Pub Date : 2023-06-18DOI: 10.1177/07435584231182064
Danni Li, Jeffrey Liew, Lisa Kiang
Using a longitudinal mixed methods approach, this study examined Chinese American youth’s experiences and coping with racial discrimination. Participants included 25 second-generation Chinese American youth who participated in an 8-year, three-wave longitudinal study. The participants’ average age at Time 1 was 15.5 years. Participants were interviewed with open-ended questions about their experiences of discrimination growing up. In addition, quantitative survey data were collected to examine associations between youth’s ethnic identity, acculturation, cultural values, coping, and discrimination stress. The interview transcripts were analyzed using thematic analysis. Qualitative responses were coded and quantitative data were analyzed using independent sample t-tests. The participants reported both overt and covert experiences of racial discrimination. Despite facing racial discrimination, many Asian American youth chose to cope in culturally congruent ways that are consistent with their cultural values. Our findings provide new evidence that discrimination distress is linked to negative psychosocial outcomes, lower ethnic identity, and less recognition of heritage culture. Furthermore, our results suggest that culturally congruent coping strategies labeled as maladaptive in North American culture could be adaptive for Chinese American youth against discrimination distress. Study findings have implications for culturally responsive services and practices to support Chinese American youth to succesfully cope with racial discrimination.
{"title":"Culture, Coping, and Racial Discrimination Stress Among Chinese American Youth: A Longitudinal Mixed Methods Study","authors":"Danni Li, Jeffrey Liew, Lisa Kiang","doi":"10.1177/07435584231182064","DOIUrl":"https://doi.org/10.1177/07435584231182064","url":null,"abstract":"Using a longitudinal mixed methods approach, this study examined Chinese American youth’s experiences and coping with racial discrimination. Participants included 25 second-generation Chinese American youth who participated in an 8-year, three-wave longitudinal study. The participants’ average age at Time 1 was 15.5 years. Participants were interviewed with open-ended questions about their experiences of discrimination growing up. In addition, quantitative survey data were collected to examine associations between youth’s ethnic identity, acculturation, cultural values, coping, and discrimination stress. The interview transcripts were analyzed using thematic analysis. Qualitative responses were coded and quantitative data were analyzed using independent sample t-tests. The participants reported both overt and covert experiences of racial discrimination. Despite facing racial discrimination, many Asian American youth chose to cope in culturally congruent ways that are consistent with their cultural values. Our findings provide new evidence that discrimination distress is linked to negative psychosocial outcomes, lower ethnic identity, and less recognition of heritage culture. Furthermore, our results suggest that culturally congruent coping strategies labeled as maladaptive in North American culture could be adaptive for Chinese American youth against discrimination distress. Study findings have implications for culturally responsive services and practices to support Chinese American youth to succesfully cope with racial discrimination.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49276970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-18DOI: 10.1177/07435584231182137
Brenna Lincoln, Allison E. White, Terese Lund*, B. Liang, David L. Blustein, G. Barnett
Despite efforts to increase diversity in STEM fields, marginalized populations—particularly women and Black and Latinx workers—remain underrepresented in STEM professions. The present qualitative study sought to explore the relationship between sense of purpose and STEM engagement within an after-school, experiential (i.e., involving hands-on learning) STEM enrichment program, called Change Makers. Specifically, semi-structured interviews with racially diverse and predominantly low SES high school students ( N = 13, 30.8% self-identified female) and their program instructors ( N = 3, 66% self-identified female) were qualitatively analyzed using a grounded theory-informed approach. Results indicate that engagement in Change Makers contributed to youth transforming their preexisting STEM interest into three purpose-related constructs: (1) self-efficacy experiences (general and specific to science), (2) increased willingness to engage in career exploration, and (3) deepened prosocial motivation. These findings underscore the value of connecting youth with experiential purpose curriculum to improve the STEM career pipeline. Finally, these findings represent insightful perspectives regarding the mutable nature of purpose development. Limitations are discussed and recommendations are made for future research and programing.
