Research in Human Development最新文献

英文中文

The influence of racial violence in neighborhoods and schools on the psycho-behavioral outcomes in adolescence. 社区和学校中的种族暴力对青少年心理行为结果的影响。

IF 2.4 4区心理学 Q1 Psychology

Research in Human Development

Pub Date : 2023-01-01 Epub Date: 2023-02-24 DOI: 10.1080/15427609.2023.2171694

Samantha Francois, Kimberly Wu, Erica Doe, Amber Tucker, Katherine Theall

Racism in all its manifestations is violence. This study examines the effect of discrimination-based racial violence in neighborhoods and schools on adolescent psychological and behavioral outcomes, while also testing the moderating influence of civic engagement. Researchers used a cross-sectional survey design to measure neighborhood and school-based racial discrimination, civic engagement, racial identity development, racism-based stress, and aggressive behaviors in a sample of 167, 13 to 23 year old adolescents and emerging adults. Participants were recruited through a cluster randomized trial to test the impact of blight remediation in preventing youth violence. Study researchers hypothesized a direct effect of racial discrimination on adolescents' racism-based stress and aggressive behaviors and a buffering effect of civic engagement on these relationships. Researchers also examined these relationships in participants with higher-than-average racial identity development scores. Multivariate regression models revealed a significant direct effect of both neighborhood and school discrimination on adolescents' aggressive behaviors. Civic engagement had a positive buffering effect in the relationship between neighborhood discrimination and aggressive behaviors. Similar relationships were observed among adolescents with a high racial identity with stronger effect. Study findings have implications for understanding the behavioral impact of racial violence and investing in civic engagement to mitigate its impact in adolescence and emerging adulthood.

种族主义的所有表现形式都是暴力。本研究探讨了社区和学校中基于歧视的种族暴力对青少年心理和行为结果的影响，同时还测试了公民参与的调节作用。研究人员采用横断面调查设计，以 167 名 13 至 23 岁的青少年和新成人为样本，测量了社区和学校的种族歧视、公民参与、种族认同发展、基于种族主义的压力和攻击行为。参与者是通过集群随机试验招募的，目的是测试贫民窟改造对预防青少年暴力的影响。研究人员假设，种族歧视对青少年基于种族主义的压力和攻击行为有直接影响，而公民参与对这些关系有缓冲作用。研究人员还对种族认同发展得分高于平均水平的参与者的这些关系进行了研究。多元回归模型显示，邻里歧视和学校歧视对青少年的攻击行为都有显著的直接影响。公民参与对邻里歧视和攻击行为之间的关系有积极的缓冲作用。在种族认同度高的青少年中也观察到了类似的关系，而且效果更强。研究结果对了解种族暴力对行为的影响以及投资于公民参与以减轻其对青少年和成年期的影响具有重要意义。

{"title":"The influence of racial violence in neighborhoods and schools on the psycho-behavioral outcomes in adolescence.","authors":"Samantha Francois, Kimberly Wu, Erica Doe, Amber Tucker, Katherine Theall","doi":"10.1080/15427609.2023.2171694","DOIUrl":"10.1080/15427609.2023.2171694","url":null,"abstract":"<p><p>Racism in all its manifestations is violence. This study examines the effect of discrimination-based racial violence in neighborhoods and schools on adolescent psychological and behavioral outcomes, while also testing the moderating influence of civic engagement. Researchers used a cross-sectional survey design to measure neighborhood and school-based racial discrimination, civic engagement, racial identity development, racism-based stress, and aggressive behaviors in a sample of 167, 13 to 23 year old adolescents and emerging adults. Participants were recruited through a cluster randomized trial to test the impact of blight remediation in preventing youth violence. Study researchers hypothesized a direct effect of racial discrimination on adolescents' racism-based stress and aggressive behaviors and a buffering effect of civic engagement on these relationships. Researchers also examined these relationships in participants with higher-than-average racial identity development scores. Multivariate regression models revealed a significant direct effect of both neighborhood and school discrimination on adolescents' aggressive behaviors. Civic engagement had a positive buffering effect in the relationship between neighborhood discrimination and aggressive behaviors. Similar relationships were observed among adolescents with a high racial identity with stronger effect. Study findings have implications for understanding the behavioral impact of racial violence and investing in civic engagement to mitigate its impact in adolescence and emerging adulthood.</p>","PeriodicalId":47096,"journal":{"name":"Research in Human Development","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10482067/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10213346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

