Pub Date : 2022-04-03DOI: 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.
{"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":"19 1","pages":"41 - 60"},"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}
Pub Date : 2022-04-03DOI: 10.1080/15427609.2022.2086434
S. Hardy, H. Hatch, Jenae M. Nelson, P. Schwadel
The purpose of the present study, grounded in relational developmental systems theory, was to use longitudinal data to examine the roles of individual, family, peer, and religious community predictors of religious deidentification in adolescence and young adulthood. The sample included 2,842 youth (ages 13–17) who identified with a religion at the baseline wave of the National Study of Youth and Religion (NSYR). First, Wave 1 individual (worship service attendance, youth group attendance, religious importance, prayer, and doubt), family (parent worship service attendance, parent religious importance, and family religious conversations), peer (number of religious friends, number of friends attending religious youth groups, and friend religious conversations), and religious community (engagement and dialogue) predictors were identified that significantly predicted deidentification by Waves 2 or 3. Second, when comparing Wave 1 individual, family, peer, and religious community scale scores as predictors of Wave 3 deidentification, only individual and family religiousness were significant. Third, we tested a mediation model whereby Wave 2 individual religiousness mediated relations between Wave 1 family, peer, and religious community scale scores and Wave 3 deidentification. All three indirect paths were significant, with the largest effect for family. Thus, individual, family, peer, and religious community factors all play a role in religious deidentification, but the family may be the most salient developmental context of religious development.
{"title":"FAMILY RELIGIOUSNESS, PEER RELIGIOUSNESS, AND RELIGIOUS COMMUNITY SUPPORTIVENESS AS DEVELOPMENTAL CONTEXTS OF ADOLESCENT AND YOUNG ADULT RELIGIOUS DEIDENTIFICATION","authors":"S. Hardy, H. Hatch, Jenae M. Nelson, P. Schwadel","doi":"10.1080/15427609.2022.2086434","DOIUrl":"https://doi.org/10.1080/15427609.2022.2086434","url":null,"abstract":"The purpose of the present study, grounded in relational developmental systems theory, was to use longitudinal data to examine the roles of individual, family, peer, and religious community predictors of religious deidentification in adolescence and young adulthood. The sample included 2,842 youth (ages 13–17) who identified with a religion at the baseline wave of the National Study of Youth and Religion (NSYR). First, Wave 1 individual (worship service attendance, youth group attendance, religious importance, prayer, and doubt), family (parent worship service attendance, parent religious importance, and family religious conversations), peer (number of religious friends, number of friends attending religious youth groups, and friend religious conversations), and religious community (engagement and dialogue) predictors were identified that significantly predicted deidentification by Waves 2 or 3. Second, when comparing Wave 1 individual, family, peer, and religious community scale scores as predictors of Wave 3 deidentification, only individual and family religiousness were significant. Third, we tested a mediation model whereby Wave 2 individual religiousness mediated relations between Wave 1 family, peer, and religious community scale scores and Wave 3 deidentification. All three indirect paths were significant, with the largest effect for family. Thus, individual, family, peer, and religious community factors all play a role in religious deidentification, but the family may be the most salient developmental context of religious development.","PeriodicalId":47096,"journal":{"name":"Research in Human Development","volume":"19 1","pages":"19 - 40"},"PeriodicalIF":2.4,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46760901","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}
Pub Date : 2021-10-02DOI: 10.1080/15427609.2021.2025014
Lacey J. Hilliard, L. S. Liben
To explore processes by which mothers socialize children’s attitudes about gender stereotypes and sexism, we studied 62 mothers and their 6- to 8-year-old children. Mother-child dyads learned of a hypothetical camp director’s use of gender stereotypes to assign campers to various activities. Resulting conversations revealed variations in the types, frequencies, and patterns of participants’ discussions. Mothers with more flexible gender attitudes and higher feminist endorsements were more likely to explicitly refute gender stereotypes in conversations with their children. Children with more flexible gender attitudes were more likely to have mothers who personalized content during the dyadic conversation. When mothers questioned stereotypes through elaboration and personal connections, children were more likely to refute stereotypes in subsequent intervals within the conversation. State space grids mapped parent-child conversational patterns and showed an association between more varied dyadic conversational patterns and children’s less stereotyped attitudes. Results suggest that mothers who use personally meaningful and varied strategies to communicate with their children about bias have children who have less-entrenched gender stereotypes and are more likely to confront others’ sexism.