{"title":"Moving From Passion to Purpose: A STEM-Focused After-school Program’s Influence on Purpose Outcomes","authors":"Brenna Lincoln, Allison E. White, Terese Lund*, B. Liang, David L. Blustein, G. Barnett","doi":"10.1177/07435584231182137","DOIUrl":"https://doi.org/10.1177/07435584231182137","url":null,"abstract":"Despite efforts to increase diversity in STEM fields, marginalized populations—particularly women and Black and Latinx workers—remain underrepresented in STEM professions. The present qualitative study sought to explore the relationship between sense of purpose and STEM engagement within an after-school, experiential (i.e., involving hands-on learning) STEM enrichment program, called Change Makers. Specifically, semi-structured interviews with racially diverse and predominantly low SES high school students ( N = 13, 30.8% self-identified female) and their program instructors ( N = 3, 66% self-identified female) were qualitatively analyzed using a grounded theory-informed approach. Results indicate that engagement in Change Makers contributed to youth transforming their preexisting STEM interest into three purpose-related constructs: (1) self-efficacy experiences (general and specific to science), (2) increased willingness to engage in career exploration, and (3) deepened prosocial motivation. These findings underscore the value of connecting youth with experiential purpose curriculum to improve the STEM career pipeline. Finally, these findings represent insightful perspectives regarding the mutable nature of purpose development. Limitations are discussed and recommendations are made for future research and programing.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49471363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-01eCollection Date: 2025-07-01DOI: 10.1177/07435584231176992
Kendra Nelson Ferguson, Stephanie E Coen, Jason Gilliland
The inclusion of youth voices in research relating to their own daily environments, wellbeing, and development is increasingly recognized as essential to ensuring rigor and success in mobilizing community change. Few studies have qualitatively examined youths' experiences and perceptions in participatory roles. This paper presents insights and lessons learned from a capacity-building program designed and delivered as part of a youth participatory research project, Teens Talk Vaping. Teens Talk Vaping took a by-youth-for-youth research approach to co-produce research about teen vaping to inform evidence-based vaping education materials. The capacity-building program was developed to equip seven teens from the Human Environments Analysis Laboratory Youth Advisory Council (four teen girls, three teen boys; Mage = 17.3) with qualitative research skills to contribute as "teen co-researchers" to all phases of the project, from conceptualization through to dissemination. The teen co-researchers were interviewed at four key phases of the program: qualitative research principles and approaches, data collection, data analysis, and overall reflections. Using thematic analysis, findings revealed the positive implications and practical limitations of the capacity-building program, which may support other academics engaging in participatory methodologies with youth and contribute toward the improvement and enrichment of participatory research opportunities for youth.
{"title":"\"It Helped Me Feel Like a Researcher\": Reflections on a Capacity-Building Program to Support Teens as Co-Researchers on a Participatory Project.","authors":"Kendra Nelson Ferguson, Stephanie E Coen, Jason Gilliland","doi":"10.1177/07435584231176992","DOIUrl":"10.1177/07435584231176992","url":null,"abstract":"<p><p>The inclusion of youth voices in research relating to their own daily environments, wellbeing, and development is increasingly recognized as essential to ensuring rigor and success in mobilizing community change. Few studies have qualitatively examined youths' experiences and perceptions in participatory roles. This paper presents insights and lessons learned from a capacity-building program designed and delivered as part of a youth participatory research project, Teens Talk Vaping. Teens Talk Vaping took a by-youth-for-youth research approach to co-produce research about teen vaping to inform evidence-based vaping education materials. The capacity-building program was developed to equip seven teens from the Human Environments Analysis Laboratory Youth Advisory Council (four teen girls, three teen boys; Mage = 17.3) with qualitative research skills to contribute as \"teen co-researchers\" to all phases of the project, from conceptualization through to dissemination. The teen co-researchers were interviewed at four key phases of the program: qualitative research principles and approaches, data collection, data analysis, and overall reflections. Using thematic analysis, findings revealed the positive implications and practical limitations of the capacity-building program, which may support other academics engaging in participatory methodologies with youth and contribute toward the improvement and enrichment of participatory research opportunities for youth.</p>","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":" ","pages":"827-858"},"PeriodicalIF":2.2,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12225973/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43827748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-30DOI: 10.1177/07435584231176013
Grace Gowdy, Renée Spencer, Indhira Udofia, Zenobia Fennell, Andi Jones
Core and capital mentoring relationships have been demonstrated to be distinct types of relationships that have different characteristics, qualities of the relationship, and are linked to different outcomes among adolescents more generally. The present study adds to this growing literature base by examining whether this typology captures well the experiences of systems-involved youth. A thematic analysis of interviews with systems-involved young people about their youth-initiated mentoring relationship indicated that capital mentoring relationships had an explicit future-oriented nature about them, with a central focus on educational and vocational goals. These mentors also provided financial literacy and life skill training. Young people in core mentoring relationships spoke of their time together quite differently, instead focusing on provision of emotional support, specifically reassurance and positive appraisal, coupled with a kin-like description of the mentor (e.g., “like a family member”). This study adds nuance to our growing understanding of the distinctions between core and capital relationships and the findings here also indicated that some mentoring relationships that were sometimes a true mix of core and capital mentoring. Also apparent from this analysis was the central role that the provision of experiential empathy played in both types of relationships.