RESILIENCE AMONG STUDENT PARENTS IN COLLEGE: VOICES OF LATINA STUDENT MOTHERS 大学学生家长的适应力:拉丁裔学生母亲的声音

IF 2.4 4区心理学 Q1 Psychology

Research in Human Development

Pub Date : 2022-10-02 DOI: 10.1080/15427609.2022.2161797

M. Rana, Elizabeth Osuna, Haley Huffaker, Meeta Banerjee

There is a steady increase in the number of student parents in the United States. However, there is a dearth of studies focusing on the issues related to student parents. Utilizing the Integrative Model of Development, we examined the risk and promotive factors in the lives of eight Latina student mothers, ages between 22 to 29 years old, in navigating college success while raising children through the lens of intersectionality of identity (i.e., ethnicity, motherhood, and social class), which may position them at various levels of segregation, racism, and other forces of oppression. Additionally, we examined the juxtaposition of motherhood and college education from the lifespan perspective. The Latinx population is growing exponentially in the United States, more specifically in the state of California. While there are many studies undertaken on Latinx students on campus, fewer studies focused on Latina student mothers in higher institutions. Our study on Latina student mothers identified risk and protective factors while this group of college students navigate their education and motherhood. We make recommendations for higher institutions to support student parents on college campuses. Directions for future research are discussed.

在美国，学生家长的数量稳步增加。然而，关注学生家长相关问题的研究却很少。利用综合发展模型，我们通过身份交叉性（即种族、母亲和社会阶层）的视角，研究了八位年龄在22岁至29岁之间的拉丁裔学生母亲在大学成功的过程中的风险和促进因素，这可能会使她们处于不同程度的种族隔离、种族主义、，以及其他压迫力量。此外，我们从寿命的角度考察了母亲身份和大学教育的并置。拉丁裔人口在美国呈指数级增长，尤其是在加利福尼亚州。虽然校园里有很多针对拉丁裔学生的研究，但针对高等院校拉丁裔母亲的研究较少。我们对拉丁裔学生母亲的研究确定了这群大学生在接受教育和做母亲时的风险和保护因素。我们建议高等院校支持大学校园里的学生家长。讨论了未来研究的方向。

{"title":"RESILIENCE AMONG STUDENT PARENTS IN COLLEGE: VOICES OF LATINA STUDENT MOTHERS","authors":"M. Rana, Elizabeth Osuna, Haley Huffaker, Meeta Banerjee","doi":"10.1080/15427609.2022.2161797","DOIUrl":"https://doi.org/10.1080/15427609.2022.2161797","url":null,"abstract":"There is a steady increase in the number of student parents in the United States. However, there is a dearth of studies focusing on the issues related to student parents. Utilizing the Integrative Model of Development, we examined the risk and promotive factors in the lives of eight Latina student mothers, ages between 22 to 29 years old, in navigating college success while raising children through the lens of intersectionality of identity (i.e., ethnicity, motherhood, and social class), which may position them at various levels of segregation, racism, and other forces of oppression. Additionally, we examined the juxtaposition of motherhood and college education from the lifespan perspective. The Latinx population is growing exponentially in the United States, more specifically in the state of California. While there are many studies undertaken on Latinx students on campus, fewer studies focused on Latina student mothers in higher institutions. Our study on Latina student mothers identified risk and protective factors while this group of college students navigate their education and motherhood. We make recommendations for higher institutions to support student parents on college campuses. Directions for future research are discussed.","PeriodicalId":47096,"journal":{"name":"Research in Human Development","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49140429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

