In light of mixed findings regarding the valence of outcomes associated with acculturation gaps in mixed-generation immigrant families, this research adopted a qualitative methodology to explore the rich complexity of acculturation gaps and their navigation. Through multiple individual, dyadic, and family semistructured interviews with 2 mixed-generation Salvadoran immigrant families living in the United States, this study explored the ways in which families (a) described and understood their acculturation gaps, (b) determined whether gaps were benign, potentially problematic, or useful for the family, and (c) navigated gaps depending on their determined valence. The individual and family narratives were analyzed through constructivist grounded theory, guided by the theories of acculturation gap-distress (Lau et al., 2005; Portes & Rumbaut, 1996) and family resilience (Walsh, 2003). This research revealed that acculturation gaps can exist among all family members and that although families described gaps in terms of differences in overt behavioral practices, only those discrepant practices that were related to underlying value or identification differences were considered potentially problematic. The families were seen to use their belief systems, organizational patterns, communication and problem-solving strategies, and methods of escape to effectively navigate these gaps in 18 diverse ways depending upon the gaps’ valences. This study suggests that (a) a family resilience model can be applied to the study of acculturation gaps, (b) expansion of such model as applied to acculturation gaps may be indicated, and (c) such model may provide insight into why some families with acculturation gaps experience negative outcomes whereas others flourish.
鉴于混合移民家庭中与文化适应差距相关的结果效价的混合发现，本研究采用定性方法来探索文化适应差距及其导航的丰富复杂性。通过对生活在美国的两个混血萨尔瓦多移民家庭的多次个人、二元和家庭半结构化访谈，本研究探讨了家庭(a)描述和理解他们的文化适应差距的方式，(b)确定差距是良性的，潜在的问题，还是对家庭有用的，以及(c)根据他们确定的效价来处理差距。在文化适应差距-窘迫理论的指导下，通过建构主义理论分析了个人和家庭叙事(Lau et al.， 2005;Portes & Rumbaut, 1996)和家庭弹性(Walsh, 2003)。本研究表明，文化适应差距可能存在于所有家庭成员中，尽管家庭以公开行为实践的差异来描述差异，但只有那些与潜在价值或认同差异相关的差异实践被认为是潜在的问题。这些家庭使用他们的信仰体系、组织模式、沟通和解决问题的策略，以及逃避的方法，根据差距的价值，以18种不同的方式有效地穿越这些差距。本研究表明:(a)家庭弹性模型可以应用于文化适应差距的研究，(b)可以将该模型应用于文化适应差距的扩展，以及(c)该模型可以深入了解为什么一些具有文化适应差距的家庭经历负面结果，而另一些家庭则蓬勃发展。
{"title":"\"Our Differences Don't Separate Us\": Immigrant Families Navigate Intrafamilial Acculturation Gaps Through Diverse Resilience Processes","authors":"S. Buckingham, A. Brodsky, B. County","doi":"10.1037/LAT0000042","DOIUrl":"https://doi.org/10.1037/LAT0000042","url":null,"abstract":"In light of mixed findings regarding the valence of outcomes associated with acculturation gaps in mixed-generation immigrant families, this research adopted a qualitative methodology to explore the rich complexity of acculturation gaps and their navigation. Through multiple individual, dyadic, and family semistructured interviews with 2 mixed-generation Salvadoran immigrant families living in the United States, this study explored the ways in which families (a) described and understood their acculturation gaps, (b) determined whether gaps were benign, potentially problematic, or useful for the family, and (c) navigated gaps depending on their determined valence. The individual and family narratives were analyzed through constructivist grounded theory, guided by the theories of