{"title":"Core and Capital Mentoring—in Real Life: A Qualitative Exploration of Different Types of Youth-Initiated Mentoring Relationships With Systems-Involved Youth","authors":"Grace Gowdy, Renée Spencer, Indhira Udofia, Zenobia Fennell, Andi Jones","doi":"10.1177/07435584231176013","DOIUrl":"https://doi.org/10.1177/07435584231176013","url":null,"abstract":"Core and capital mentoring relationships have been demonstrated to be distinct types of relationships that have different characteristics, qualities of the relationship, and are linked to different outcomes among adolescents more generally. The present study adds to this growing literature base by examining whether this typology captures well the experiences of systems-involved youth. A thematic analysis of interviews with systems-involved young people about their youth-initiated mentoring relationship indicated that capital mentoring relationships had an explicit future-oriented nature about them, with a central focus on educational and vocational goals. These mentors also provided financial literacy and life skill training. Young people in core mentoring relationships spoke of their time together quite differently, instead focusing on provision of emotional support, specifically reassurance and positive appraisal, coupled with a kin-like description of the mentor (e.g., “like a family member”). This study adds nuance to our growing understanding of the distinctions between core and capital relationships and the findings here also indicated that some mentoring relationships that were sometimes a true mix of core and capital mentoring. Also apparent from this analysis was the central role that the provision of experiential empathy played in both types of relationships.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44457942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-25DOI: 10.1177/07435584231173408
Calisse R. Burand, Krystal K. Cashen, Kay A. Simon, R. Farr
Youth with LGBTQ+ parents may feel that their parents’ LGBTQ+ identity impacted their lives because of unique experiences such as LGBTQ+ family socialization. Guided by family systems, queer, and social constructionism theories, we explored this question via in-depth interviews with 49 youth (8 with minoritized gender identities and 25 with minoritized sexual identities) between 12 and 25 years old ( Mage = 19.51, SD = 3.48) in the United States, and who had at least one LGBTQ+ parent. Using inductive thematic analysis, four themes were identified: (1) feelings of openness and acceptance toward the self; (2) feelings of openness and acceptance toward others; (3) feelings of openness and acceptance toward their family; and (4) perceptions of normalcy. Many endorsed these themes and reported that they felt this way specifically due to their parents’ LGBTQ+ identities. Youth were asked about their thoughts related to future families. These themes were considered in relation to their family formation (e.g., adoption; donor insemination). This research indicates that youth with LGBTQ+ parents may experience unique socialization about openness and acceptance in the context of their families. This research is important in informing culturally competent practice for other youth, parents, and those who serve LGBTQ+ parent families.
