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1 – 10 of 125The purpose of this study is to examine Latino adolescents’ perceptions of the effects of religion on family relationships in the context of intersecting variables of influence…
Abstract
Purpose
The purpose of this study is to examine Latino adolescents’ perceptions of the effects of religion on family relationships in the context of intersecting variables of influence such as assimilation, family structure, and migration.
Design
Consistent with the ecological and acculturation frameworks, this qualitative, exploratory study uses directed content analysis to analyze responses from 37 religiously diverse Latino adolescents to open-ended, semi-structured questions from the National Study of Youth and Religion to explore religious influence.
Findings
Results suggest that Latino adolescents feel that religion impacts family relationships, with higher degrees of positive religious influence expressed by Baptists and Latino males. Christians (various denominations) were more likely to report that religion affected family relationships than Catholics. All participants who stated that religion exerted a negative influence came from nontraditional families. Youths of Central/South American and Puerto Rican descent were more likely to report that religion affected family relationships positively than were Mexican adolescents. Overall, Latinas girls were more likely to have strong opinions about religion and family relationships than Latino males. Results also suggest an intersection between the Latino cultural values of respeto and marianismo with religion.
Limitations/implications
Although this study is exploratory and the sample was diverse, the results are not generalizable.
Originality
This study provides a sociological lens to the experiences of a rapidly changing and growing demographic in the United States – Latinos. These findings would be of importance to those who are interested in supporting Latino families and facilitating positive adolescent outcomes.
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Sara Castro-Olivo, Jessica Furrer and Nicholas Yoder
Latino youth represent more than one quarter of the overall public school population in the United States. For decades, Latinos have been found to perform significantly lower than…
Abstract
Latino youth represent more than one quarter of the overall public school population in the United States. For decades, Latinos have been found to perform significantly lower than their peers in standardized academic and some social and emotional measures. A unique subpopulation of this ethnic group, Latino Youth of Immigration (LYOI), has historically been underrepresented in the research literature, specifically, attempting to identify effective interventions that align with their unique social, emotional, and academic needs. In this chapter, we describe the unique sociocultural risk and protective factors for this population. In addition, we provide a brief synthesis of the extant literature on the sociocultural factors that researchers and practitioners need to address in partnership with the LYOI community when developing and implementing preventative programs. We emphasize the unique impact culturally responsive social and emotional learning (SEL) can have in this population. In addition, we provide models and examples on how school-based interventions can be implemented in a transformative manner for this vulnerable population, highlighting implications for researchers and practitioners to better collaborate with the LYOI community.
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Lauren Rogers-Sirin, Selcuk R. Sirin and Taveeshi Gupta
This three-wave longitudinal study explored the relation between discrimination-related stress and behavioral engagement among urban African-American and Latino adolescents, and…
Abstract
Purpose
This three-wave longitudinal study explored the relation between discrimination-related stress and behavioral engagement among urban African-American and Latino adolescents, and the moderating effect of school-based social support.
Design/methodology/approach
A sample of 270 African-American and Hispanic/Latino adolescents attending urban public high schools completed three annual surveys starting with 10th grade.
Findings
Growth curve analysis revealed that discrimination-related stress was associated with decreased behavioral engagement over time.
School-based social support moderated this effect in that discrimination-related stress had less of an impact on behavioral engagement as level of school-based social support increased.
Practical implications
School-based supportive relationships serve as a protective factor for urban African-American and Latino youth, helping them remain engaged in school as they deal with the negative effects of discrimination-related stress.
Originality/value
The findings reveal that the development of positive, supportive relationships in school seems to be a malleable variable that interventionists and educational advocates can focus on in an effort to bolster academic achievement among academically stigmatized youth.
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Ana Campos-Holland, Grace Hall and Gina Pol
The No Child Left Behind Act (2002) and Race to the Top (2009) led to the highest rate of standardized-state testing in the history of the United States of America. As a result…
Abstract
Purpose
The No Child Left Behind Act (2002) and Race to the Top (2009) led to the highest rate of standardized-state testing in the history of the United States of America. As a result, the Every Student Succeeds Act (2015) aims to reevaluate standardized-state testing. Previous research has assessed its impact on schools, educators, and students; yet, youth’s voices are almost absent. Therefore, this qualitative analysis examines how youth of color perceive and experience standardized-state testing.
