TY - JOUR
T1 - Mexican-Origin Early Adolescents’ Ethnic Socialization, Ethnic Identity, and Psychosocial Functioning
AU - Umaña-Taylor, Adriana J.
AU - O'Donnell, Megan
AU - Knight, George P.
AU - Roosa, Mark W.
AU - Berkel, Cady
AU - Nair, Rajni
N1 - Funding Information:
The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Work on this article was supported, in part, by Grant RO1 MH 068920 (culture, context, and Mexican American mental health) and Grant T-32-MH18387 to support training in prevention research at Arizona State University.
PY - 2014/2
Y1 - 2014/2
N2 - This study examined how parental ethnic socialization informed adolescents’ ethnic identity (EI) development and, in turn, youths’ psychosocial functioning (i.e., mental health, social competence, academic efficacy, externalizing behaviors) among 749 Mexican-origin families. In addition, school ethnic composition was examined as a moderator of these associations. Findings indicated that mothers’ and fathers’ ethnic socialization were significant longitudinal predictors of adolescents’ EI, although fathers’ ethnic socialization interacted significantly with youths’ school ethnic composition in fifth grade to influence EI in seventh grade. Furthermore, adolescents’ EI was significantly associated with increased academic self-efficacy and social competence, and decreased depressive symptoms and externalizing behaviors. Findings support theoretical predictions regarding the central role parents play in Mexican-origin adolescents’ normative developmental processes and adjustment and, importantly, underscore the need to consider variability that is introduced into these processes by features of the social context such as school ethnic composition.
AB - This study examined how parental ethnic socialization informed adolescents’ ethnic identity (EI) development and, in turn, youths’ psychosocial functioning (i.e., mental health, social competence, academic efficacy, externalizing behaviors) among 749 Mexican-origin families. In addition, school ethnic composition was examined as a moderator of these associations. Findings indicated that mothers’ and fathers’ ethnic socialization were significant longitudinal predictors of adolescents’ EI, although fathers’ ethnic socialization interacted significantly with youths’ school ethnic composition in fifth grade to influence EI in seventh grade. Furthermore, adolescents’ EI was significantly associated with increased academic self-efficacy and social competence, and decreased depressive symptoms and externalizing behaviors. Findings support theoretical predictions regarding the central role parents play in Mexican-origin adolescents’ normative developmental processes and adjustment and, importantly, underscore the need to consider variability that is introduced into these processes by features of the social context such as school ethnic composition.
KW - Mexican origin
KW - early adolescents
KW - ethnic identity
KW - ethnic socialization
KW - psychosocial adjustment
KW - social context
UR - http://www.scopus.com/inward/record.url?scp=84892580342&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84892580342&partnerID=8YFLogxK
U2 - 10.1177/0011000013477903
DO - 10.1177/0011000013477903
M3 - Article
AN - SCOPUS:84892580342
SN - 0011-0000
VL - 42
SP - 170
EP - 200
JO - The Counseling Psychologist
JF - The Counseling Psychologist
IS - 2
ER -