NAVIGATING WHITE SPACES: RACIAL SOCIALIZATION, ETHNIC IDENTITY, AND THE EMERGENT COPING PROFILES OF BLACK WOMEN ATTENDING A PREDOMINATELY WHITE INSTITUTION 驾驭白人空间：种族社会化、民族认同和黑人女性在白人占主导地位的机构中的紧急应对模式

IF 2.4 4区心理学 Q1 Psychology

Research in Human Development

Pub Date : 2022-10-02 DOI: 10.1080/15427609.2022.2160184

S. Causey, S. Coard, A. G. Hunter

ABSTRACT Although research has shown that Black college students in emerging adulthood often encounter challenges adjusting to predominantly white institutions (Chavous, 2005; Guiffrida & Douthit, 2010), there is still much to be learned about the transitional experiences of Black women. Using phenomenological variant of ecological systems theory(PVEST), this study explored the influence of racial socialization and ethnic identity on the coping profiles of Black college women (n = 288) who attended a predominantly white institution (PWI). Latent profile analysis (LPA) identified three coping profiles characterized by support-seeking behaviors within social networks: avoidant, intragroup, and intergroup. There were also significant associations between racial socialization, ethnic identity development, and the coping profiles engaged. Black women with higher scores in cultural pride and ethnic identity searching were more likely to be in the intragroup profile. The findings suggested that on-campus support for Black women is needed as they navigate the challenges associated with race and gender. The implications for higher education were discussed.

摘要尽管研究表明，成年后的黑人大学生在适应以白人为主的机构时经常会遇到挑战（Chavous，2005；Guiffrida&Douthit，2010），但关于黑人女性的过渡经历，仍有很多需要了解的地方。本研究采用生态系统理论的现象学变体（PVEST），探讨了种族社会化和种族认同对就读于以白人为主的机构（PWI）的黑人大学女性（n=288）应对状况的影响。潜在情景分析（LPA）确定了三种以社交网络中寻求支持行为为特征的应对情景：回避型、组内和组间。种族社会化、种族认同发展和参与的应对方式之间也存在显著关联。在文化自豪感和种族认同搜索方面得分较高的黑人女性更有可能出现在群体内。研究结果表明，在黑人女性应对与种族和性别相关的挑战时，需要在校园内为她们提供支持。讨论了对高等教育的影响。

{"title":"NAVIGATING WHITE SPACES: RACIAL SOCIALIZATION, ETHNIC IDENTITY, AND THE EMERGENT COPING PROFILES OF BLACK WOMEN ATTENDING A PREDOMINATELY WHITE INSTITUTION","authors":"S. Causey, S. Coard, A. G. Hunter","doi":"10.1080/15427609.2022.2160184","DOIUrl":"https://doi.org/10.1080/15427609.2022.2160184","url":null,"abstract":"ABSTRACT Although research has shown that Black college students in emerging adulthood often encounter challenges adjusting to predominantly white institutions (Chavous, 2005; Guiffrida & Douthit, 2010), there is still much to be learned about the transitional experiences of Black women. Using phenomenological variant of ecological systems theory(PVEST), this study explored the influence of racial socialization and ethnic identity on the coping profiles of Black college women (n = 288) who attended a predominantly white institution (PWI). Latent profile analysis (LPA) identified three coping profiles characterized by support-seeking behaviors within social networks: avoidant, intragroup, and intergroup. There were also significant associations between racial socialization, ethnic identity development, and the coping profiles engaged. Black women with higher scores in cultural pride and ethnic identity searching were more likely to be in the intragroup profile. The findings suggested that on-campus support for Black women is needed as they navigate the challenges associated with race and gender. The implications for higher education were discussed.","PeriodicalId":47096,"journal":{"name":"Research in Human Development","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49355409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

RESILIENCE, CULTURE, GENDER AND IDENTITY CONSTRUCTION OF FIRST-YEAR FEMALE CHINESE INTERNATIONAL STUDENTS IN THE UNITED STATES 留美一年级中国女留学生的心理弹性、文化、性别与身份建构

