic stress hypothesis, which posits that the negative effect of parental absence from the home may be less independently impactful for racial/ethnic groups already facing many socioeconomic disadvantages.
Journal Article
The Stressful (and Not So Stressful) Nature of Language Brokering: Identifying When Brokering Functions as a Cultural Stressor for Latino Immigrant Children in Early Adolescence
Language brokering remains prevalent among immigrant families, but it is widely assumed that brokering functions as a cultural stressor, resulting in adverse health outcomes for immigrant youth. Few studies, however, have tested this assumption, particularly while using longitudinal data and capturing multiple dimensions of brokering. Thus, this study examined how depressive symptoms and family-based acculturation stress mediated the relationships between various aspects of brokering (i.e., frequency of brokering, positive and negative feelings about brokering, brokering norms, and brokering efficacy) and alcohol, cigarette, and marijuana use and other risky behaviors. Using longitudinal survey data from 234 Latino early adolescents in 6th–8th grades (
M
age
= 12.4 years;
Females
= 46.2 %), brokering for parents indirectly affected alcohol and marijuana use through family-based acculturation stress; however, these significant indirect effects became non-significant when taking into account negative brokering feelings and brokering as a burden on one’s time. Feeling positively or efficacious about brokering or having pro-brokering norms did not directly predict any adverse mental and behavioral health outcomes. Moderation analyses, however, revealed that brokering for parents did not seem to function as a stressor when Latino early adolescents were high in brokering efficacy (e.g., feeling confident in one’s ability to broker) or descriptive brokering norms (e.g., perceiving one’s peers as brokering often). By contrast, when Latino early adolescents perceived brokering as a burden, brokering for parents functioned as a stressor, placing Latino early adolescents at risk for family-based acculturation stress, and in turn, alcohol and marijuana use. Such findings point to the complexity of brokering.
Journal Article
Resilience Through Cultural Connections: Peer Mentorship Among Latinas in STEM at an HSI
Latinas have graduated from college at an increasing rate over the last decade, but they are still underrepresented in science, technology, engineering, and mathematics (STEM) degree programs and careers. One method to tackle challenges that can affect the persistence of Latinas in STEM programs is mentorship. The mentorship program in the following study was part of a larger project focused on studying Latinas in STEM undergraduate success, which utilized a Latina/o resilience model as its conceptual framework. Through the use of focus groups and written reflections, we were guided by the following research question: What types of successful peer mentoring strategies do Latinas develop in their pursuit of a college STEM degree at a Hispanic Serving Institution in Texas? Three strategies emerged from the data: (a) connection through shared cultural experiences, (b) seeking other Latinas in STEM, and (c) moving from mentorship into friendship. We identified that mentorship rooted in shared cultural identity, peer support, and emotional connection served as key mechanisms of resilience and persistence. Resilience, through shared culture and context, was brought to the forefront during this mentorship experience.
Journal Article