{"title":"PARENTAL SOCIALIZATION ABOUT SEXISM: DO SOCIALIZATION BELIEFS MATCH BEHAVIOR?","authors":"Lacey J. Hilliard, L. S. Liben","doi":"10.1080/15427609.2021.2025014","DOIUrl":"https://doi.org/10.1080/15427609.2021.2025014","url":null,"abstract":"To explore processes by which mothers socialize children’s attitudes about gender stereotypes and sexism, we studied 62 mothers and their 6- to 8-year-old children. Mother-child dyads learned of a hypothetical camp director’s use of gender stereotypes to assign campers to various activities. Resulting conversations revealed variations in the types, frequencies, and patterns of participants’ discussions. Mothers with more flexible gender attitudes and higher feminist endorsements were more likely to explicitly refute gender stereotypes in conversations with their children. Children with more flexible gender attitudes were more likely to have mothers who personalized content during the dyadic conversation. When mothers questioned stereotypes through elaboration and personal connections, children were more likely to refute stereotypes in subsequent intervals within the conversation. State space grids mapped parent-child conversational patterns and showed an association between more varied dyadic conversational patterns and children’s less stereotyped attitudes. Results suggest that mothers who use personally meaningful and varied strategies to communicate with their children about bias have children who have less-entrenched gender stereotypes and are more likely to confront others’ sexism.","PeriodicalId":47096,"journal":{"name":"Research in Human Development","volume":"18 1","pages":"274 - 294"},"PeriodicalIF":2.4,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46015281","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}
Pub Date : 2021-10-02DOI: 10.1080/15427609.2021.2014279
Ciara Smalls Glover, Hongli Li
ABSTRACT The purpose of the current study was to examine parent racial-coping socialization as a moderator of the relation between racial-ethnic microaggressions and two key outcomes for emerging adults- growth mind-set and psychological well-being. A sample of Black emerging adults (N = 441, Mean age = 18.7 years, 81% female) attending a Minority-Serving Institution (MSI) completed the study. Problem-focused (e.g., parents told me to be aware and double my efforts) and support-focused coping (e.g., parents told me to ask for advice) were independently examined as racial coping socialization. Well-being was a composite score of 6 areas (e.g., personal growth, self-acceptance). Growth mind-set captured the belief that intelligence can be developed with effort. Regression results showed racial-ethnic microaggressions were associated with lower well-being and lower growth mind-set. Problem-focused and support-focused coping independently predicted higher well-being and greater growth mind-set. Racial social support coping buffered the negative association between racial microaggressions and well-being. Implications for the role of parents in the development of emerging adults’ resilience will be discussed.
{"title":"PARENT SOCIALIZATION TO RACIAL COPING: IMPLICATIONS FOR BLACK EMERGING ADULTS’ GROWTH MINDSET AND PSYCHOLOGICAL WELL-BEING","authors":"Ciara Smalls Glover, Hongli Li","doi":"10.1080/15427609.2021.2014279","DOIUrl":"https://doi.org/10.1080/15427609.2021.2014279","url":null,"abstract":"ABSTRACT The purpose of the current study was to examine parent racial-coping socialization as a moderator of the relation between racial-ethnic microaggressions and two key outcomes for emerging adults- growth mind-set and psychological well-being. A sample of Black emerging adults (N = 441, Mean age = 18.7 years, 81% female) attending a Minority-Serving Institution (MSI) completed the study. Problem-focused (e.g., parents told me to be aware and double my efforts) and support-focused coping (e.g., parents told me to ask for advice) were independently examined as racial coping socialization. Well-being was a composite score of 6 areas (e.g., personal growth, self-acceptance). Growth mind-set captured the belief that intelligence can be developed with effort. Regression results showed racial-ethnic microaggressions were associated with lower well-being and lower growth mind-set. Problem-focused and support-focused coping independently predicted higher well-being and greater growth mind-set. Racial social support coping buffered the negative association between racial microaggressions and well-being. Implications for the role of parents in the development of emerging adults’ resilience will be discussed.","PeriodicalId":47096,"journal":{"name":"Research in Human Development","volume":"18 1","pages":"239 - 255"},"PeriodicalIF":2.4,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44725216","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}
Pub Date : 2021-10-02DOI: 10.1080/15427609.2021.2010492
Kay A. Simon, R. Farr
As families in the United States (U.S.) are increasingly diverse in race and family structure, it is essential to understand family socialization around identity and possible associations with family relationships and child development. In this study, we investigated adoption communicative openness (i.e., how parents talk about adoption) and racial/cultural socialization among 96 adoptive families (46% completed transracial adoption) with lesbian, gay, and heterosexual parents and school-age children (Mage = 8 years) who lived across the U.S. We found that these practices (described by parents) were associated with children’s reports of parent-child relationships and children’s teachers reports of their academic functioning. We discuss the importance of considering distinct forms of identity socialization practices, as reported by different informants, among adoptive families diverse in race and parental sexual orientation, and as related to associations with individual outcomes and family relationships. We describe how our results could inform future research, policy, and practice.