IF 2.4 4区心理学 Q1 Psychology

Research in Human Development

Pub Date : 2022-10-02 DOI: 10.1080/15427609.2022.2160185

Desiree Baolian Qin, Shizhu Liu, Mingjun Xie, Qi Huang

One group of college women of color not often discussed in the literature are international students who are constructing and negotiating their identities in a transnational context. Most research on female Chinese international students has focused on their challenges adapting to American life and constraints and negotiating among intersecting identities such as women, racial/ethnic minorities, and foreigners. Very little research has discussed positive aspects of their adaptation experiences and identity formation and negotiations. In this paper, we focus on adaption and gender identity construction of fist-year female Chinese undergraduate students in the U.S. Drawing on in-depth interview data collected on 27 first-year Chinese female undergraduate students at a large public university, our findings suggest contrary to existing research, participants in our study demonstrated tremendous resilience and clearly articulated constructing an identity of a strong and independent woman resisting both US and Chinese cultural expectations. Implications and directions for future research are discussed.

在文学作品中不常被提及的一群有色人种女大学生是在跨国背景下构建和协商自己身份的国际学生。大多数关于中国女留学生的研究都集中在她们适应美国生活的挑战和限制，以及在女性、种族/少数民族和外国人等交叉身份之间进行谈判。很少有研究讨论他们的适应经历与身份形成和协商的积极方面。本文主要研究在美中国女本科生的适应与性别认同构建。通过对某大型公立大学27名中国女本科生的深度访谈数据，我们的研究结果与现有研究相反。在我们的研究中，参与者表现出了巨大的适应力，并清晰地构建了一个强大而独立的女性的身份，抵制了美国和中国的文化期望。讨论了今后研究的意义和方向。

{"title":"RESILIENCE, CULTURE, GENDER AND IDENTITY CONSTRUCTION OF FIRST-YEAR FEMALE CHINESE INTERNATIONAL STUDENTS IN THE UNITED STATES","authors":"Desiree Baolian Qin, Shizhu Liu, Mingjun Xie, Qi Huang","doi":"10.1080/15427609.2022.2160185","DOIUrl":"https://doi.org/10.1080/15427609.2022.2160185","url":null,"abstract":"One group of college women of color not often discussed in the literature are international students who are constructing and negotiating their identities in a transnational context. Most research on female Chinese international students has focused on their challenges adapting to American life and constraints and negotiating among intersecting identities such as women, racial/ethnic minorities, and foreigners. Very little research has discussed positive aspects of their adaptation experiences and identity formation and negotiations. In this paper, we focus on adaption and gender identity construction of fist-year female Chinese undergraduate students in the U.S. Drawing on in-depth interview data collected on 27 first-year Chinese female undergraduate students at a large public university, our findings suggest contrary to existing research, participants in our study demonstrated tremendous resilience and clearly articulated constructing an identity of a strong and independent woman resisting both US and Chinese cultural expectations. Implications and directions for future research are discussed.","PeriodicalId":47096,"journal":{"name":"Research in Human Development","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46972344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

COLLEGE WOMEN OF COLOR: INTERSECTIONALITY, RESILIENCE, RESISTANCE, AND EMERGING ADULTHOOD 有色人种女大学生:交叉性、韧性、抵抗和即将成年

IF 2.4 4区心理学 Q1 Psychology

Research in Human Development

Pub Date : 2022-10-02 DOI: 10.1080/15427609.2023.2168591

Deborah J Johnson, Junghee Yoon, M. Rana, D. Qin

ABSTRACT In this special issue, we focus on the resilience processes found among diverse groups of CWOC. We emphasize four key concepts: developmental perspective (emerging adulthood), resilience, resistance, and intersectionality. Included are the studies with African American and Latinx young adult women, Latina mothers, and Chinese sojourner women. Papers in the special issue appear as follows: Rana et al.’s paper on Latinx mothers attending college, then Causey et al. on African American women navigating white college spaces with typologies of success, followed by Johnson et al.’s paper, amplifying African American and Latinx women’s intersectional strivings using maternal messages as rudders, and finally, Qin et al.’s paper on international Chinese women managing their immigrant experiences as sojourners in the U.S. In each study CWOC demonstrate successful resistance and striving as the press the boundaries of gender-race constraints.

