Perceived Paternal and Maternal Acceptance and Rural African American and European American Youths' Psychological Adjustment

This study explores the following question: Are rural African American and European American youths' experiences of paternal and maternal acceptance equally related to their self‐reported psychological adjustment, or do youths' experiences of paternal acceptance account for an independent portion of the variance in psychological adjustment, over and above the portion of variance explained by their experiences of maternal acceptance? This study also explores possible social‐class, age, gender, and paternal‐residence differences in perceived paternal and maternal acceptance and youths' psychological adjustment. The research is based on a proportional, stratified, random sample of 281 African American and European American families in a poor, rural, biracial county of Georgia, U.S.A. Results of multiple regression analyses indicate that only perceived paternal acceptance is significantly related to European American youths' self‐reported psychological adjustment when controlling for the influence of perceived maternal acceptance. In African American families, both perceived paternal acceptance and perceived maternal acceptance are significantly related to youths' self‐reported psychological adjustment. Finally, results of analyses indicate that relationships between perceived paternal and maternal acceptance and youths' psychological adjustment within the ethnic groups are not related significantly to youths' age, gender, paternal residence, or social class.     

Linking Changes in Parenting to Parent–Child Relationship Quality and Youth Self‐Control: The Strong African American Families Program

A randomized prevention trial was conducted contrasting families who took part in the Strong African American Families Program (SAAF), a preventive intervention for rural African American mothers and their 11‐year‐olds, with control families. SAAF is based on a conceptual model positing that changes in intervention‐targeted parenting behaviors would enhance responsive‐supportive parent–child relationships and youths' self‐control, which protect rural African American youths from substance use and early sexual activity. Parenting variables included involvement‐vigilance, racial socialization, communication about sex, and clear expectations for alcohol use. Structural equation modeling analyses indicated that intervention‐induced changes in parenting were linked with changes in responsive–supportive parent–child relationships and youth self‐control.     

African American Adolescent Girls in Impoverished Communities: Parenting Style and Adolescent Outcomes

The relationship between parenting style and adolescent functioning was examined in a sample of 302 African American adolescent girls and their mothers who lived in impoverished neighborhoods. Although previous research has found that authoritative parenting, as compared with authoritarian, permissive, and disengaged parenting, is associated with positive adolescent outcomes in both European American, middle‐class and large multiethnic school‐based samples, these parenting categories have not been fully explored in African American families living at or near poverty level. Data were collected from adolescent girls and their self‐identified mothers or mother figures using in‐home interviews and self‐administered questionnaires. Parenting style was found to be significantly related to adolescent outcome in multiple domains including externalizing and internalizing behaviors, academic achievement, work orientation, sexual experience, and pregnancy history. Specifically, teens whose mothers were disengaged (low on both parental warmth and supervision/monitoring) were found to have the most negative outcomes.     

Self‐Esteem Trajectories among Ethnic Minority Adolescents: A Growth Curve Analysis of the Patterns and Predictors of Change

The current study presents a growth curve analysis of self‐esteem among Black, Latino, and Asian American high school students. A series of hierarchical linear models were used to examine patterns and predictors of change in self‐esteem over time. Results revealed an average increase in self‐esteem with age. Although boys and girls experienced similar trajectories of self‐esteem, ethnicity was a significant moderator of developmental change. Black adolescents reported higher self‐esteem, while Asian American adolescents reported lower self‐esteem, compared with their Latino peers. Latino adolescents experienced a sharper increase in self‐esteem over time compared with Black adolescents. The unique and conjoint effects of adolescents' experiences with peers, family, and school were examined in relation to self‐esteem trajectories. Results revealed that each perceived context was significantly associated with self‐esteem trajectories when examined independently, but family experiences emerged as most strongly related to changes in self‐esteem. Results underscore the need to examine change at the individual level, as well as the importance of studying the unique and conjoint effects of individual and contextual‐level variables on developmental processes among ethnic minority adolescents.     

