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Aims Design Methods Data Sources Results Conclusions Implications for the Profession and/or Patient Care Reporting Method To examine immigrant and minority parents' experiences of having a newborn infant in the neonatal intensive care unit and explore healthcare professionals' experiences in delivering care to immigrant and minority families.A meta‐ethnographic review informed by eMERGe guidelines.We conducted a systematic literature review. Studies were included if they explored immigrant or minority parent experiences in neonatal intensive care units and health professional experiences delivering care to immigrant and minority families in neonatal intensive care. Reporting followed ENTREQ guidelines.Database searches included CINAHL, MEDLINE, PubMed, PsycINFO, Scopus and Google Scholar. Boolean search strategies were used to identify qualitative studies. No limitations on commencement date; the end date was 23rd August 2022. PRISMA guidelines used for screening and article quality assessed using Joanna Briggs Institute criteria for qualitative studies.Initial search yielded 2468 articles, and nine articles met criteria for inclusion. Three overarching themes were identified: (1) Overwhelming Emotions, (subthemes: Overwhelming Inadequacy; Cultural Expressions of Guilt; Not Belonging), (2) Circles of Support, (subthemes: Individual Level‐Spirituality; External Level‐Connecting with Family; Structured Peer‐to‐Peer Support), (3) Negotiating Relationships with Healthcare Professionals (subthemes: Connecting; Disconnected; Linguistic Barriers). Interactions between healthcare professionals and immigrant and minority parents were the strongest recurring theme.There can be a mismatch between immigrant and minority families' needs and the service support provided, indicating improvements in neonatal intensive care are needed. Despite challenges, parents bring cultural and family strengths that support them through this time, and many neonatal intensive care staff provide culturally respectful care.Professionals should be encouraged to identify and work with family strengths to ensure parents feel supported in the neonatal intensive care unit. Findings can inform policy and practice development to strengthen health professionals capabilities to support immigrant and minority families in neonatal units.The Preferred Reporting Items for Systematic Reviews and Meta‐Analyses checklists were used to report the screening process. [ABSTRACT FROM AUTHOR]

In Europe, Roma and immigrant students continue to experience great inequities, as they face the probabilities of educational failure, segregation, and early school leaving. Previous research has shed light on the multiple factors that perpetuate this situation. However, the role played by family involvement and family educational expectations have been considered to a lesser extent. This research delves into how Family Education programmes provided by eight Spanish schools are playing a central role in increasing Roma and Moroccan families' expectations of their children's education. Based on the communicative methodology, this study was conducted in schools located in five Spanish regions. The schools serve minority students from low-socioeconomic status (SES) families and provide Family Education programmes in their own facilities. We applied a convergent mixed methods design, implementing qualitative and quantitative data collection techniques (semistructured interviews, communicative focus groups, communicative daily life stories, and questionnaires). The sample included Roma and Moroccan family members with low SES and teachers involved in Family Education. The results suggest that Family Education is increasing minority families' educational expectations of their children's education. Three elements have been identified as facilitators: 1) the co-creation of a high expectations climate in the schools; 2) the improvement of family members' academic skills; and 3) the generation of new role models. [ABSTRACT FROM AUTHOR]

Multilingual students, according to the deficit framework of "English language learners," are at a disadvantage compared to their monolingual peers. This framework fails to recognize the assets that accompany home language development, referred to as Community Cultural Wealth (Yosso 2005). In this study, we asked what do parents of multilingual children identify as barriers and facilitators to supporting their children's language development before and during COVID-19? Six semi-structured interviews were conducted online with parents of children between 3 and 5 years old who spoke a language other than English at home. These interviews were recorded, transcribed, and analyzed using the qualitative method of directed content analysis, employing both inductive and deductive coding to identify themes. We organized these themes according to Bronfenbrenner's (1979) Bioecological Model. Results revealed most barriers and facilitators to children's multilingual development are at the microsystem level of the family. The themes were related to attitudes and knowledge, English fluency, exposure, resources, and parents' experiences. Additionally, we found that COVID-19 mostly negatively impacted the child, microsystem, and exosystem. We discuss how these barriers and facilitators are related to the different Capitals of Community Cultural Wealth. Moving forward, this study can contribute to addressing how systems have marginalized families within our community and elevate the knowledge and cultural capital these families offer. Les étudiants multilingues, selon le cadre déficitaire des "apprenants de langue seconde," sont désavantagés par rapport à leurs pairs unilingues. Ce cadre ne reconnaît pas les atouts qui accompagnent le développement de la langue à la maison, appelés la richesse culturelle de la communauté ("Community Cultural Wealth": Yosso 2005). Dans cette étude, nous avons posé la question suivante : qu'est-ce que les parents d'enfants multilingues considèrent comme des obstacles et des facilitateurs pour soutenir le développement langagier de leurs enfants avant et pendant le COVID-19 ? Six entrevues semi-structurées ont été menées en ligne avec des parents d'enfants âgés de 3 à 5 ans parlant une langue autre que l'anglais à la maison. Ces entrevues ont été enregistrées, transcrites et analysées à l'aide de la méthode qualitative d'analyse de contenu, en utilisant un codage inductif et déductif pour identifier les thèmes. Nous avons organisé ces thèmes selon le modèle bioécologique de Bronfenbrenner (1979). Les résultats ont révélé que la plupart des obstacles et des facilitateurs au développement multilingue des enfants se situent au niveau du microsystème de la famille. Les thèmes étaient liés aux attitudes et aux connaissances, à la maîtrise de l'anglais, à l'exposition, aux ressources et aux expériences des parents. De plus, nous avons constaté que la COVID-19 avait surtout un impact négatif sur l'enfant, le microsystème et l'exosystème. Nous discutons de la manière dont ces obstacles et ces facilitateurs sont liés à la richesse culturelle communautaire. Dans l'avenir, cette étude pourra contribuer à aborder la façon dont les systèmes ont marginalisé les familles au sein de nos communautés et à promouvoir les connaissances et le capital culturel qu'offrent ces familles. [ABSTRACT FROM AUTHOR]

