Stress within a bicultural context for adolescents of Mexican descent.

Romero, Andrea J.; Roberts, Robert E.

doi:10.1037/1099-9809.9.2.171

Cited by 347 publications

(381 citation statements)

References 40 publications

(74 reference statements)

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“…25 This measure has demonstrated good reliability (a = 0.81) with a similar sample of MexicanAmerican middle-school aged youth. 26 Less familism with this scale has been found to be associated with more depressive symptoms and negative attitudes toward substance use. 25,26 The Family Impact scale is composed of 11 items assessing both values and behaviors.…”

Section: Methodsmentioning

confidence: 99%

Associations Among Familism, Language Preference, and Education in Mexican-American Mothers and Their Children

Romero

Robinson

Haydel

et al. 2004

Journal of Developmental & Behavioral Pediatrics

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ABSTRACT. Latino families who express a higher degree of familism are characterized by positive interpersonal familial relationships, high family unity, social support, interdependence in the completion of daily activities, and close proximity with extended family members. Retention of cultural values, such as familism, may be linked to positive health outcomes; however, little is known about how families retain culture of origin values in the face of acculturation pressures. The current study explores acculturation influences as indexed by language preference and household education on maternal and child familism. Mothers and children of Mexican descent (fourth grade students) (n = 219) completed measures of demographics, household education, language preference, and familism. Three hypotheses were examined. First, we predicted that lower household education would be correlated with higher familism scores. However, contrary to our prediction, a higher familism score was significantly associated with a higher level of household education (p < .05). Second, we predicted that higher child familism would be associated with the preference for speaking Spanish. Children who preferred to use both English and Spanish (p < .01) or English alone (p < .05) had higher familism scores than those who preferred Spanish. Third, we predicted that lower child familism scores would be associated with greater differences in mother and child language preferences. There were no significant differences in child familism based on differences between parent and child language. Protective influences of cultural maintenance deserve further attention in longitudinal studies and in relation to the physical and mental health of youth. J Dev Behav Pediatr 025: 34 -40, 2004. Index terms: Familism, language preference, Mexican-American.It is helpful for clinicians who work with families from different cultures to be aware of normative beliefs, values, attitudes, and practices that are commonly identified in a particular group. But it is also crucially important to recognize that there is often as much variation in beliefs and practices within groups as among different groups. Knowledge of such variability guards against stereotyping. This article describes differences in expression of a common traditional cultural value ( familism) within a group of Mexican-American families based on the level of acculturation and other sociodemographic factors. Results show that the relationships among these variables are complex and require further study. -Editor Familism is a construct that reflects the collectivistic nature of Latino culture, in other words, the orientation toward the welfare of the group. 1 Latino families who express a higher degree of familism are characterized by positive interpersonal familial relationships, high family unity, social support, interdependence in the completion of daily activities, and close proximity with extended family members. [2][3][4][5][6]

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Section: Methodsmentioning

confidence: 99%

Associations Among Familism, Language Preference, and Education in Mexican-American Mothers and Their Children

Romero

Robinson

Haydel

et al. 2004

Journal of Developmental & Behavioral Pediatrics

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“…Researchers are investigating how religion and spirituality may influence well-being in adults of diverse backgrounds (Blaine & Crocker, 1995;Sue & Constantine, 2003), and how famil is m plays a role in life satisfaction among Mexica n American youth (Edwards & Lopez, 2006). Researchers are also beginning to understand how racial/ethnic minority youth and adults exhibit bicultural competence, or the ability to navigate cultural contexts (LaFromboise, Coleman, & Gerton, 1993;Romero & Roberts, 2003b).…”