在这期特刊中，我们关注不同群体的CWOC的弹性过程。我们强调四个关键概念:发展视角(初成期)、复原力、抵抗力和交叉性。包括对非裔美国人和拉丁裔年轻成年妇女、拉丁裔母亲和中国旅居妇女的研究。特刊刊载的论文如下:Rana等人关于上大学的拉丁裔母亲的论文，然后是Causey等人关于非洲裔美国女性在白人大学空间中成功的类型学，接着是Johnson等人的论文，利用母亲的信息作为方向舵，放大了非洲裔美国女性和拉丁裔女性的交叉奋斗，最后，秦等人关于华裔女性在美国作为旅居者管理其移民经历的论文中，CWOC在每一项研究中都成功地展示了作为媒体对性别种族限制的边界的抵抗和努力。

引用次数: 0

RESISTANCE AND RESILIENCE IN AFRICAN AMERICAN AND LATINX WOMEN COLLEGE STUDENTS IN THE CONTEXT OF ETHNO-GENDERED RACISM 种族歧视背景下非裔美国人和拉丁美洲女大学生的抵抗力和复原力

IF 2.4 4区心理学 Q1 Psychology

Research in Human Development

Pub Date : 2022-10-02 DOI: 10.1080/15427609.2023.2165380

Deborah J Johnson, Junghee Yoon, S. H. House

This study explores how high-achieving African American and Latinx female college students in an historically white institution (HWI) experience and respond to ethno-gendered bias based on the perspectives of resilience and intersectionality. Six 90-minutes focus group were conducted with 21 college women of color (CWOC), including 10 African American and 11 Latina emerging adults aged 18 to 23. A modified grounded theory approach was employed for the data analysis. The transitions of CWOC as emerging adults taking on greater responsibilities and independence were made more complex by ethno-gendered encounters. A grounded model of resistance expanded the ecological framework of resilience to accommodate intersectional experiences with race and gender bias. The model highlights CWOC resistance as an important psychosocial mechanism facilitating their adjustment in a predominantly White institution. CWOC employed a strong psychological mechanism of resistance to prevent the internalization of the negative stereotypical narratives. Maternal ethno-gendered racial socialization appeared to be a crucial resilience resource helping them to cope and promoting the growth of self-system characterized by independence, self-efficacy and self-respect, high self-esteem, determination and hard work. This transformative and constructive psychological mechanism of resistance was linked to their successful adjustment and achievement in college. The findings have developmental and practical implications for historically minoritized women college students’ resilience and adjustment.

这项研究探讨了历史上白人学校（HWI）中成绩优异的非裔和拉丁裔女大学生如何基于韧性和交叉性的角度体验和应对种族性别偏见。对21名有色人种大学女性（CWOC）进行了6个90分钟的焦点小组，其中包括10名18至23岁的非裔美国人和11名拉丁裔新兴成年人。数据分析采用了修正的扎根理论方法。作为承担更大责任和独立性的新兴成年人，CWOC的转变因种族性别遭遇而变得更加复杂。一种有根据的抵抗模式扩大了复原力的生态框架，以适应种族和性别偏见的跨部门经历。该模型强调，CWOC抵抗是一种重要的心理社会机制，有助于他们在以白人为主的机构中进行调整。CWOC采用了一种强大的心理抵抗机制来防止负面刻板叙事的内化。母亲的民族性别种族社会化似乎是一种重要的恢复力资源，有助于她们应对并促进以独立、自我效能和自尊、高度自尊、决心和努力工作为特征的自我系统的发展。这种变革性和建设性的抵抗心理机制与他们在大学中的成功适应和成就有关。研究结果对历史上少数民族女大学生的适应能力和适应能力具有发展和实践意义。

