This study investigated the correlates of childhood depressive symptoms in an African American sample. We included processes that are likely to operate for all children, regardless of race or ethnicity, as well as events and circumstances that are largely unique to children of color. These various constructs were assessed at both the individual and community level. The analyses consisted of hierarchical linear modeling with a sample of 810 African American families living in Iowa and Georgia. Three individual-level variables were associated with childhood depressive symptoms: uninvolved parenting, racial discrimination, and criminal victimization. At the community level, prevalence of both discrimination and criminal victimization were positively related and community ethnic identification was negatively related to depressive symptoms. Further, there was evidence that community ethnic identification and neighborhood poverty serve to moderate the relationship between criminal victimization and depressive symptoms. Overall, the findings underscore the importance of considering factors unique to the everyday lives of the cultural group that is the focus of study, while demonstrating the dangers of a "one model fits all" approach to studying children of color. University of Michigan AbstractThis study investigated the correlates of childhood depressive symptoms in an African American sample. We included processes that are likely to operate for all children, regardless of race or ethnicity, as well as events and circumstances that are largely unique to children of color. These various constructs were assessed at both the individual and community level. The analyses consisted of hierarchical linear modeling with a sample of 810 African American families living in Iowa and Georgia. Three individual-level variables were associated with childhood depressive symptoms: uninvolved parenting, racial discrimination, and criminal victimization. At the community level, prevalence of both discrimination and criminal victimization were positively related and community ethnic identification was negatively related to depressive symptoms. Further, there was evidence that community ethnic identification and neighborhood poverty serve to moderate the relationship between criminal victimization and depressive symptoms. Overall, the findings underscore the importance of considering factors unique to the everyday lives of the cultural group that is the focus of study, while demonstrating the dangers of a "one model fits all" approach to studying children of color.
ࡗ Community Differences in the Association Between Parenting Practices and Child Conduct ProblemsVarious hypotheses were identified regarding the manner in which community context might influence the association between two dimensions of parenting-control and corporal punishment-on child conduct problems. The authors used hierarchical linear modeling with a sample of 841 African American families to test these hypotheses.
Data obtained from two waves of a longitudinal study of 671 rural African American families, with an 11-year-old preadolescent, were examined to test pathways through which racial and ethnic socialization influence youth's self-presentation and academic expectation and anticipation through the enhancement of youth self-pride. Structural equation modeling analyses indicated that racial and ethnic socialization was linked with youth's expectation and anticipation for academic success, through youth self-pride, including racial identity and self-esteem, and academic self-presentation. The results highlight the need to disaggregate racial and ethnic socialization in order to better understand how these parenting domains uniquely forecast youth self-pride, as well as their orientation to education and academic success. Keywordsparenting; racial socialization; rural; racial identity; academic self-presentationThe study presented in this article tests a heuristic model, developed by the Study Group on Culture, Race, and Ethnicity Culture and Race, for understanding the pathway through parenting practice unique to African American parents, in particular the combination of racial and ethnic socialization, forecasts youths' orientation to education, an important developmental goal parents have for children within this community (Brody & Stoneman, 1992;Hill, 2001). In this endeavor, we examined the extent to which racial and ethnic Correspondence concerning this article should be addressed to Velma McBride Murry, University of Georgia, Center for Family Research, 1095 College Station Road, Athens, GA 30602−4527. E-mail: vmurry@uga.edu. Publisher's Disclaimer: The following manuscript is the final accepted manuscript. It has not been subjected to the final copyediting, fact-checking, and proofreading required for formal publication. It is not the definitive, publisher-authenticated version. The American Psychological Association and its Council of Editors disclaim any responsibility or liabilities for errors or omissions of this manuscript version, any version derived from this manuscript by NIH, or other third parties. The published version is available at http://www.apa.org/journals/cdp/ NIH Public Access Author ManuscriptCultur Divers Ethnic Minor Psychol. Author manuscript; available in PMC 2010 January 1. NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript socialization influence rural African American youths' self-pride, consisting of racial identity and self-esteem, and the role of youth self-pride in forecasting whether youth would be willing to hide his or her abilities in school to "fit" in with peers. Subsequently, as educational performance and school connectedness are juxtaposed with often the salience of racial identity, we pose the question, "how does a strong sense of self-pride encourage youth to not engage in behaviors that reflect masking their academic abilities in order to maintain a sense of collective identity?" (Ogbu, 2004). Finally, how does the concealment of ones' ac...
These results provide preliminary evidence for the efficacy of a parenting program designed to teach sexual communication skills to prevent sexual risk in preadolescents. TRIAL REGISTRATION; clinicaltrials.gov Identifier: NCT00137943.
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