{"title":"ADOPTION AND RACIAL/CULTURAL SOCIALIZATION IN DIVERSE ADOPTIVE FAMILIES: ASSOCIATIONS WITH DEMOGRAPHIC FACTORS, ACADEMIC OUTCOMES, AND PARENT-CHILD RELATIONSHIPS","authors":"Kay A. Simon, R. Farr","doi":"10.1080/15427609.2021.2010492","DOIUrl":"https://doi.org/10.1080/15427609.2021.2010492","url":null,"abstract":"As families in the United States (U.S.) are increasingly diverse in race and family structure, it is essential to understand family socialization around identity and possible associations with family relationships and child development. In this study, we investigated adoption communicative openness (i.e., how parents talk about adoption) and racial/cultural socialization among 96 adoptive families (46% completed transracial adoption) with lesbian, gay, and heterosexual parents and school-age children (Mage = 8 years) who lived across the U.S. We found that these practices (described by parents) were associated with children’s reports of parent-child relationships and children’s teachers reports of their academic functioning. We discuss the importance of considering distinct forms of identity socialization practices, as reported by different informants, among adoptive families diverse in race and parental sexual orientation, and as related to associations with individual outcomes and family relationships. We describe how our results could inform future research, policy, and practice.","PeriodicalId":47096,"journal":{"name":"Research in Human Development","volume":"18 1","pages":"295 - 310"},"PeriodicalIF":2.4,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48328516","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}
Pub Date : 2021-10-02DOI: 10.1080/15427609.2021.2027716
Ciara Smalls Glover, Lacey J. Hilliard
{"title":"SPECIAL ISSUE ON FAMILY SOCIALIZATION: DIVERSITY IN STRATEGIES, BELIEFS, AND PRACTICES","authors":"Ciara Smalls Glover, Lacey J. Hilliard","doi":"10.1080/15427609.2021.2027716","DOIUrl":"https://doi.org/10.1080/15427609.2021.2027716","url":null,"abstract":"","PeriodicalId":47096,"journal":{"name":"Research in Human Development","volume":"18 1","pages":"237 - 238"},"PeriodicalIF":2.4,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45697474","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}
Pub Date : 2021-10-02DOI: 10.1080/15427609.2021.2010491
AnneMarie K. McClain, Marie-Louise Mares
Research on ethnic-racial socialization in African American families has rarely examined parental messages about media, even though African American youth are among the heaviest media consumers, and media depictions are frequently biased. We surveyed 398 parents of African American 3- to 17-year-olds, asking how often they socialized their child using (a) ethnic-racial socialization, (b) parental mediation, and (c) media racial depictions. Results suggest that ethnic-racial socialization includes a specific set of practices involving encouraging, critiquing, and avoiding particular types of media racial depictions – strategies which we call Media-Based Ethnic-Racial Socialization (MBERS). Frequencies for all three socialization domains were predicted by parent and perceived child ethnic-racial identity strength and parental perceptions of racial bias and opportunity in the child’s media. These results suggest the importance of media for ethnic-racial socialization practices and the centrality of race even for socialization domains that may not always be seen as racialized, such as parental mediation.