{"title":"RESISTANCE AND RESILIENCE IN AFRICAN AMERICAN AND LATINX WOMEN COLLEGE STUDENTS IN THE CONTEXT OF ETHNO-GENDERED RACISM","authors":"Deborah J Johnson, Junghee Yoon, S. H. House","doi":"10.1080/15427609.2023.2165380","DOIUrl":"https://doi.org/10.1080/15427609.2023.2165380","url":null,"abstract":"This study explores how high-achieving African American and Latinx female college students in an historically white institution (HWI) experience and respond to ethno-gendered bias based on the perspectives of resilience and intersectionality. Six 90-minutes focus group were conducted with 21 college women of color (CWOC), including 10 African American and 11 Latina emerging adults aged 18 to 23. A modified grounded theory approach was employed for the data analysis. The transitions of CWOC as emerging adults taking on greater responsibilities and independence were made more complex by ethno-gendered encounters. A grounded model of resistance expanded the ecological framework of resilience to accommodate intersectional experiences with race and gender bias. The model highlights CWOC resistance as an important psychosocial mechanism facilitating their adjustment in a predominantly White institution. CWOC employed a strong psychological mechanism of resistance to prevent the internalization of the negative stereotypical narratives. Maternal ethno-gendered racial socialization appeared to be a crucial resilience resource helping them to cope and promoting the growth of self-system characterized by independence, self-efficacy and self-respect, high self-esteem, determination and hard work. This transformative and constructive psychological mechanism of resistance was linked to their successful adjustment and achievement in college. The findings have developmental and practical implications for historically minoritized women college students’ resilience and adjustment.","PeriodicalId":47096,"journal":{"name":"Research in Human Development","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48247866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

ALLISON DAVIS AND THE EMERGENT ADULTHOOD THESIS 艾利森·戴维斯与新兴的成年论文

IF 2.4 4区心理学 Q1 Psychology

Research in Human Development

Pub Date : 2022-04-03 DOI: 10.1080/15427609.2022.2091737

W. Cross

Although Jeffrey Arnett is credited with innovative thinking about adolescence, his model on emergent adulthood was anticipated by Allison Davis years ago in 1963. This brief note reviews the work of Davis and its connection to Arnett’s trope.

尽管Jeffrey Arnett被认为对青春期有着创新的思考，但他的成年模型早在1963年就被Allison Davis所期待。这篇短文回顾了戴维斯的作品及其与阿内特比喻的联系。

引用次数: 1

CRITICAL THEMES IN PARENTAL SOCIALIZATION: THE STATE OF RACIAL-ETHNIC AND GENDER SOCIALIZATION 父母社会化的关键主题:种族-民族和性别社会化的状态

IF 2.4 4区心理学 Q1 Psychology

Research in Human Development

Pub Date : 2022-04-03 DOI: 10.1080/15427609.2022.2106757

Deborah J Johnson

ABSTRACT As a set of strategies or skill development processes, parental socialization has an extensive field of themes. Few among them are as critical and controversial as racial-ethnic socialization (RES) and gender socialization. By virtue of its collected offerings, this special issue asserts that these themes should be viewed and understood together. My commentary explores what these socialization themes together might be asserting to the field, collectively and individually, new issues raised by the research presented, and what may be a critical missing aspect of inquiry in the field. The field of racial-ethnic socialization has now reached its adulthood. What we have learned has shown racial-ethnic socialization to be a consistently successful tool to better the lives of children throughout their development and this remains important. Gender socialization has a long and varied history of study and is more clearly subject to societal shifts in gender perceptions and attitudes. As such, advancement in the field is subject to ever-changing growth in our thinking about healthy gender roles and gender equality. Our sense of what is appropriate and meaningful gender socialization has vastly transformed. What does it take to create and live in an unbiased world? The ebb and flow of macrosocietal shifts create a vital environment where parents must constantly recalibrate their parenting to race and gender dynamics to achieve successful outcomes for their children, a particularly weighty additional reality of diverse families.

