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- Bayram Özdemir, Sevgi, 1981-, et al.
(författare)
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Why and when ethnic harassment is a risk for immigrant adolescents? : understanding the processes and conditions
- 2013
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Konferensbidrag (refereegranskat)abstract
- Immigrant adolescents who experience ethnic devaluation are prone to having adjustment difficulties, including school dissatisfaction and low academic performance. However, it is unclear why and under what conditions experiencing ethnic harassment lead to school adjustment difficulties. This lack of understanding limits our ability of developing strategies to reduce negative consequences of ethnic harassment. To address this limitation, we examined the mediating roles of self-esteem and depressive symptoms in the association between ethnic harassment and immigrant youths’ school outcomes, including school satisfaction, perceived academic failure, and cutting classes. We also explored whether youths’ relationship with their teachers or democratic school environment buffer these processes.The data are part of a longitudinal study on youths’ experiences inside and outside of school and their relationships with their parents, peers, and teachers. The sample included 394 first- and second-generation immigrant youths (50% girls; M = 14.08, SD = .90).The findings suggested that immigrant youths who experienced ethnic harassment decreased in self-esteem, and so became less satisfied with school, and increased in expectations of academic failure. In addition, youths’ relationship with their teachers and their perception of school democracy moderated these mediation processes. When youths had low positive relationships with their teachers or perceived their school context as less democratic, being exposed to ethnic harassment leaded to a decrease in their self-esteem, and so they reported low school satisfaction and perceived themselves as not being successful in school. Contrary, youths’ self-esteem did not significantly decrease in the face of ethnic harassment when they had supportive relations with teachers or perceived the school as a democratic environment. These findings highlight the importance of understanding the underlying processes and conditions when examining the effects of migration related risk factors in order to reach a more comprehensive understanding of immigrant youths’ school adjustment.
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- Bayram Özdemir, Sevgi, 1981-, et al.
(författare)
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Why and when is ethnic harassment a risk for immigrant adolescents´ school adjustment? : understanding the processes and conditions
- 2014
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Ingår i: Journal of Youth and Adolescence. - New York : Springer. - 0047-2891 .- 1573-6601. ; 43:8, s. 1252-1265
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Tidskriftsartikel (refereegranskat)abstract
- Ethnically harassed immigrant youth are at risk for experiencing a wide range of school adjustment problems. However, it is still unclear why and under what conditions experiencing ethnic harassment leads to school adjustment difficulties. To address this limitation in the literature, we examined two important questions. First, we investigated whether self-esteem and/or depressive symptoms would mediate the associations between ethnic harassment and poor school adjustment among immigrant youth. Second, we examined whether immigrant youths' perception of school context would play a buffering role in the pathways between ethnic harassment and school adjustment difficulties. The sample (n = 330; M age = 14.07, SD = .90; 49 % girls at T1) was drawn from a longitudinal study in Sweden. The results revealed that experiencing ethnic harassment led to a decrease in immigrant youths' self-esteem over time, and that youths' expectations of academic failure increased. Further, youths' relationships with their teachers and their perceptions of school democracy moderated the mediation processes. Specifically, when youth had poor relationships with their teachers or perceived their school context as less democratic, being exposed to ethnic harassment led to a decrease in their self-esteem. In turn, they reported low school satisfaction and perceived themselves as being unsuccessful in school. Such indirect effects were not observed when youth had high positive relationships with their teachers or perceived their school as offering a democratic environment. These findings highlight the importance of understanding underlying processes and conditions in the examination of the effects of ethnic devaluation experiences in order to reach a more comprehensive understanding of immigrant youths' school adjustment.
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- Cheah, Charissa S. L., et al.
(författare)
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Predicting filial behaviors of Chinese-Malaysian adolescents from perceived parental investments, filial emotions, and parental warmth and support
- 2012
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Ingår i: Journal of Adolescence. - : Wiley. - 0140-1971 .- 1095-9254. ; 35:3, s. 628-637
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Tidskriftsartikel (refereegranskat)abstract
- The present study examined the mediating role of perceived parental warmth and support in predicting Chinese Malaysian adolescents' filial behaviors from their age, perceived parental investments, and positive filial emotions toward their parents. The effects of these predictors were examined separately for mothers and fathers. Participants included 122 Chinese adolescents (. M = 13.14 years; . SD = 2.22) in Malaysia. Adolescents' perceived parental investments, filial emotions, and warmth and support from each parent were positively, and age was negatively associated with their filial behaviors. No gender differences were found. Perceived maternal warmth and support significantly mediated the effect of age, perceived investments from, and filial emotions toward mothers on adolescents' filial behaviors, but perceived paternal warmth and support did not have a mediating role. The present study sheds light on the unique maternal versus paternal filial role, and important familial processes in Chinese-Malaysian children and adolescents from a cultural perspective.
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- Shin, Ji Youn, et al.
(författare)
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The parenting practices and child outcomes of Korean immigrant mothers with different acculturative strategies
- 2010
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Ingår i: Korean Journal of Child Studies. - : Korean Association of Child Studies. - 1226-1688 .- 2234-408X. ; 31:1, s. 179-195
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Tidskriftsartikel (refereegranskat)abstract
- Downloadable article in English: http://ocean.kisti.re.kr/downfile/volume/kacs/ODHHBP/2010/v31n1/ODHHBP_2010_v31n1_179.pdf미국의한국계이민가정이해마다증가하고있으나부모의문화적응과자녀양육에관한연구는미흡한실정이다.본연구는미국동부지역의88명의한인이민어머니와(M=35.9세SD=3.77)2-6세유아를(M=4.29세SD=1.06;49.4%여아)대상으로실시되었다.어머니의문화적응유형에따라1)양육실제에어떠한차이가있는지,2)유아의사회ᆞ정서적행동에는어떠한차이가있는지,3)양육실제와아동의사회ᆞ정서적행동간에어떠한상관이있는지를살펴보았다.연구결과,한국과미국문화를균형지게통합한어머니들이미국문화에서고립되거나,두문화에서모두소외된어머니들보다자녀에게더욱긍정적인(애정표현,합리적문제해결,자율성격려)양육실제를사용하였으며자녀들또한정서적문제행동은적은반면친사회적행동은높은것으로나타났다
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