{"title":"MEDIA MESSAGES: INTERSECTIONS OF ETHNIC-RACIAL AND MEDIA SOCIALIZATION IN AFRICAN AMERICAN FAMILIES","authors":"AnneMarie K. McClain, Marie-Louise Mares","doi":"10.1080/15427609.2021.2010491","DOIUrl":"https://doi.org/10.1080/15427609.2021.2010491","url":null,"abstract":"Research on ethnic-racial socialization in African American families has rarely examined parental messages about media, even though African American youth are among the heaviest media consumers, and media depictions are frequently biased. We surveyed 398 parents of African American 3- to 17-year-olds, asking how often they socialized their child using (a) ethnic-racial socialization, (b) parental mediation, and (c) media racial depictions. Results suggest that ethnic-racial socialization includes a specific set of practices involving encouraging, critiquing, and avoiding particular types of media racial depictions – strategies which we call Media-Based Ethnic-Racial Socialization (MBERS). Frequencies for all three socialization domains were predicted by parent and perceived child ethnic-racial identity strength and parental perceptions of racial bias and opportunity in the child’s media. These results suggest the importance of media for ethnic-racial socialization practices and the centrality of race even for socialization domains that may not always be seen as racialized, such as parental mediation.","PeriodicalId":47096,"journal":{"name":"Research in Human Development","volume":"18 1","pages":"311 - 329"},"PeriodicalIF":2.4,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43472216","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}
Pub Date : 2021-09-10DOI: 10.1080/15427609.2021.1972636
(2021). Correction Notice. Research in Human Development: Vol. 18, Developing and Fostering Ally and Accomplice Action, pp. 150-150.
(2021)。更正通知。人类发展研究:第18卷，发展和促进盟友和帮凶行动，第150-150页。
{"title":"Correction Notice","authors":"","doi":"10.1080/15427609.2021.1972636","DOIUrl":"https://doi.org/10.1080/15427609.2021.1972636","url":null,"abstract":"(2021). Correction Notice. Research in Human Development: Vol. 18, Developing and Fostering Ally and Accomplice Action, pp. 150-150.","PeriodicalId":47096,"journal":{"name":"Research in Human Development","volume":"25 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2021-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138518797","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}
Pub Date : 2021-09-10DOI: 10.1080/15427609.2021.1972639
(2021). Correction Notice. Research in Human Development: Vol. 18, Developing and Fostering Ally and Accomplice Action, pp. 151-151.
(2021)。更正通知。人类发展研究:第18卷，发展和促进盟友和帮凶行动，第151-151页。
{"title":"Correction Notice","authors":"","doi":"10.1080/15427609.2021.1972639","DOIUrl":"https://doi.org/10.1080/15427609.2021.1972639","url":null,"abstract":"(2021). Correction Notice. Research in Human Development: Vol. 18, Developing and Fostering Ally and Accomplice Action, pp. 151-151.","PeriodicalId":47096,"journal":{"name":"Research in Human Development","volume":"246 ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2021-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138518811","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}
Pub Date : 2021-07-03DOI: 10.1080/15427609.2021.1958604
A. Masten
Abstract Articles in this issue provide an overview of the initiative funded by the National Institutes of Health to advance an integrated science approach to basic behavioral and social research on resilience. The goal of the initiative is to elucidate human resilience within a general framework that encompasses a dynamic and multisystem approach, including multiple levels of analysis, time scales, contexts, and outcomes. This commentary describes the evolution of resilience definitions and methods toward a multisystem integrated framework, discusses the four empirical studies reported in this issue with regard to their unique goals and potential contributions to integrated resilience science, and concludes with an evaluation of progress toward a dynamic, multisystem resilience framework for research.
{"title":"MULTISYSTEM RESILIENCE: PATHWAYS TO AN INTEGRATED FRAMEWORK","authors":"A. Masten","doi":"10.1080/15427609.2021.1958604","DOIUrl":"https://doi.org/10.1080/15427609.2021.1958604","url":null,"abstract":"Abstract Articles in this issue provide an overview of the initiative funded by the National Institutes of Health to advance an integrated science approach to basic behavioral and social research on resilience. The goal of the initiative is to elucidate human resilience within a general framework that encompasses a dynamic and multisystem approach, including multiple levels of analysis, time scales, contexts, and outcomes. This commentary describes the evolution of resilience definitions and methods toward a multisystem integrated framework, discusses the four empirical studies reported in this issue with regard to their unique goals and potential contributions to integrated resilience science, and concludes with an evaluation of progress toward a dynamic, multisystem resilience framework for research.","PeriodicalId":47096,"journal":{"name":"Research in Human Development","volume":"18 1","pages":"153 - 163"},"PeriodicalIF":2.4,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49392674","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}
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