Faculty Bibliography

OBJECTIVES/OBJECTIVE:Recognizing that immigrant parents socialize their children in specific ways, the current study examines Mexican-origin families' parental socialization profiles using both parental cultural socialization and general parenting dimensions. We seek to understand how these dimensions interact to form culturally grounded parental socialization profiles in a sample of Mexican-origin parents and adolescents. METHOD/METHODS:There were 604 adolescents, 595 mothers, and 293 fathers within Mexican-origin families self-reporting on 2 cultural socialization dimensions (respeto, independence) and 4 general parenting dimensions (warmth, hostility, monitoring, reasoning). Adolescent outcomes were assessed 1 year later. RESULTS:Latent profile analysis revealed eight parental socialization profiles representing distinct combinations of cultural socialization and parenting dimensions. Relative to other profiles, the Integrative-Authoritative profile (high on socialization toward respeto and independence; high on warmth, monitoring, and reasoning; and relatively low on hostility) was the most common parenting pattern and was also associated with more optimal adolescent outcomes. CONCLUSION/CONCLUSIONS:Examining cultural socialization alongside general parenting dimensions can better capture parental socialization strategies among Mexican-origin parents. The various parental socialization profiles that characterize Mexican-origin parents have important implications for adolescent outcomes. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

It is unclear how autonomy-related parenting processes are associated with Latinx adolescent adjustment. This study uses Latent Profile Analysis to identify typologies of parental monitoring and parent-adolescent conflict and examines their association with Latinx youth's school performance and depressive symptoms. The sample included 248 Latinx 9th and 10th graders (50% female) who completed surveys during fall (Time 1) and spring (Time 2) semesters of the school year. When compared to a high monitoring/low conflict parenting profile, a moderate monitoring/moderate conflict profile was associated with stronger declines in school performance; for boys, a high monitoring/moderately high conflict profile also was associated with greater increases in depressive symptoms. For Latinx immigrant families, researchers should consider monitoring and conflict as co-occurring processes.

OBJECTIVES/OBJECTIVE:Residential time in the United States appears to be a risk factor for mental health problems among Latinos, according to studies of the immigrant paradox, or a pattern of findings documenting better health for immigrants relative to U.S.-born Latinos. The present study used an acculturative stress model to examine the immigrant paradox with a sample of Mexican-origin mothers. METHOD/METHODS:Mothers [N = 175; age = 33.52 (10.75)], who were foreign- or U.S.-born, were categorized as more acculturated or less acculturated based on cluster analyses using demographic and language proficiency variables. The association between acculturative status and depressive symptoms approximately 9 months later was tested with two models: with both cultural stressors (i.e., perceived discrimination, acculturative stress) and cultural assets (i.e., familismo, ethnic identity) as mediators, and with the effects of cultural stressors moderated by cultural assets. RESULTS:Data provide some support for the validity of the mediation model. Less acculturated mothers reported (a) a stronger ethnic identity, which appears to have protected them from later depression, and (b) stronger familismo, which increased risk for later depression. In addition, discrimination was negatively related to later depression. CONCLUSIONS:We found support for the mediating role of cultural assets in the link between acculturation and depression, but some associations were in unexpected directions. These findings highlight the complexities of preserving core cultural characteristics among Mexican-origin mothers living in the United States, and the need to consider the context in which cultural processes unfold. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

OBJECTIVES/OBJECTIVE:The present study investigates the association between skin color and academic achievement in young Latino students. METHOD/METHODS:= 750) were 4 and 5 years old when they were enrolled (baseline) and were followed through the end of first grade. Structural equation models and bootstrapping mediation tests were conducted to examine the effects of skin color on academic achievement at the end of first grade, partially mediated by academic and social emotional domains of school readiness in prekindergarten or kindergarten. This study considered the intersectionality of ethnicity and gender in the models. RESULTS:The findings showed that for Dominican-origin boys, being "collectively black" was indirectly associated with lower academic achievement in first grade, mediated by lower teacher-rated adaptive behavior in prekindergarten or kindergarten. CONCLUSIONS:Discussion focuses on the need for educational policies and practices to be conscious of phenotypicality bias. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Early academic achievement has been shown to predict high school completion, but there have been few studies of the predictors of early academic success focused on Latino students. Using longitudinal data from 750 Mexican and Dominican American families, this study examined a cultural model of parenting and early academic achievement. While Latino students were achieving in the average range as a whole, certain subgroups (e.g., Dominicans, boys) were at higher risk for underachievement. Results highlighted the protective role of authoritative parenting, which was associated with academic and social-emotional school readiness, both of which predicted higher achievement at the end of first grade. The role of respeto and authoritarian parenting practices in academic achievement at first grade differed between Mexican and Dominican American families. Findings advance understanding of early achievement and parenting among Latino families from a cultural perspective.

OBJECTIVE/UNASSIGNED:are considered as potential moderators. DESIGN/UNASSIGNED:age = 4.43 years). Parent and teacher assessments of child internalizing and externalizing were also collected at baseline and 12 months later. RESULTS/UNASSIGNED:At Time 1, male child gender was positively correlated with concurrent spanking; familial social support and U.S. American cultural knowledge were negatively correlated with mothers' spanking. Verbal punishment at Time 1 was associated with externalizing problems at Time 2 among both Mexican and Dominican American children, and this relation was not moderated. Additionally, verbal punishment was associated with Time 2 child internalizing problems among Mexican American children. There were no significant associations between spanking and later child internalizing or externalizing behaviors. CONCLUSION/UNASSIGNED:It is important that researchers examine both physical and verbal discipline strategies to understand their unique influences on Latino child outcomes, as well as contextual influences that may elucidate the use and long-term effects of spanking and verbal punishment on Latino children at different developmental stages.

Three groups of children from Mexico and Central America are vulnerable to effects of US immigration policies: 1) foreign-born children who entered the US with undocumented immigrant parents; 2) unaccompanied children who entered the US alone; and 3) U.S.-born citizen children of undocumented immigrant parents. Despite the recent demographic growth of these youth, scholarship on their strengths and challenges is under-theorized and isolated within specific disciplines. Hence, service providers, researchers, and policymakers have insufficient research to inform their efforts to support the children's wellbeing. A group of scholars and service-providers with expertise in immigrant children convened to establish consensus areas and identify gaps in knowledge of undocumented, unaccompanied, and citizen children of undocumented immigrant parents. The primary goal was to establish a research agenda that increases interdisciplinary collaborations, informs clinical practice, and influences policies. This report summarizes key issues and recommendations that emerged from the meeting.