acculturation gap-distress (Lau et al., 2005; Portes & Rumbaut, 1996) and family resilience (Walsh, 2003). This research revealed that acculturation gaps can exist among all family members and that although families described gaps in terms of differences in overt behavioral practices, only those discrepant practices that were related to underlying value or identification differences were considered potentially problematic. The families were seen to use their belief systems, organizational patterns, communication and problem-solving strategies, and methods of escape to effectively navigate these gaps in 18 diverse ways depending upon the gaps’ valences. This study suggests that (a) a family resilience model can be applied to the study of acculturation gaps, (b) expansion of such model as applied to acculturation gaps may be indicated, and (c) such model may provide insight into why some families with acculturation gaps experience negative outcomes whereas others flourish.","PeriodicalId":94085,"journal":{"name":"Journal of Latina/o psychology","volume":"9 1","pages":"143-159"},"PeriodicalIF":0.0,"publicationDate":"2015-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84289342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The healing powers of a patrón espiritual: Latina/o clinicians’ understanding and use of spirituality and ceremony in psychotherapy.","authors":"R. Hoogasian, Alberta M. Gloria","doi":"10.1037/LAT0000045","DOIUrl":"https://doi.org/10.1037/LAT0000045","url":null,"abstract":"","PeriodicalId":94085,"journal":{"name":"Journal of Latina/o psychology","volume":"426 1","pages":"177-192"},"PeriodicalIF":0.0,"publicationDate":"2015-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77130404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Alyson C. Gerdes, Theresa L. Kapke, Kathryn E. Lawton, M. Grace, Gabriela Hurtado
La información de unos grupos de discusión de padres latinos, unas investigaciones sobre valores culturales latinas, y las recomendaciones de proveedores de servicios de salud mental a las familias latinas fueron utilizadas para adaptar un entrenamiento basado en evidencia para los padres de niños latinos con TDAH. Adaptaciones culturales fueron realizadas a cinco sesiones específicas, y dos sesiones fueron sustituidas por dos sesiones nuevas que fueron más congruente culturalmente. El tratamiento adaptado también incluyó unas adaptaciones generales a todas las sesiones del tratamiento, adaptaciones culturales a la fase de la evaluación y el comentario, y adaptaciones enfocadas en las barreras prácticas al tratamiento. Los resultados iniciales de un pequeño grupo experimental demostraron que el 100% de las 84 GERDES, KAPKE, LAWTON, GRACE, AND DIEGUEZ HURTADO T hi s do cu m en t is co py ri gh te d by th e A m er ic an Ps yc ho lo gi ca l A ss oc ia tio n or on e of its al lie d pu bl is he rs . T hi s ar tic le is in te nd ed so le ly fo r th e pe rs on al us e of th e in di vi du al us er an d is no t to be di ss em in at ed br oa dl y. familias completaron el entrenamiento que fue adaptado culturalmente y reportaron que estaban satisfechos con el tratamiento. También, el 80% de los niños mejoraron fiablemente en relación con la sintomatología de TDAH reportado por los padres, y el 40% de los padres reportaron que mejoraron fiablemente la función de los padres y la familia.