Challenges in Isolating the Effect of College Attainment and Debt Accumulation on Young Adult Self‐Concept

Prior studies have found college attendance to boost self‐esteem and mastery in young adults. Yet, college attendance itself is likely influenced by self‐esteem and mastery levels experienced in adolescence. And both are likely influenced by adolescent cognitive ability and academic achievement. Using data from the NLSY79‐YA, we illustrate the difficulties in isolating the positive effect of college on young adult self‐concept. First, we estimate adolescent self‐concept trajectories for respondents and analyze whether these trajectories are predictive of college attendance and degree attainment. Second, we assess whether the inclusion of adolescent self‐concept trajectories significantly reduces the beneficial effect of college on young adult self‐esteem and mastery. We also investigate the complex temporal relationship between adolescent characteristics, debt accumulation, and young adult self‐concept. Our findings show that the positive effects of college attainment and debt accumulation on young adult self‐concept are significantly reduced when measures of adolescent self‐concept and cognitive ability are included. These results imply that the benefit of going to college or acquiring debt may be overstated when adolescent characteristics are not taken into consideration.     

The Nature and Correlates of Sibling Influence in Two‐Parent African American Families

Guided by research and theory on sibling similarities and differences, this study explored the nature and correlates of 2 processes of sibling influence—social learning and sibling differentiation—during adolescence. Participants included 2 adolescent‐age siblings (M = 16.29 years for older siblings and M = 12.59 years for younger siblings, respectively) from 166 two‐parent African American families. Significant nonlinear associations between these two influence dynamics and some sibling relationship qualities were discovered. For sibling differentiation, but not social learning, these links were further moderated by gender composition of the sibling dyad. Additional analyses revealed that youths' reports of social learning were generally linked to smaller differences between siblings, whereas differentiation processes were linked to greater differences in siblings' individual characteristics.     

Parental Involvement Promotes Rural African American Youths’ Self‐Pride and Sexual Self‐Concepts

This study, an evaluation of the Strong African American Families Program, was designed to determine whether intervention‐induced changes in targeted parenting behaviors were associated with young adolescents’ development of racial pride, self‐esteem, and sexual identity. Participants were 332 African American mothers and their 11‐year‐old children in 9 rural Georgia counties. Families were randomly assigned to a control group or an intervention group. Unlike those in the control families, mothers in the intervention group reported increases in targeted parenting behaviors, which promoted self‐esteem, positive racial identity, and positive sexual self‐concepts among their children. These findings expand the study of African American youths’ identity development by including broader domains of identity and parenting processes other than racial socialization.     

The influence of dual‐identity development on the psychosocial functioning of African‐American gay and bisexual men

To examine the influence of racial‐ethnic and sexual identity development on the psychosocial functioning of African‐American gay and bisexual men (AAGBM), 174 AAGBM completed questionnaire packets designed to assess their levels of racial‐ethnic and sexual identity development, self‐esteem, social support, male gender role stress, HIV prevention self‐efficacy, psychological distress, and life satisfaction. The results indicate that AAGBM who possess more positive (i.e., integrated) seif‐identification as being African American and gay reported higher levels of self‐esteem, HIV prevention self‐efficacy, stronger social support networks, greater levels of life satisfaction, and lower levels of male gender role and psychological distress than their counterparts who reported less positive (i.e., less well integrated) African‐American and gay identity development. Although higher levels of racial‐ethnic identity development were associated with greater levels of life satisfaction, sexual identity development was not.     

Adolescent Behavioral,Emotional, and Cognitive Engagement Trajectories in School and Their Differential Relations to Educational Success

The current study used a multidimensional approach to examine developmental trajectories of three dimension of school engagement (school participation, sense of school belonging, and self‐regulated learning) from grades 7 to 11 and their relationships to changes in adolescents’ academic outcomes over time. The sample includes 1,148 African American and European American adolescents (52% females, 56% black, 34% white, and 10% others). As expected, the downward trajectories of change in school participation, sense of belonging to school, and self‐regulated learning differed as did their predictive relationships with academic performance and educational aspiration, with school belonging declining most markedly, but being least predictive of changes in grade point average.     

Effect of Trajectories of Friends' and Parents' School Involvement on Adolescents' Engagement and Achievement

In a sample of 527 academically at‐risk youth, we investigated trajectories of friends' and parents' school involvement across ages 12–14 and the joint contributions of these trajectories to adolescents' age 15 school engagement and academic achievement. Girls reported higher levels of friends' and parents' school involvement than boys. Both parents' and friends' school involvement declined across ages 12–14. Combined latent growth models and structural equation models showed effects of the trajectories of friends' and parents' school involvement on adolescents' age 15 school engagement and academic achievement, over and above adolescents' prior performance. These effects were additive rather than interactive. Strategies for enhancing parent involvement in school and students' affiliation with peers who are positively engaged in school are discussed.     