摘要父母社会化作为一套策略或技能发展过程，有着广泛的主题领域。其中很少有人像种族-民族社会化和性别社会化那样具有批判性和争议性。本期特刊凭借其收集的作品主张，这些主题应该一起看待和理解。我的评论探讨了这些社会化主题加在一起可能会对该领域提出什么，集体和个人，所提出的研究提出的新问题，以及该领域研究中可能缺失的关键方面。种族-族裔社会化领域现已进入成年阶段。我们所了解到的情况表明，种族-族裔社会化始终是一种成功的工具，可以在儿童的整个发展过程中改善他们的生活，这一点仍然很重要。性别社会化有着悠久而多样的研究历史，更明显地受到社会性别观念和态度转变的影响。因此，这一领域的进步取决于我们对健康的性别角色和性别平等的思考不断变化。我们对什么是适当和有意义的性别社会化的认识已经发生了巨大变化。在一个没有偏见的世界里创造和生活需要什么？宏观社会变化的起伏创造了一个至关重要的环境，在这个环境中，父母必须不断根据种族和性别动态调整他们的育儿方式，为孩子取得成功，这是多样化家庭的一个特别重要的额外现实。

{"title":"CRITICAL THEMES IN PARENTAL SOCIALIZATION: THE STATE OF RACIAL-ETHNIC AND GENDER SOCIALIZATION","authors":"Deborah J Johnson","doi":"10.1080/15427609.2022.2106757","DOIUrl":"https://doi.org/10.1080/15427609.2022.2106757","url":null,"abstract":"ABSTRACT As a set of strategies or skill development processes, parental socialization has an extensive field of themes. Few among them are as critical and controversial as racial-ethnic socialization (RES) and gender socialization. By virtue of its collected offerings, this special issue asserts that these themes should be viewed and understood together. My commentary explores what these socialization themes together might be asserting to the field, collectively and individually, new issues raised by the research presented, and what may be a critical missing aspect of inquiry in the field. The field of racial-ethnic socialization has now reached its adulthood. What we have learned has shown racial-ethnic socialization to be a consistently successful tool to better the lives of children throughout their development and this remains important. Gender socialization has a long and varied history of study and is more clearly subject to societal shifts in gender perceptions and attitudes. As such, advancement in the field is subject to ever-changing growth in our thinking about healthy gender roles and gender equality. Our sense of what is appropriate and meaningful gender socialization has vastly transformed. What does it take to create and live in an unbiased world? The ebb and flow of macrosocietal shifts create a vital environment where parents must constantly recalibrate their parenting to race and gender dynamics to achieve successful outcomes for their children, a particularly weighty additional reality of diverse families.","PeriodicalId":47096,"journal":{"name":"Research in Human Development","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43629765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

BRIDGES OF DEVELOPMENTAL SCIENCE 发展科学的桥梁

IF 2.4 4区心理学 Q1 Psychology

Research in Human Development

Pub Date : 2022-04-03 DOI: 10.1080/15427609.2022.2117678

M. Cunningham

The introduction to the current issue of Research in Human Development discusses four articles. Using the metaphor of “bridges,” I explain how each submission is a bridge in developmental science. The authors offer ways in which there is connectedness between developmental levels, contexts, and historical time periods. An important contribution of these papers is that the authors remind developmental scientists to critically analyze the extant literature from historical, intersectional, contextual, and systems’ perspectives.

本期《人类发展研究》的导言讨论了四篇文章。用“桥梁”的比喻，我解释了每个提交是如何成为发展科学中的一座桥梁。作者提出了发展水平、背景和历史时期之间存在联系的方法。这些论文的一个重要贡献是，作者提醒发展科学家从历史、交叉、背景和系统的角度批判性地分析现有文献。

引用次数: 0

A LATENT CLASS ANALYSIS OF ADOLESCENTS’ SOCIAL SUPPORT: CONTEXTUAL ALIGNMENT, UNRELATED INFORMATION, AND THE IMPORTANCE OF OUT-OF-SCHOOL TIME 青少年社会支持的潜在阶层分析:情境一致性、不相关信息和校外时间的重要性