拉丁团体讨论父母的信息,用拉丁语,研究文化价值和精神卫生服务提供者的建议家庭拉丁语被用于调整训练基于证据的拉美裔儿童的家长地。对五个特定的会议进行了文化调整，两个会议被两个文化上更一致的新会议所取代。适应治疗还包括对所有治疗阶段的一般适应，对评估和评论阶段的文化适应，以及针对治疗的实际障碍的适应。初步结果表明,实验一小批84 GERDES 100%、anamaria KAPKE、劳顿,优雅和失窃的T嗨s do uc米T is co . py ri gh -你d by th e m呃ic an dw yc ca唔我gi l - ss ol的男人n or on e of its数值(d维尼《基本法》我是rs。T嗨s ar技术ly is in nd艾德你so他fo r th和pe rs on us of th e in说看见T du提供呃an d is to be说ss ms in at艾德br oa dl纽约家庭完成了训练是为有文化的这些治疗。此外，80%的孩子在父母报告的adhd症状方面得到了可靠的改善，40%的父母报告他们的父母和家庭功能得到了可靠的改善。
{"title":"Culturally adapting parent training for Latino youth with ADHD: Development and pilot.","authors":"Alyson C. Gerdes, Theresa L. Kapke, Kathryn E. Lawton, M. Grace, Gabriela Hurtado","doi":"10.1037/LAT0000037","DOIUrl":"https://doi.org/10.1037/LAT0000037","url":null,"abstract":"La información de unos grupos de discusión de padres latinos, unas investigaciones sobre valores culturales latinas, y las recomendaciones de proveedores de servicios de salud mental a las familias latinas fueron utilizadas para adaptar un entrenamiento basado en evidencia para los padres de niños latinos con TDAH. Adaptaciones culturales fueron realizadas a cinco sesiones específicas, y dos sesiones fueron sustituidas por dos sesiones nuevas que fueron más congruente culturalmente. El tratamiento adaptado también incluyó unas adaptaciones generales a todas las sesiones del tratamiento, adaptaciones culturales a la fase de la evaluación y el comentario, y adaptaciones enfocadas en las barreras prácticas al tratamiento. Los resultados iniciales de un pequeño grupo experimental demostraron que el 100% de las 84 GERDES, KAPKE, LAWTON, GRACE, AND DIEGUEZ HURTADO T hi s do cu m en t is co py ri gh te d by th e A m er ic an Ps yc ho lo gi ca l A ss oc ia tio n or on e of its al lie d pu bl is he rs . T hi s ar tic le is in te nd ed so le ly fo r th e pe rs on al us e of th e in di vi du al us er an d is no t to be di ss em in at ed br oa dl y. familias completaron el entrenamiento que fue adaptado culturalmente y reportaron que estaban satisfechos con el tratamiento. También, el 80% de los niños mejoraron fiablemente en relación con la sintomatología de TDAH reportado por los padres, y el 40% de los padres reportaron que mejoraron fiablemente la función de los padres y la familia.","PeriodicalId":94085,"journal":{"name":"Journal of Latina/o psychology","volume":"11 1","pages":"71-87"},"PeriodicalIF":0.0,"publicationDate":"2015-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88425372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Hirai, Laura L. Vernon, Jason R. Popan, G. Clum
{"title":"Acculturation and enculturation, stigma toward psychological disorders, and treatment preferences in a Mexican American sample: The role of education in reducing stigma","authors":"M. Hirai, Laura L. Vernon, Jason R. Popan, G. Clum","doi":"10.1037/LAT0000035","DOIUrl":"https://doi.org/10.1037/LAT0000035","url":null,"abstract":"","PeriodicalId":94085,"journal":{"name":"Journal of Latina/o psychology","volume":"10 1","pages":"88-102"},"PeriodicalIF":0.0,"publicationDate":"2015-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76502512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Maria T. Aretakis, Rosario Ceballo, Gloria A. Suarez, Tissyana C. Camacho
This study investigates the immigrant paradox, whereby early generation immigrant youth exhibit more positive developmental outcomes than their later generation peers. Among our sample of Latino 9th graders (n 212) residing in impoverished, urban cities, we examine whether the immigrant paradox exists with regard to Latino adolescents’ educational values and school effort and whether cultural values serve as a protective factor for Latino youth. Our findings provide evidence for the immigrant paradox with regard to educational values in both our full sample as well as the Dominican American subsample and highlight the importance of drawing greater distinctions within cohorts of second-generation Latino youth. Further, greater endorsement of traditional cultural values, such as familismo and family obligations, were significantly related to adolescents’ educational values and school effort. Hence, this study underscores the importance of family processes and cultural values in motivating children of immigrants to succeed academically.