{"title":"Perspectives of Youth With LGBTQ+ Parents: Feelings of Openness and Acceptance Toward Others, Oneself, and Family","authors":"Calisse R. Burand, Krystal K. Cashen, Kay A. Simon, R. Farr","doi":"10.1177/07435584231173408","DOIUrl":"https://doi.org/10.1177/07435584231173408","url":null,"abstract":"Youth with LGBTQ+ parents may feel that their parents’ LGBTQ+ identity impacted their lives because of unique experiences such as LGBTQ+ family socialization. Guided by family systems, queer, and social constructionism theories, we explored this question via in-depth interviews with 49 youth (8 with minoritized gender identities and 25 with minoritized sexual identities) between 12 and 25 years old ( Mage = 19.51, SD = 3.48) in the United States, and who had at least one LGBTQ+ parent. Using inductive thematic analysis, four themes were identified: (1) feelings of openness and acceptance toward the self; (2) feelings of openness and acceptance toward others; (3) feelings of openness and acceptance toward their family; and (4) perceptions of normalcy. Many endorsed these themes and reported that they felt this way specifically due to their parents’ LGBTQ+ identities. Youth were asked about their thoughts related to future families. These themes were considered in relation to their family formation (e.g., adoption; donor insemination). This research indicates that youth with LGBTQ+ parents may experience unique socialization about openness and acceptance in the context of their families. This research is important in informing culturally competent practice for other youth, parents, and those who serve LGBTQ+ parent families.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43616770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-12DOI: 10.1177/07435584231171344
Juliana Muñoz Bohorquez, Martha Yumiseva-L., Ana Dudamel, K. Roy, A. Lewin
To examine how Central American immigrant youth move from experiences of trauma to psychological growth as they transition into adulthood. The sample consisted of 20 (10 males and 10 females) adolescent and young adult immigrants (ages 18–26) from Honduras (20%), Guatemala (35%), and El Salvador (45%). Most participants migrated unaccompanied when they were 13 to 20, and their average time in the United States was 4.4 years. Data were collected with Identity, Inc., a community-based organization that supports Latino youth (ages 8–25) and their families living in poverty in Maryland. Semi-structured life history interviews were conducted in Spanish by a bilingual, bicultural staff member in person and on zoom. A diverse research team used a grounded theory approach to code transcripts in pairs, and then synthesize this coding within a post traumatic growth framework. A grounded theory approach was used to conduct open, axial, and selective coding of translated and de-identified transcripts. Findings from this study revealed the potential for post-traumatic growth, including a sense of one’s strength and enhanced meaning and purpose, and the importance of positive interpersonal connections in fostering growth. This study demonstrates a capacity for growth in Central American immigrant youth that goes beyond acculturation or coping with trauma and supports the value of trauma-informed services for this population.
{"title":"Identity Formation and Post-Traumatic Growth Among Central American Immigrant Youth","authors":"Juliana Muñoz Bohorquez, Martha Yumiseva-L., Ana Dudamel, K. Roy, A. Lewin","doi":"10.1177/07435584231171344","DOIUrl":"https://doi.org/10.1177/07435584231171344","url":null,"abstract":"To examine how Central American immigrant youth move from experiences of trauma to psychological growth as they transition into adulthood. The sample consisted of 20 (10 males and 10 females) adolescent and young adult immigrants (ages 18–26) from Honduras (20%), Guatemala (35%), and El Salvador (45%). Most participants migrated unaccompanied when they were 13 to 20, and their average time in the United States was 4.4 years. Data were collected with Identity, Inc., a community-based organization that supports Latino youth (ages 8–25) and their families living in poverty in Maryland. Semi-structured life history interviews were conducted in Spanish by a bilingual, bicultural staff member in person and on zoom. A diverse research team used a grounded theory approach to code transcripts in pairs, and then synthesize this coding within a post traumatic growth framework. A grounded theory approach was used to conduct open, axial, and selective coding of translated and de-identified transcripts. Findings from this study revealed the potential for post-traumatic growth, including a sense of one’s strength and enhanced meaning and purpose, and the importance of positive interpersonal connections in fostering growth. This study demonstrates a capacity for growth in Central American immigrant youth that goes beyond acculturation or coping with trauma and supports the value of trauma-informed services for this population.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45518543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-10DOI: 10.1177/07435584231170040
Jovani Azpeitia, Yazmin Meza Lazaro, S. Ruvalcaba, Guadalupe A. Bacio
Emerging adult, first-generation college students (FGCSs) face academic and social challenges in their adjustment to college. FGCSs are more likely to be students of color and from lower socioeconomic backgrounds who may face particularly difficult challenges when they attend highly selective, predominantly White Institutions (PWIs) that have historically centered White middle-class cultural norms and practices. We used longitudinal, embedded mixed methods to holistically understand the college adjustment experiences of 43 first-year, FGCSs predominantly Latinx and Black students at a PWI. Students participated in focus groups and completed self-report questionnaires three times over the course of their first year of college. We found that evolving interpersonal relationships (with peers, faculty, the institution, and their families) and the institution’s climate were at the core of the adjustment process over FGCSs’ first year of college. While institutional capital posed barriers, the support that FGCSs received primarily from students, staff, and faculty of similar backgrounds positively contributed to participants’ wellbeing and college adjustment. In addition to efforts by PWIs to recruit FGCSs, PWIs need to restructure their systems to deliver on their promised support and provide sustained resources that FGCSs need to adjust to and succeed in college and beyond.