Design/methodology/approach
Seventy-three youth participated in a semistructured interview during the summer of 2015. The sample consists of 34 girls and 39 boys, 13–18 years of age, of African American, Latino/a, Jamaican American, multiracial/ethnic, and other descent. It includes 6–12th graders who attended 61 inter-district and intra-district schools during the 2014–2015 academic year in a Northeastern metropolitan area in the United States that is undergoing a racial/ethnic integration reform.
Findings
Youth experienced testing overload under conflicting adult authorities and within an academically stratified peer culture on an ever-shifting policy terrain. While the parent-adult authority remained in the periphery, the state-adult authority intrusively interrupted the teacher-student power dynamics and the disempowered teacher-adult authority held youth accountable through the “attentiveness” rhetoric. However, youth’s perspectives and lived experiences varied across grade levels, school modalities, and school-geographical locations.
Originality/value
In this adult-dominated society, the market approach to education reform ultimately placed the burden of teacher and school evaluation on youth. Most importantly, youth received variegated messages from their conflicting adult authorities that threatened their academic journeys.
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Ana Campos-Holland, Brooke Dinsmore, Gina Pol and Kevin Zevallos
Rooted in adult fear, adult authority aims to protect and control youth (Gannon, 2008; Valentine, 1997). Continuously negotiating for freedom, youth search for adult-free public…
Abstract
Purpose
Rooted in adult fear, adult authority aims to protect and control youth (Gannon, 2008; Valentine, 1997). Continuously negotiating for freedom, youth search for adult-free public spaces and are therefore extremely attracted to social networking sites (boyd, 2007, 2014). However, a significant portion of youth now includes adult authorities within their Facebook networks (Madden et al., 2013). Thus, this study explores how youth navigate familial- and educational-adult authorities across social networking sites in relation to their local peer culture.
Methodology/approach
Through semi-structured interviews, including youth-centered and participant-driven social media tours, 82 youth from the Northeast region of the United States of America (9–17 years of age; 43 females and 39 males) shared their lived experiences and perspectives about social media during the summer of 2013.
Findings
In their everyday lives, youth are subjected to the normative expectations emerging from peer culture, school, and family life. Within these different and at times conflicting normative schemas, youth’s social media use is subject to adult authority. In response, youth develop intricate ways to navigate adult authority across social networking sites.
Originality/value
Adult fear is powerful, but fragile to youth’s interpretation; networked publics are now regulated and youth’s ability to navigate then is based on their social location; and youth’s social media use must be contextualized to be holistically understood.
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The purpose of this paper is to understand cybervictims’ attributions, emotional responses, and coping strategies for cyberbullying incidents that they actually experienced.
Abstract
Purpose
The purpose of this paper is to understand cybervictims’ attributions, emotional responses, and coping strategies for cyberbullying incidents that they actually experienced.
Design/methodology/approach
There were 76 cybervictims (51 percent girls) between the ages of 12 and 14 included in this study. Adolescents participated in one-on-one interviews to provide comprehensive information about their attributions, emotional responses, and coping strategies for their actual experiences of cyberbullying.
Findings
Findings from the study revealed that cybervictims felt insecure and paranoid after experiencing cyber victimization. Cybervictims attributed to their experience of cyberbullying to drama or a fight between themselves and the perpetrators as well as being targeted by an ex-significant other or ex-friend seeking revenge against them for relationship dissolution. They also used adaptive (e.g. social support) and maladaptive (e.g. revenge) coping strategies to deal with cyber victimization, sometimes utilizing a combination of these strategies.
Originality/value
The findings of this study could help with the design of intervention and prevention programs designed to reduce or prevent the negative effects of cyberbullying.
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The purpose of this paper is to investigate the buffering effect of the mediation of technology use and social support from school resource officers on the associations between…
Abstract
Purpose
The purpose of this paper is to investigate the buffering effect of the mediation of technology use and social support from school resource officers on the associations between cyber victimization and psychosocial adjustment difficulties (i.e. depression, anxiety, loneliness) over three years (wave-one=sixth grade; wave-two=seventh grade; wave-three=eighth grade).
Design/methodology/approach
Participants were 867 eighth graders from the Midwestern USA (ages range from 13 to 15 years old; 51 percent female).
Findings
The findings revealed that high levels of wave-two perceived social support from school resource officers and the mediation of technology use made the relationship between wave-one cyber victimization and wave-three depression more negative, while lower levels of this support and less mediation of technology use made the association more positive. These patterns were not found for anxiety and loneliness.
