Family contextual influences on bicultural competence development among U.S. Mexican-origin youths.

Safa, M. Dalal; White, Rebecca M. B.; Knight, George P.

doi:10.1037/dev0001022

Cited by 10 publications

(10 citation statements)

References 62 publications

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“…Taken together, our findings underscore the need for future research to examine contextual and individual factors shaping the bicultural affordances and demands youth encounter, which inform ways in which youth negotiate opportunities and challenges associated with the heritage and host cultures (Knight et al, 2018) and ultimately their bicultural competence development (change or stabilization; e.g., García Coll et al, 1996; Motti‐Stefanidi et al, 2012). Considering the degree of stability observed in our study and in prior work examining biculturalism over time, it is also important to identify early processes that set into motion the development of bicultural competence (Safa et al, 2020).…”

Section: Discussionmentioning

confidence: 83%

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Bicultural competence and academic adjustment across Latino youth adaptation from high school to college

2022

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This study investigated the association between bicultural competence and academic adjustment (i.e., engagement, efficacy, achievement) among 193 Latino youth (65.3% female; 89.1% U.S.‐born) followed from their senior high school year (Mage = 17.58 years, SD = 0.53) to their fifth college semester (2016–2019). Latent growth analyses revealed that youth's overall bicultural competence trajectory was moderately high and stable across this period. Youth who maintained or increased bicultural competence levels over time (slopes) demonstrated greater self‐efficacy. Youth with greater high school bicultural competence (intercepts) demonstrated higher engagement but lower achievement. No other associations emerged. This study highlights that the promoting influence of bicultural competence may not extend to all indicators of academic adjustment but may depend upon the contexts and demands they navigate.

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Section: Discussionmentioning

confidence: 83%

“…Dashed lines represent nonsignificant paths. Model fit: χ 2 (52) = 71.61, p = .037; comparative fit index = .97; root mean square error of approximation = .04, 90% CI [.01, .07 early that set into motion the development of bicultural competence (Safa et al, 2020).…”

Section: T6 Academicmentioning

confidence: 99%

Bicultural competence and academic adjustment across Latino youth adaptation from high school to college

2022

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“…The full sample of mothers and youths (from single-mother and two-parent households) represents one of the largest and most representative samples of U.S. Mexican-origin families (Roosa et al, 2008). The subsample of fathers from two-parent households represents an important population of fathers with a wide range of variability in demographic characteristics (Safa, White, & Knight, 2020). We estimated hypothesized models separately in the full sample of mother-adolescent dyads ( N = 749) and in the subsample of father–adolescent dyads ( n = 579).…”

Section: Methodsmentioning

confidence: 99%

A family stress model investigation of bicultural competence among U.S. Mexican-origin youth.

Safa

White

Knight

2021

Cultural Diversity & Ethnic Minority Psychology

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Objectives:We investigated the influence of parental exposure to family stressors on parents' ethnic socialization practices and adolescents' cultural competencies among U.S. Mexican-origin families. Method: The sample included 749 U.S. Mexican-origin families followed for 5 years (two-parent families ϭ 579; single-mother families ϭ 170). At the first wave, mean age was 35.9 years for mothers, 38.1 years for fathers, and 10.42 years for youths (49% female). Most youths were U.S.-born (70.3%). Most parents were Mexico-born (74.3% to 79.9%). On average, Mexico-born parents had resided in the U.S. for 12.57 to 14.58 years. Both parents reported about 10 years of education. Annual family incomes ranged from less than $5,000 to more than $95,000. We conducted longitudinal structural equation analyses to test a culturally expanded Family Stress Model. Results: Mothers' exposures to enculturative language stressors disrupted maternal ethnic socialization, and in turn, undermined adolescents' bicultural competence. Conclusions: This work advances understanding of the family processes that set into motion youth's bicultural competence development. Public Significance StatementIt is important to identify family and environmental factors that promote or constrain bicultural competence, or the ability to respond successfully to demands from two cultures, among immigrant and ethnic-racial minority youth. In U.S. Mexican-origin families, mothers' ethnic socialization promotes adolescents' bicultural competence. Maternal engagement in ethnic socialization, however, can be disrupted in the context of certain stressors. Supporting mothers' efforts to engage in ethnic socialization, perhaps by mitigating critical stressors, may help to promote bicultural competence among minority youth.

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“…However, these dimensions are distinct in that some individuals may report different levels of comfort, facility, and advantages as they are becoming bicultural (Basilio et al, 2014;LaFromboise et al, 1993); thus, the study examined how each dimension may moderate the relations between filial responsibility and socioemotional well-being. Given that limited research has explored these specific dimensions, with extant research focusing on adolescence (Safa et al, 2019(Safa et al, , 2020, this is an exploratory aim of the study.…”

Section: Filial Responsibility and Bicultural Competencementioning

confidence: 99%

Filial responsibility, bicultural competence, and socioemotional well-being among Latina college students.

Carbajal¹,

Toro²

2021

Cultural Diversity & Ethnic Minority Psychology

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Objective: Filial responsibility includes instrumental and expressive caregiving. Research on the perceptions of filial responsibility has examined perceived unfairness-the perception of the lack of equity and mutuality in the distribution of such tasks. Previous research on filial responsibility among Latinx young adults is inconsistent and limited but has indicated that examining dimensions of filial responsibility is key to understanding its impact on socioemotional outcomes. Furthermore, it is important to consider how dimensions of bicultural competence (comfort, facility, and advantages perceived in navigating two cultural contexts), moderate these relations. The current study examined filial responsibility and socioemotional well-being among Latina college students. We also examined the moderating role of dimensions of bicultural competence. Method: Latina college students (N = 312, M age = 19.12, SD = 1.15) provided self-reports on filial responsibility, bicultural competence, depressive symptoms, and self-esteem. Stepwise regression and moderation analyses were conducted to examine the aims of the study. Results: For filial responsibility, we found that expressive caregiving related to more depressive symptoms. Instrumental caregiving is related to higher self-esteem. Perceived unfairness was related to more depressive symptoms and lower self-esteem. Although the global measure of bicultural competence was not a significant moderator, certain dimensions of bicultural competence moderated these relations. Bicultural facility amplified the relations between expressive caregiving and depressive symptoms. Bicultural comfort amplified the relation between perceived unfairness and depressive symptoms. Bicultural comfort and advantages amplified the relations between perceived unfairness and self-esteem. Conclusion: The study has implications for improving the socioemotional well-being of Latina college students. Public Significance StatementAlong with experiencing long-standing mental health disparities, Latina college students can be overwhelmed with filial responsibility. To manage such tasks, they may rely on their competence in being bicultural. Specifically, they benefit from a sense of comfort in their dual-cultural worlds as they report higher self-esteem regardless of the perceived inequity of filial responsibility.

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Family contextual influences on bicultural competence development among U.S. Mexican-origin youths.

Cited by 10 publications

References 62 publications

Bicultural competence and academic adjustment across Latino youth adaptation from high school to college

Bicultural competence and academic adjustment across Latino youth adaptation from high school to college

A family stress model investigation of bicultural competence among U.S. Mexican-origin youth.

Filial responsibility, bicultural competence, and socioemotional well-being among Latina college students.

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