{"title":"Investigating the Immigrant Paradox and Latino Adolescents' Academic Attitudes","authors":"Maria T. Aretakis, Rosario Ceballo, Gloria A. Suarez, Tissyana C. Camacho","doi":"10.1037/LAT0000031","DOIUrl":"https://doi.org/10.1037/LAT0000031","url":null,"abstract":"This study investigates the immigrant paradox, whereby early generation immigrant youth exhibit more positive developmental outcomes than their later generation peers. Among our sample of Latino 9th graders (n 212) residing in impoverished, urban cities, we examine whether the immigrant paradox exists with regard to Latino adolescents’ educational values and school effort and whether cultural values serve as a protective factor for Latino youth. Our findings provide evidence for the immigrant paradox with regard to educational values in both our full sample as well as the Dominican American subsample and highlight the importance of drawing greater distinctions within cohorts of second-generation Latino youth. Further, greater endorsement of traditional cultural values, such as familismo and family obligations, were significantly related to adolescents’ educational values and school effort. Hence, this study underscores the importance of family processes and cultural values in motivating children of immigrants to succeed academically.","PeriodicalId":94085,"journal":{"name":"Journal of Latina/o psychology","volume":"105 1","pages":"56-69"},"PeriodicalIF":0.0,"publicationDate":"2015-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72934658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Relatively few studies to date have examined the performance of BMI in detecting excess adiposity in Latina/o youth. The objective of the present study was to assess the validity of the Centers for Disease Control and Prevention’s (CDC’s) BMI 95th percentile to identify excess adiposity in a sample of rural Latina/o youth. Height and weight and anthropometric skinfold measures were obtained for 636 third through fifth grade Latina/o students. Approximately 41.5% of the sample fell within the obese BMI range. Receiver operating characteristic curves were utilized to assess the sensitivity and specificity of the CDC BMI 95th percentile in classifying excess percent body fat. For the total sample, the BMI 95th percentile showed a sensitivity of 0.84 and specificity of 0.80. The area under the curve (AUC) was 0.82 indicating fair to good discriminatory power. Subgroup analysis indicated high sensitivity (0.95) for Latina girls and high specificity (0.91) for Latino boys. Our findings suggest that rural Latino boys have a greater likelihood of being under identified as having excess adiposity when using BMI in isolation. These findings provide initial evidence for a need for racial/ethnic specific BMI norms for Latina/o youth.
{"title":"Validity of Body Mass Index in Assessing Adiposity in Latina/o Youth","authors":"C. Limbers, R. Kantor, G. R. Grimes","doi":"10.1037/LAT0000036","DOIUrl":"https://doi.org/10.1037/LAT0000036","url":null,"abstract":"Relatively few studies to date have examined the performance of BMI in detecting excess adiposity in Latina/o youth. The objective of the present study was to assess the validity of the Centers for Disease Control and Prevention’s (CDC’s) BMI 95th percentile to identify excess adiposity in a sample of rural Latina/o youth. Height and weight and anthropometric skinfold measures were obtained for 636 third through fifth grade Latina/o students. Approximately 41.5% of the sample fell within the obese BMI range. Receiver operating characteristic curves were utilized to assess the sensitivity and specificity of the CDC BMI 95th percentile in classifying excess percent body fat. For the total sample, the BMI 95th percentile showed a sensitivity of 0.84 and specificity of 0.80. The area under the curve (AUC) was 0.82 indicating fair to good discriminatory power. Subgroup analysis indicated high sensitivity (0.95) for Latina girls and high specificity (0.91) for Latino boys. Our findings suggest that rural Latino boys have a greater likelihood of being under identified as having excess adiposity when using BMI in isolation. These findings provide initial evidence for a need for racial/ethnic specific BMI norms for Latina/o youth.","PeriodicalId":94085,"journal":{"name":"Journal of Latina/o psychology","volume":"13 1","pages":"121-128"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84395511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sarah May, Lisa Y. Flores, Stephen C. Jeanetta, Lindsey Saunders, C. Valdivia, M. A. Avalos, Domingo Martinez