Section: Culturally Relevant Strengthsmentioning

confidence: 99%

Positive Psychology Within a Cultural Context

Pedrotti

Edwards

Lopez

2009

The Oxford Handbook of Positive Psychology

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As our capacity for communication with nations across the globe increases through the advances of technology, our interactions with others with different worldviews also become more frequent. This exposure to diversity on so many levels requires a better understanding of the multiple contexts in which people from different cultural backgrounds live and the strengths they possess that help them experience well-being. In order to define the characteristics that may be viewed as strengths in different groups, we must make efforts to remember that cultural rules and norms often dictate what can be called a strength versus a weakness. It is imperative that we are able to recognize that strengths may look very different in different contexts and that these diverse manifestations may come from a variety of worldviews. More work must be done in order to develop a better understanding of the way that cultural context plays a role In the operationalization, manifestation, and measurement of strengths in diverse groups. The following chapter provides a history ofthe connections between culture and positive psychology and discusses current issues regarding the link between cultural context anlvarious personal characteristics. Examples from culturally sensitive positive psychological theory and research are also given in order to illustrate how researchers are better exploring positive psychology within a cultural context. Keywords: culture, strengths. positive psychology. contextThe good citizen is a "citizen of the world .. ." thinking about humanity as it is realized in the whole world is valuable for self-knowledge: we see ourselves and our customs more clearly when we see our own ways in relation to those of others. (Nussbaum, 1997, p. 59) As nations become more and more diverse across the world, and as we interact more frequently through trade, collaboration, and advances of technology, it becomes necessary to include a discussion of cultural context in studying any human variant. Discussions of culture fit naturally within the field of psychology at large, and particularly well within the area of positive psychology and its concentration on strength as important to, and present within, the lives of all individuals. Positive psychologists have begun to recognize this importance over the last few decades and have begun to attempt to build a community "where the word 'equality' can truly be applied to the abilities of all citizens to pursue their goals" (Lopez et aI., 2000, p. 238). In discussing strengths and virtues, it becomes imperative to define these variables within the appropriate cultural context, however, and to view their diverse manifestations from a variety of viewpoints.In this chapter, we examine a variety of frameworks that can be used to understand and foster healthy functioning. We will review a brief history 49 of the way in which culture and positive psychology fit together, and cover current debates about the level of importance it plays today in the field. We also will describe exemplars ...

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“…Adults at school offer information about cultural practices (Brewster & Bowen, 2004;Cooper, Denner, & Lopez, 1999;Stanton-Salazar & Spina, 2003) and buffer the emotional stresses of language difficulties, exposure to discrimination, discomfort with other cultures, and family separations secondary to migration (Davison Aviles, Guerrero, Barajas Howarth, & Thomas, 1999;Roffman, Suárez-Orozco, & Rhodes, 2003;Romero & Roberts, 2003;Suárez-Orozco & Suárez-Orozco, 2001). Supportive school adults may provide positive social mirrors for Latin American immigrant youth, enhancing their pride in their ethnic and cultural backgrounds and affirming self-worth and competence (Suárez-Orozco, 1987).…”

Section: The Role Of Caring Adultsmentioning

confidence: 99%

Supportive adult relationships and the academic engagement of Latin American immigrant youth

Green

Rhodes

Hirsch

et al. 2008

Journal of School Psychology

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The central aim of this study was to explore the academic engagement trajectories of a sample of recently arrived immigrant students from Latin America. Using an analytic framework that can dynamically model time-sensitive fluctuations (HLM; [Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchicical Linear Models: Applications and Data Analysis Methods (2nd Edition ed.). Thousand Oaks, CA: Sage Publications]), we explored how initial engagement, gender, and support from caring adults at school shaped youths' engagement over time. Students reported a range of engagement trajectories, with gender and support emerging as important predictors of youths' engagement trajectories. Additionally, perceptions of support fluctuated from year to year, and these fluctuations were linked to youths' academic engagement. The findings point to associations between support perceptions and engagement, including links between students' current academic motivation and effort and their current connections with adults. Taken together, the findings present a nuanced portrait of academic engagement and suggest how relationships at school might facilitate positive academic adjustment among Latin American immigrant students over time. Implications for future research, public policy, and practice are discussed.

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Stress within a bicultural context for adolescents of Mexican descent.

Cited by 347 publications

References 40 publications

Associations Among Familism, Language Preference, and Education in Mexican-American Mothers and Their Children

Associations Among Familism, Language Preference, and Education in Mexican-American Mothers and Their Children

Positive Psychology Within a Cultural Context

Supportive adult relationships and the academic engagement of Latin American immigrant youth

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