The Relationship Between Nonsuicidal Self‐Injury and Family Functioning: Adolescent and Parent Perspectives

We explored parent and adolescent reports of family functioning, how this differed if the parent was aware that their child self‐injured, and how parental awareness of self‐injury was related to self‐injury frequency, self‐injury severity, and help seeking. Participants were 117 parent–adolescent dyads, in 23 of which the adolescent self‐injured. Adolescents who self‐injured reported poorer family functioning than their parents, but parents who did not know about their child's self‐injury reported similar functioning to parents whose children did not self‐injure. Parents were more likely to know that their child self‐injured when the behavior was severe and frequent. Help‐seeking was more likely when parents knew about self‐injury. Family‐based interventions which emphasize perspective‐taking could be used to effectively treat self‐injury.     

Paths to Intimate Relationship Quality From Parent–Adolescent Relations and Mental Health

Using a developmental systems perspective and public‐use longitudinal data from participants currently in a romantic relationship at Wave 4 of the National Longitudinal Study of Adolescent Health (n = 2,970), the current study explored direct and indirect paths from parent–adolescent relationship quality to young adult intimate relationship quality. Structural equation modeling tested whether mental health (depressive symptoms and self‐esteem) in the transition to adulthood mediated the association between parent–adolescent relations and young adult intimate relations. The results indicated that higher quality parent–adolescent relations predicted higher self‐esteem and lower depressive symptoms during the transition to adulthood as well as higher young adult intimate relationship quality, controlling for adolescent mental health and parent–young adult relationship quality. Higher self‐esteem during the transition to adulthood was associated with greater intimate relationship quality, whereas greater depressive symptomatology predicted reduced intimate relationship quality. One significant indirect path emerged: parent–adolescent relationship quality → self‐esteem → intimate relationship quality.     

Association of Demanding Kin Relations With Psychological Distress and School Achievement Among Low‐Income,African American Mothers and Adolescents: Moderating Effects of Family Routine

Association of demanding kin relations and family routine with adolescents' psychological distress and school achievement was assessed among 200 low‐income, African American mothers and adolescents. Demanding kin relations were significantly associated with adolescents' psychological distress. Family routine was significantly related to adolescents' school achievement. Demanding kin relations were negatively associated with school achievement for adolescents from families low in routine, but unrelated to achievement for adolescents in families high in routine. Additional research is needed on poor families and their social networks.     

Being Well vs. Doing Well: Self‐Esteem and School Performance among Immigrant and Nonimmigrant Racial and Ethnic Groups

It has frequently been suggested that the academic achievement of minority students may be hindered by low self‐esteem in a white‐dominated society. Some researchers and theorists, however, have questioned such assumptions. The self‐esteem‐academic achievement issue is further complicated by the relatively strong performance of children of immigrants in general, and of children of Asian immigrants in particular. A substantial literature suggests that these children face insecurities and difficulties that are inconsistent with high self‐esteem. In examining data from the National Longitudinal Study of Adolescent Health, we find that Asians do show the lowest levels of reported self‐esteem of the major racial/ethnic groups, but also the highest grade‐point averages. Black adolescents, on the other hand, show the highest levels of reported self‐esteem, but show relatively low grade‐point averages. In further examination, we demonstrate that despite this apparent inconsistency between school performance and reported self‐esteem, the two do have a positive relationship. Immigrant parental status, we suggest, has a complex relationship to school performance and psychological well‐being that can help to explain the apparent paradox.     

Racial Identity,School Racial Climate,and School Intrinsic Motivation Among African American Youth: The Importance of Person–Context Congruence

Researchers have been concerned with whether strong racial identification promotes or inhibits achievement motivation among African American youth, but current literatures have paid little attention to the role of youths' contexts. In this study, we outline a racial identity–context congruence framework that predicts positive benefits of a strong, positive racial identity when the context is congruent with youths' beliefs. To test this framework, we examined school racial climate as a moderator in the relationships of three racial identity variables (centrality, private regard, and public regard) with intrinsic motivation for attending school in a sample of 11th graders. Overall, results support the congruence perspective and also demonstrate how feelings of belonging at school mediate the relationship between racial identity–racial climate congruence and school intrinsic motivation.     