{"title":"Latina/o immigrant integration in the rural midwest: Host community resident and immigrant perspectives.","authors":"Sarah May, Lisa Y. Flores, Stephen C. Jeanetta, Lindsey Saunders, C. Valdivia, M. A. Avalos, Domingo Martinez","doi":"10.1037/LAT0000029","DOIUrl":"https://doi.org/10.1037/LAT0000029","url":null,"abstract":"","PeriodicalId":94085,"journal":{"name":"Journal of Latina/o psychology","volume":"14 1","pages":"23-39"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78926430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Latinas are noticeably underrepresented in science majors, yet only limited research investigates specific behaviors and events that encourage Latinas’ connection to science. This study uses an ecocultural framework to identify socialization factors that promote the development of Latina science identities. Thirty-two college-aged Latinas in science-related majors participated in focus groups, and an additional 12 participated in interviews. Using interactive qualitative analysis (Northcutt & McCoy, 2004), we found 8 factors that influenced the development of a science identity: home environment, teacher influences, school experiences, contextual factors, media, using your brain, emotions, and career planning. Participants saw the first 4 factors as initiators of their development, with media as an irregular contributor. These environmental factors were filtered through the individual factors of using your brain and emotions, with career planning as the outcome. The results overall support that Latina science identity development results from a system of influences, with parents and teachers providing the foundations of interest and school experiences providing the impetus toward specific subject matter.
{"title":"Sparking an Interest: A Qualitative Study of Latina Science Identity Development","authors":"K. Jackson, M. Suizzo","doi":"10.1037/LAT0000033","DOIUrl":"https://doi.org/10.1037/LAT0000033","url":null,"abstract":"Latinas are noticeably underrepresented in science majors, yet only limited research investigates specific behaviors and events that encourage Latinas’ connection to science. This study uses an ecocultural framework to identify socialization factors that promote the development of Latina science identities. Thirty-two college-aged Latinas in science-related majors participated in focus groups, and an additional 12 participated in interviews. Using interactive qualitative analysis (Northcutt & McCoy, 2004), we found 8 factors that influenced the development of a science identity: home environment, teacher influences, school experiences, contextual factors, media, using your brain, emotions, and career planning. Participants saw the first 4 factors as initiators of their development, with media as an irregular contributor. These environmental factors were filtered through the individual factors of using your brain and emotions, with career planning as the outcome. The results overall support that Latina science identity development results from a system of influences, with parents and teachers providing the foundations of interest and school experiences providing the impetus toward specific subject matter.","PeriodicalId":94085,"journal":{"name":"Journal of Latina/o psychology","volume":"83 1","pages":"103-120"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91040495","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
El proceso de socialización racial ha sido asociado con el desarrollo de una identidad étnica y racial positiva entre los Afro-Americanos y los/as Latinos/as en los Estados Unidos. Dado que los Latinos tienen diferentes colores de piel, es importante entender el proceso de socialización racial y la influencia en el desarrollo de la identidad racial en los latinos de diferentes colores de piel. Los investigadores han estudiado a los/as Latinos/as como un grupo homogéneo. Hasta ahora, poca atención se le ha dado a la forma en que el proceso de socialización racial impacta de manera diferente al desarrollo de la identidad racial y étnica en Latinos de piel clara y oscura. A través de las experiencias de nueve Latinas, este estudio ilustra las experiencias de socialización racial y el efecto multifacético en la construcción de la identidad étnica y racial. De acuerdo con las conclusiones de este estudio, el proceso de socialización racial de las Latinas no las prepara para la discriminación. Esto puede ser perjudicial para los/as Latinos/as de piel oscura, ya que ellos pueden ser discriminados. Además, aunque se las prepare, las Latinas de piel oscura no se benefician necesariamente del proceso de socialización racial debido a las experiencias raciales y los estereotipos étnicos que existen fuera del entorno familiar, en el contexto de la sociedad de los Estados Unidos.