Originality/value
Implications for prevention and intervention programs and the role of school resource officers in such programs are also discussed.
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Stephanie L. Ayers, Flavio F. Marsiglia, Steven Hoffman, Jildyz Urbaeva and Jaime Booth
The purpose of this study is to identify the association between risky sexual behaviors and migration intentions among adolescents living in Guanajuato, Mexico.
Abstract
Purpose
The purpose of this study is to identify the association between risky sexual behaviors and migration intentions among adolescents living in Guanajuato, Mexico.
Design/methodology/approach
Data were collected by self‐administered questionnaires to students enrolled in an alternative schooling system in Guanajuato, Mexico, during the school year of 2006‐2007. The sample size for this study includes 538 unmarried students, 35 percent male, ages 14‐19. Ordinal logistic regression is used to estimate the odds of engaging in risky sexual behaviors.
Findings
The results reveal that male adolescents with higher intentions to migrate have significantly higher odds of engaging in risky sexual behaviors than both males who are less interested in migrating and females, regardless of their migration intentions.
Practical implications
Interventions on both sides of the US/Mexico border are needed in order to address this concern particularly among males who express a desire to migrate to the US someday.
Social implications
These findings highlight the importance of examining risky sexual behaviors even before migration to the US occurs. By engaging in high risk sexual behaviors prior to migrating, adolescents are putting themselves and both their sexual partners in Mexico and their future sexual partners in the US at increased risk of contracting STIs and HIV.
Originality/value
The study examined risky sexual behavior of adolescents in Mexico prior to migration. Knowledge about risky sexual behaviors prior to departure is vital for policy makers and researchers as they seek to design and implement interventions aimed at quelling this growing public health concern.
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Linda Charmaraman, Catherine Grevet Delcourt, Sidrah Durrani, Jyontika Kapoor, Amanda M. Richer and Le Fan Xiao
This study aims to introduce the concept of communities of social media practice where more experienced users provide guidance to female novice users, enacting a form of…
Abstract
Purpose
This study aims to introduce the concept of communities of social media practice where more experienced users provide guidance to female novice users, enacting a form of legitimate peripheral participation to “onboard” newcomers.
Design/methodology/approach
Through surveys with 968 early adolescents (average age was 13), the authors quantitatively explored sources and types of guidance for young social media users, popularity of conversation themes related to this guidance and how these conversations are associated with positive social media engagement. The authors qualitatively documented a case study of how a summer workshop of 17 students promotes positive social media use through a community of practice.
Findings
Although early adolescent girls reported that they more frequently talked to their parents about a wider range of social media topics, same-age peers and younger family members (e.g., siblings, cousins) were also frequent sources. Surprisingly, the authors also found that the source most strongly associated with positive social media use was the peer group. This case study of an intentional community of practice demonstrated how peers go from “peripheral” to “centered” in socializing each other for more positive social media use.
Originality/value
Unlike most prior scholarship on mediating social technology use, this study focuses on a critical developmental period (e.g. early adolescents), sources of guidance other than exclusively parents, explore the specific conversation topics that offer guidance and document an informal community of practice for girls that provides the training ground for peers and adult facilitators to codesign more positive social media spaces.
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The purpose of this paper is to examine the experiences of aspiring school leaders who utilized artmaking (in this case, photography, poetry, music, collage, and short films…
Abstract
Purpose
The purpose of this paper is to examine the experiences of aspiring school leaders who utilized artmaking (in this case, photography, poetry, music, collage, and short films) through Microsoft MovieMaker as a means for addressing injustices within surrounding school communities. The paper aims to explore how aspiring school leaders understood contemporary curriculum issues within increasingly culturally diverse school communities in the USA.
Design/methodology/approach
This two‐year qualitative study embedded in grounded theory examined the experiences of aspiring school leaders who utilized artmaking (in this case short films through Microsoft MovieMaker) to examine contemporary curriculum issues within surrounding school communities. This study is conducted within the naturalistic tradition.
Findings
The significance of artmaking encourages participants to visually articulate the lived realities of disenfranchised populations. Participants engage in artmaking experience self‐transformation and a calling to encouraging human agency.
Originality/value
In the wake of addressing issues of social justice, the highly charged emotions associated with addressing such issues is evident in the range of emotions that surface including, anger, fear, intimidation, deep sorrow, resentment, joy, and others. Very little scholarship exists for aspiring school leaders who confront issues of social justice in relation to the intensity of emotions and their work.
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