The Importance of Parenting and Financial Contributions in Promoting Fathers' Psychological Health

This study explores the relationship between residential, biological fathers' parental engagement, financial contributions, and psychological well‐being in 2‐parent families. Specifically, this study focuses on how fathers' parental engagement and financial contributions are related to their self‐esteem, self‐efficacy, and psychological distress. Analyses utilize data from the first 2 waves of the Panel Study of Income Dynamics' Child Development Supplement and employ a subsample of father‐child pairs (N = 771). The most consistent finding was that fathers' engagement in parenting and financial contributions to the family predicted improvements in fathers' psychological well‐being. On the other hand, the results found very limited support for the more common proposition that healthy psychological functioning promotes increases in fathers' parental engagement and financial contributions.     

Maternal support and adolescent self‐esteem

The relationship between perceived level of maternal support and adolescent well‐being as measured by level of self‐esteem was examined in a sample of 103 black child participants living in urban formal housing and urban informal housing. The study findings support previous research demonstrating a relationship between maternal support and adolescent psychological well‐being. The findings also point to the benefits of an authoritative style of maternal support that is context‐specific. Authoritative or strict maternal parenting in this study, operationalized in terms of an achievement‐oriented maternal support, was significantly related to mental well‐being of children living in informal settlements. Affiliative related maternal support and lack of social isolation were related to increased adolescent well‐being in urban formal housing. Gender differences in perceived maternal support were also evident in the sample. Mother's presence at home was also related to increased psychological well‐being as measured by self‐esteem.     

Stability and Change in Private and Public Ethnic Regard Among African American,Puerto Rican,Dominican, and Chinese American Early Adolescents

Over the past 20 years, researchers have demonstrated that ethnic identity in adolescence is multifaceted and dynamic, encompassing a number of aspects of content and self‐definition. The present study examines private regard (i.e., youths' positive evaluations of their ethnic group) as well as public regard, which refers to their perceptions of others' evaluations of the group. The primary objective of the present study was to examine stability versus change in private and public regard among an ethnically diverse sample of early adolescents as they progressed through middle school. Using data from a longitudinal investigation of 6th graders, we found that private regard was stable over time and quite positive for all groups. In addition, while Chinese American youths' public regard tended to increase over time, African American, Puerto Rican, and Dominican youths' public regard decreased across the middle school years. Implications for ethnic identity theory are discussed.     

Positive Effects of Talking About the Negative: Family Narratives of Negative Experiences and Preadolescents' Perceived Competence

Family narratives about the past are an important context for the socialization of emotion, but relations between expression of negative emotion and children's emerging competence are conflicting. In this study, 24 middle‐class two‐parent families narrated a shared negative experience together and we examined the process (initiations and collaborations) and function (the expression and explanation of emotions) of co‐constructed narratives in relation to preadolescents' perceived competencies and self‐esteem. Family narratives in which specific emotions were expressed and explained in a collaborative fashion, especially negative emotion, were positively related to preadolescents' reported competencies and self‐esteem, whereas family narratives that expressed general positive emotion were negatively related to preadolescents' perceived competencies. Implications of family narratives about emotional events, specifically the ways in which families discuss emotion, in relation to preadolescents' self‐development are discussed.     

Analyzing Cultural Models in Adolescent Accounts of Romantic Relationships

Research on academic achievement has led the way in demonstrating how culturally constructed meanings shape adolescent scholastic behavior. The aim of this research is to move this standpoint of analysis more centrally into the area of adolescent dating and sexuality by focusing on the cultural components of adolescent romantic relationships. This study examines cultural models of romantic relationships in Vernacular Term Interviews of 68 African American and 59 Mexican American 11th‐ and 12th‐grade female and male high school students. A subset of interviews was analyzed first qualitatively to identify the models. The models then were committed to a manual and 4 analytic coders established reliability before coding all interviews blind as to race/ethnicity and gender of the adolescent. The resultant data were summarized by a principal components analysis that yielded 5 interpretable factors. Factor scores were computed and compared for gender and race/ethnicity differences. The results demonstrated clear differences in factors by race/ethnicity but not by gender. Results are discussed in relation to cultural differences described in the literature for these 2 populations.