{"title":"“It’s Easy to Feel Alone, But When You Have Community, it Makes [College] a Lot Easier”: First-generation Students’ Academic and Psychosocial Adjustment Over the First Year of College","authors":"Jovani Azpeitia, Yazmin Meza Lazaro, S. Ruvalcaba, Guadalupe A. Bacio","doi":"10.1177/07435584231170040","DOIUrl":"https://doi.org/10.1177/07435584231170040","url":null,"abstract":"Emerging adult, first-generation college students (FGCSs) face academic and social challenges in their adjustment to college. FGCSs are more likely to be students of color and from lower socioeconomic backgrounds who may face particularly difficult challenges when they attend highly selective, predominantly White Institutions (PWIs) that have historically centered White middle-class cultural norms and practices. We used longitudinal, embedded mixed methods to holistically understand the college adjustment experiences of 43 first-year, FGCSs predominantly Latinx and Black students at a PWI. Students participated in focus groups and completed self-report questionnaires three times over the course of their first year of college. We found that evolving interpersonal relationships (with peers, faculty, the institution, and their families) and the institution’s climate were at the core of the adjustment process over FGCSs’ first year of college. While institutional capital posed barriers, the support that FGCSs received primarily from students, staff, and faculty of similar backgrounds positively contributed to participants’ wellbeing and college adjustment. In addition to efforts by PWIs to recruit FGCSs, PWIs need to restructure their systems to deliver on their promised support and provide sustained resources that FGCSs need to adjust to and succeed in college and beyond.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43382996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-02DOI: 10.1177/07435584231171385
Marbella Uriostegui, T. Lay, Amanda L. Roy, Samantha Villasanta
The goal of this research is to document and contextualize sources of happiness for Black and Latinx youth living in economically disenfranchised, Chicago neighborhoods. We examined youth’s open-ended responses to the question “What makes you happiest in life?” The sample consists of 409 Black (73%) and Latinx (27%) youth (54% female; on average 15 years old, SD = 0.80). Using an inductive process, we developed relevant codes and applied them to the data. Whereas previous research has found that youth are happiest when they take a break from their routine lives (i.e., leisure), we find that youth include aspects of their daily lives in their concepts of happiness, including financial security and wellbeing, social support, spirituality, and goodwill and service. Youth’s in-depth reflections on what makes them happy are contextualized with quantitative data describing their experiences with structural oppression including poverty, financial hardship, neighborhood poverty, and exposure to violence. We find that youth find happiness despite, often by resisting, the structural constraints in their lives. These findings highlight that for Black and Latinx youth happiness may not solely be an emotional state, but also a strategy for coping with structural oppression.