{"title":"The effects of racial socialization on the racial and ethnic identity development of Latinas.","authors":"Beverly Araujo Dawson, Laura Quiros","doi":"10.1037/LAT0000024","DOIUrl":"https://doi.org/10.1037/LAT0000024","url":null,"abstract":"El proceso de socialización racial ha sido asociado con el desarrollo de una identidad étnica y racial positiva entre los Afro-Americanos y los/as Latinos/as en los Estados Unidos. Dado que los Latinos tienen diferentes colores de piel, es importante entender el proceso de socialización racial y la influencia en el desarrollo de la identidad racial en los latinos de diferentes colores de piel. Los investigadores han estudiado a los/as Latinos/as como un grupo homogéneo. Hasta ahora, poca atención se le ha dado a la forma en que el proceso de socialización racial impacta de manera diferente al desarrollo de la identidad racial y étnica en Latinos de piel clara y oscura. A través de las experiencias de nueve Latinas, este estudio ilustra las experiencias de socialización racial y el efecto multifacético en la construcción de la identidad étnica y racial. De acuerdo con las conclusiones de este estudio, el proceso de socialización racial de las Latinas no las prepara para la discriminación. Esto puede ser perjudicial para los/as Latinos/as de piel oscura, ya que ellos pueden ser discriminados. Además, aunque se las prepare, las Latinas de piel oscura no se benefician necesariamente del proceso de socialización racial debido a las experiencias raciales y los estereotipos étnicos que existen fuera del entorno familiar, en el contexto de la sociedad de los Estados Unidos.","PeriodicalId":94085,"journal":{"name":"Journal of Latina/o psychology","volume":"32 1","pages":"200-213"},"PeriodicalIF":0.0,"publicationDate":"2014-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87937867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
G. Stein, Alexandra M. Cupito, Julia L. Mendez, J. Prandoni, N. Huq, Diana Westerberg
This article reviews an emerging literature examining the effects of familism across childhood and adolescence. Familism has been described as a Latino cultural value that emphasizes obligation, filial piety, family support and obedience, and its effects have been documented as primarily protective across childhood and adolescence. This review seeks to organize and critique existing research using a developmental science framework. Key tenets of this perspective that are highlighted in the review are close consideration of how familism develops within an individual across time, manifests itself at different points in development, and impacts child, adolescent, and family functioning. Forty-four articles were examined and categorized with results showing that the protective influence of familism is most evident during the period of adolescence. Consideration of expressions of familism and the impact of familism on outcomes during earlier and later periods of development is offered as a recommendation for deriving a more complete understanding of the function of familism in Latino families.
{"title":"Familism Through a Developmental Lens","authors":"G. Stein, Alexandra M. Cupito, Julia L. Mendez, J. Prandoni, N. Huq, Diana Westerberg","doi":"10.1037/LAT0000025","DOIUrl":"https://doi.org/10.1037/LAT0000025","url":null,"abstract":"This article reviews an emerging literature examining the effects of familism across childhood and adolescence. Familism has been described as a Latino cultural value that emphasizes obligation, filial piety, family support and obedience, and its effects have been documented as primarily protective across childhood and adolescence. This review seeks to organize and critique existing research using a developmental science framework. Key tenets of this perspective that are highlighted in the review are close consideration of how familism develops within an individual across time, manifests itself at different points in development, and impacts child, adolescent, and family functioning. Forty-four articles were examined and categorized with results showing that the protective influence of familism is most evident during the period of adolescence. Consideration of expressions of familism and the impact of familism on outcomes during earlier and later periods of development is offered as a recommendation for deriving a more complete understanding of the function of familism in Latino families.","PeriodicalId":94085,"journal":{"name":"Journal of Latina/o psychology","volume":"464 1","pages":"224-250"},"PeriodicalIF":0.0,"publicationDate":"2014-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77039369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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