Infusing the Study of Social Responsibilities with an Intersectional Approach

Katsiaficas, Dalal

doi:10.1002/cad.20249

Cited by 3 publications

(2 citation statements)

References 53 publications

(91 reference statements)

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“…This approach aligns with intersectionality by (a) recognizing heterogeneity in developmental experiences, (b) expanding beyond a single axis of experience, and (c) shedding light on groups that have been traditionally overlooked to give new insight into their experiences (Cole, 2009; Santos & Toomey, 2018). The approach of interacting categorical variables has been termed “intersectionality-lite” (Katsiaficas, 2018), and Cole (2009) calls this method an “indispensable tool” for understanding patterns of disparities and pointing to unique trends for particular groups (p. 177). However, we fully acknowledge that identifying sociodemographic differences in growth curves is a cursory look at culture and context, and likewise Cole (2009) warns of oversimplifying intersectionality by reducing individuals’ experiences to narrow categories.…”

Section: Sociodemographic Variations In Civic Developmentmentioning

confidence: 99%

Civic development across the transition to adulthood in a national U.S. sample: Variations by race/ethnicity, parent education, and gender.

Wray‐Lake¹,

Arruda²,

Schulenberg³

2020

Developmental Psychology

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Despite a growing understanding about civic development, we know little about whether the developmental course of civic engagement is the same across different types of civic engagement or different groups of youth. To advance developmental science in this area, we documented age-related change in community service, political interest, electoral participation, and political voice across the transition to adulthood by race/ethnicity, parent education, gender, and their interactions. National multicohort probability samples of U.S. high school seniors from the Monitoring the Future study were assessed at baseline (age 18) and followed longitudinally via self-administered mail surveys across 6 follow-up waves to age 29/30. Of the sample (N ϭ 12,557), 51.0% were women, 11.0% were Black, 7.0% were Latinx, 2.3% were Asian, and 75.4% were White. Community service decreased from age 18 to 24, then showed modest recovery. Political interest, electoral participation, and political voice increased steadily from 18 to 24 and less steeply thereafter. Intercepts and (to some extent) slopes varied by race/ethnicity, parent education, gender, and intersections of these factors. Black youth started and remained highest in community service and showed more accelerated growth in political interest and electoral participation. Young women reported higher community service, whereas gender gaps in political engagement trajectories favored young men. Black and Latinx young women stood out as having distinct civic trajectories. The role of parent education varied by race/ethnicity and gender. Diverse civic pathways advance theoretical understanding of civic development.

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Section: Sociodemographic Variations In Civic Developmentmentioning

confidence: 99%

Civic development across the transition to adulthood in a national U.S. sample: Variations by race/ethnicity, parent education, and gender.

Wray‐Lake¹,

Arruda²,

Schulenberg³

2020

Developmental Psychology

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“…A good example of refocusing on inequitable systems is Katsiaficas’s () reinterpretation of family obligation research. In her work, she offers a structural explanation instead of cultural orientation (collectivism vs. individualism) to explain why Latinx‐ and Asian‐heritage youth report more obligation to their families than White adolescents.…”

Section: Theoretical Integration As a Positive Way Forwardmentioning

confidence: 99%

The Evolution of Acculturation and Development Models for Understanding Immigrant Children and Youth Adjustment

Juang

Syed

2019

Child Dev Perspectives

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Acculturation and developmental theories and frameworks have merged steadily to portray the development and adaptation of immigrant children more comprehensively. In this article, we trace this evolution to show how research has increasingly provided greater specificity in identifying the domains, dimensions, and contexts of acculturation processes, as integrated with greater concern for developmental principles. Although models have become more complex and comprehensive, we still need well-formulated theoretical explanations for the many processes that link development with acculturation and subsequent adjustment. We argue that novel developmental and acculturation concepts could advance specific lines of research situated in these complex models. By continuing to integrate developmental science and acculturation research more explicitly, we can arrive at a clearer and more complete understanding of how immigrant children and youth adapt across the lifespan.We live in an age of global migration (Castles, de Haas, & Miller, 2016). While migration can afford children and families opportunities to thrive and develop new competencies, it also carries risks of marginalization and exclusion. Addressing these challenges requires a deep understanding of how immigrant children develop and adjust in their new countries. Over the last 2 decades, acculturation and developmental models and theories have merged steadily to offer increasingly comprehensive ways to understand how immigrant children adapt. In this article, we describe the evolving integration of major acculturation and developmental models, and then suggest new paths forward. EVOLVING MODELS INCORPORATING ACCULTURATION AND DEVELOPMENTThe concept of acculturation has been at the cornerstone of understanding adjustment of immigrant children and youth. On an individual level, acculturation refers to how individuals change and adapt as a result of longer term, continuous contact with a new culture (Ward & Geeraert, 2016). One of the most generative acculturation frameworks has been Berry's two-dimensional model (Berry, 1980(Berry, , 2003, which addresses the degree to which individuals orient toward the majority culture and the heritage culture. Berry's writings on acculturation have been updated as the study of acculturation expanded, with several key concepts remaining constant (Berry, 2008). Berry consistently emphasized the great individual variation in acculturation strategies and adaptation, and highlighted the need to understand nested contexts-that is, that individuals live in groups that exist in communities and countries with varying national policies and attitudes regarding immigration. Thus, acculturation strategies were not just orientations on an individual level, but were influenced by and also occurred on an ethnocultural group level, societal level, and global level (Berry, 2003(Berry, , 2008. Nonetheless, in research, this contextual complexity was often lost in translation because most studies focused on individual-level acculturation strategies, ...

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Why do Youth Support their Families? A Person-Oriented Approach in Migrant and Native Families

Aumann¹,

Titzmann²

2019

J Youth Adolescence

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Infusing the Study of Social Responsibilities with an Intersectional Approach

Cited by 3 publications

References 53 publications

Civic development across the transition to adulthood in a national U.S. sample: Variations by race/ethnicity, parent education, and gender.

Civic development across the transition to adulthood in a national U.S. sample: Variations by race/ethnicity, parent education, and gender.

The Evolution of Acculturation and Development Models for Understanding Immigrant Children and Youth Adjustment

Why do Youth Support their Families? A Person-Oriented Approach in Migrant and Native Families

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