IF 2.4 4区心理学 Q1 Psychology

Research in Human Development

Pub Date : 2022-04-03 DOI: 10.1080/15427609.2022.2077081

Ryan D. Heath, Beighley H. Thornock

During adolescence, youth may receive social support from multiple sources, including families, school staff, peers, and organized activities during out-of-school time (OST). Drawing from theories of social support and optimal matching, this study aimed to identify patterns of adolescents’ social support across four social contexts, and the associations of these patterns with educational and employment outcomes. Using data from the Education Longitudinal Study of 2002 (N = 16,197), latent class analysis was used to identify patterns of social support across indicators of informational and appraisal support. Six classes were identified, and counter to hypotheses, classes varied not by the sources of support, but instead by the types of support and by OST participation. Levels of social support were similar across the four social contexts – demonstrating a “contextual alignment.” Higher informational support across classes appeared unrelated to educational and employment outcomes. Instead, classes with higher appraisal support and OST participation were associated with stronger educational and employment outcomes. Findings highlight the importance of both appraisal support and OST participation for adolescents’ developmental trajectories.

在青春期，青少年可以从多个来源获得社会支持，包括家庭、学校工作人员、同龄人以及校外活动期间的有组织活动。本研究以社会支持和最优匹配理论为基础，探讨了四种社会背景下青少年社会支持的模式，以及这些模式与教育和就业结果的关系。利用2002年教育纵向研究(N = 16,197)的数据，使用潜在类别分析来识别信息支持和评价支持指标之间的社会支持模式。确定了六个类别，与假设相反，类别的变化不是根据支持的来源，而是根据支持的类型和OST的参与。在四种社会环境中，社会支持的水平是相似的，这表明了一种“情境一致性”。各阶层之间较高的信息支持似乎与教育和就业结果无关。相反，具有更高评价支持和OST参与的课程与更强的教育和就业结果相关。研究结果强调了评价支持和OST参与对青少年发展轨迹的重要性。

{"title":"A LATENT CLASS ANALYSIS OF ADOLESCENTS’ SOCIAL SUPPORT: CONTEXTUAL ALIGNMENT, UNRELATED INFORMATION, AND THE IMPORTANCE OF OUT-OF-SCHOOL TIME","authors":"Ryan D. Heath, Beighley H. Thornock","doi":"10.1080/15427609.2022.2077081","DOIUrl":"https://doi.org/10.1080/15427609.2022.2077081","url":null,"abstract":"During adolescence, youth may receive social support from multiple sources, including families, school staff, peers, and organized activities during out-of-school time (OST). Drawing from theories of social support and optimal matching, this study aimed to identify patterns of adolescents’ social support across four social contexts, and the associations of these patterns with educational and employment outcomes. Using data from the Education Longitudinal Study of 2002 (N = 16,197), latent class analysis was used to identify patterns of social support across indicators of informational and appraisal support. Six classes were identified, and counter to hypotheses, classes varied not by the sources of support, but instead by the types of support and by OST participation. Levels of social support were similar across the four social contexts – demonstrating a “contextual alignment.” Higher informational support across classes appeared unrelated to educational and employment outcomes. Instead, classes with higher appraisal support and OST participation were associated with stronger educational and employment outcomes. Findings highlight the importance of both appraisal support and OST participation for adolescents’ developmental trajectories.","PeriodicalId":47096,"journal":{"name":"Research in Human Development","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43605637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

首页上一页

下一页尾页

类型

全部化学•材料生命科学医学物理工程技术环境•农林材料科学地球科学法学管理学化学环境科学与生态学计算机科学教育学经济学农林科学人文科学生物学数学物理与天体物理心理学综合性期刊其他工业工程理学历史学农学文学信息工程

数据库

全部 ACS Publications Elsevier ieeexplore Springer The Royal Society of Chemistry Wiley

期刊

Research in Human Development

全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.

﹀