{"title":"“I Get to See Another Day”: Examining Where Black and Latinx Youth From Economically Disenfranchised Chicago Neighborhoods Find Happiness","authors":"Marbella Uriostegui, T. Lay, Amanda L. Roy, Samantha Villasanta","doi":"10.1177/07435584231171385","DOIUrl":"https://doi.org/10.1177/07435584231171385","url":null,"abstract":"The goal of this research is to document and contextualize sources of happiness for Black and Latinx youth living in economically disenfranchised, Chicago neighborhoods. We examined youth’s open-ended responses to the question “What makes you happiest in life?” The sample consists of 409 Black (73%) and Latinx (27%) youth (54% female; on average 15 years old, SD = 0.80). Using an inductive process, we developed relevant codes and applied them to the data. Whereas previous research has found that youth are happiest when they take a break from their routine lives (i.e., leisure), we find that youth include aspects of their daily lives in their concepts of happiness, including financial security and wellbeing, social support, spirituality, and goodwill and service. Youth’s in-depth reflections on what makes them happy are contextualized with quantitative data describing their experiences with structural oppression including poverty, financial hardship, neighborhood poverty, and exposure to violence. We find that youth find happiness despite, often by resisting, the structural constraints in their lives. These findings highlight that for Black and Latinx youth happiness may not solely be an emotional state, but also a strategy for coping with structural oppression.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":"1 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65164136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-28DOI: 10.1177/07435584231166118
Ashley Ison, Megan Satterthwaite-Freiman, Michael R. Sladek, A. Umaña‐Taylor
Family ethnic socialization (FES) is a critical component of youth ethnic-racial identity (ERI) development. However, little research has focused on FES experiences amongst White families. The current study applied a convergent mixed methods design to investigate how immigration generational status (i.e., number of U.S.-born parents and grandparents) was associated with FES within White American families and the extent to which that informed adolescents’ ERI development. Utilizing survey data for White adolescents’ ( N = 532) self-reported FES experiences and ERI exploration and resolution, quantitative path analyses testing for mediation indicated that, as adolescents reported more family members born in the U.S., their FES experiences were lower and, in turn, their ERI exploration and resolution were also lower. FES fully mediated the relation between generational status and their ERI exploration and resolution. A theoretical thematic analysis of focus group data from a subsample of participants offered insights into how White adolescents described their FES experiences, illustrating the integral role of parents and grandparents for learning about their ethnic heritage, school’s role in facilitating FES, and various methods of maintaining familial collective cultural memory. The current study offers preliminary insights into FES among White families and identifies new questions for exploration future research.
{"title":"The Role of Family Ethnic Socialization and Generational Status in White Adolescents’ Ethnic-Racial Identity Development","authors":"Ashley Ison, Megan Satterthwaite-Freiman, Michael R. Sladek, A. Umaña‐Taylor","doi":"10.1177/07435584231166118","DOIUrl":"https://doi.org/10.1177/07435584231166118","url":null,"abstract":"Family ethnic socialization (FES) is a critical component of youth ethnic-racial identity (ERI) development. However, little research has focused on FES experiences amongst White families. The current study applied a convergent mixed methods design to investigate how immigration generational status (i.e., number of U.S.-born parents and grandparents) was associated with FES within White American families and the extent to which that informed adolescents’ ERI development. Utilizing survey data for White adolescents’ ( N = 532) self-reported FES experiences and ERI exploration and resolution, quantitative path analyses testing for mediation indicated that, as adolescents reported more family members born in the U.S., their FES experiences were lower and, in turn, their ERI exploration and resolution were also lower. FES fully mediated the relation between generational status and their ERI exploration and resolution. A theoretical thematic analysis of focus group data from a subsample of participants offered insights into how White adolescents described their FES experiences, illustrating the integral role of parents and grandparents for learning about their ethnic heritage, school’s role in facilitating FES, and various methods of maintaining familial collective cultural memory. The current study offers preliminary insights into FES among White families and identifies new questions for exploration future research.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43365306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-17DOI: 10.1177/07435584231168402
M. West, S. Rice, D. Vella-Brodrick
Autonomy development is an important process in adolescence and is central to a successful transition to adulthood. Social contexts play a crucial role in supporting and suppressing autonomy. Considering social media is a salient and important context for mid-adolescents it has the potential to strongly influence autonomy development. This study applied qualitative methods to examine mid-adolescents’ perspectives of how their social media use impacts autonomy. Participants included 36 students aged 15 years from four schools in Melbourne, Australia. All participants completed a rich picture mapping activity and focus group discussions, and a sub-sample of 11 adolescents participated in follow-up, one-on-one interviews. Reflexive thematic analysis generated two overarching themes; supporting autonomy and suppressing autonomy. Sub-themes included; promoting self-governance, facilitating choicefulness, developing a sense of self, external forces motivating use, fostering compulsive and non-intentional use, and affordances of social media threaten personal control. This study revealed that social media contributes to today’s adolescents encountering unique experiences with regards to their autonomy development compared with other generations. Findings highlighted the need to harness the autonomy-supportive aspects of social media use whilst mitigating the autonomy-suppressive ones to help mid-adolescents engage with social media in a way that promotes healthy functioning and wellbeing.
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