Federal policies that perpetuate inequities and drive Black, Native, Latinx, and immigrant families into poverty also have led to disproportionate involvement in child welfare for families of color. To address the existing inequities and advance anti-racist child welfare prevention strategies, we must implement solutions that support families in meeting their concrete needs. This paper outlines existing research and identifies anti-racist policy solutions to prevent children and families of color from experiencing child welfare involvement. [ABSTRACT FROM AUTHOR]

Ethnic‐racial socialization (ERS) can promote positive outcomes in minoritized youth, but parents often face challenges in effectively engaging in these conversations. We describe the development of a video‐based online parent intervention program aimed at improving parental motivation, efficacy, and skills in having ERS conversations. The program focuses on balancing cultural socialization and preparation for bias messages and integrates themes of coping with future discrimination with the goal of promoting adjustment in youth. The video‐based program (One Talk at A Time: OTAAT) consists of 11 short videos designed to bolster parental efficacy and skills via motivational, didactic modules, and social modeling. We describe our intervention (specifically designed for Black, Latinx, and Asian American families), a sample of parents (N = 15) who interfaced with the intervention, and preliminary evidence of its impact via a pre‐post design and program evaluation interviews. Discussion centers on implications of our approach for future prevention efforts. [ABSTRACT FROM AUTHOR]

A significant body of research examines ethnic‐racial socialization among families of color, yet rarely investigates the influence of youths' phenotype (e.g., skin color) on ethnic‐racial socialization. How families of color make meaning of youths' skin color may cause variation in ethnic‐racial socialization. To address this gap, we propose the Phenomenological Ethnic‐Racial Socialization Conceptual Model, which details how the meaning families of color make of phenotype within contexts and in consideration of youths' identities affects ethnic‐racial socialization. In the application of the model to U.S. Black and Latino youth and families, we specifically focus on how the meaning of skin color, affected by context and immigrant identity, can influence ethnic‐racial socialization. Theoretical frameworks that can be used to investigate components and relations within the model are briefly discussed. We conclude with a discussion of the implications for research and practice, limitations of the conceptual model, and future research. [ABSTRACT FROM AUTHOR]

Families of color disproportionately are represented in the child welfare system and experience systemic racism that is pervasive and harmful. Anti-racist, anti-oppressive approaches are needed to equitably work with families from a strengths-based lens. The purpose of this manuscript is to describe the development and initial implementation of the Authentic Family Engagement and Strengthening (AFES) approach. Upon initial examination descriptive and inferential data show lower percentages of children being removed by the specialized investigators compared to other investigators in the same zip codes. Implications of the approach are discussed and plans for future research are described. [ABSTRACT FROM AUTHOR]

Recent research has shown that, in the U.S., individuals from mixed majority-minority families generally occupy positions in between whites and minorities but 'lean' white in the sense that they behave in ways more similar in key respects to white Americans than to minority ones; those who are partly black are an exception. Using the data from the 2002 Ethnic Diversity Survey, we examine here whether the same pattern appears in Canada. We employ multiple indicators of integration – including self-classification as white rather than a visible minority, the perception of encountering discrimination, the choice of a marital partner, and household income – and find that, overall, Canadians from mixed majority-minority backgrounds are also in-between but lean white in some respects. The degree of this lean depends on the minority origin involved and tends to be strongest when the minority parent has an Arab background and weakest when that parent is black; individuals of white and Asian ancestry are intermediate. However, the distance of white–black Canadians from the others is not as extreme as is the case for white–black individuals in the U.S. [ABSTRACT FROM AUTHOR]

Stories of familial memories, histories and daily life, from sixteen daughters of diasporic Indian families living in Britain, are used to examine how culture, gender and consumption are negotiated within family settings. The differing gate-keeping roles played by parents, children and grandparents within families, in resisting or promoting the negotiation of cultural boundaries, have not been examined before. This provides a crucial opportunity to examine the changing pattern(s) of power, identity and gender roles in ethnic families; the gap in research on gender roles within the family; the family as part of a social system; the cultural embeddedness of family relationships; and the family at a more disaggregated level. These daughters' stories identified the polarisation of parental positions over a number of key issues, notably language, media and consumption (e.g. food, alcohol, clothing); showed the importance of understanding gender as performance across the family/societal boundaries; and demonstrated the centrality of communities and networks in supporting and restraining different interpretations of culture, consumption and gender by mothers and fathers. [ABSTRACT FROM AUTHOR]

This article discusses the focus of this issue of the journal on the impact of the family on marketing and a consideration of the impact of marketing on families. A description of the review process for papers selected for the issue is provided along with a summary of the topics of the papers. Some of the topics explored include the initial journey toward family and the transition into motherhood. The issue of food is also discussed as it becomes an area of contestation and negotiation. Other papers explore beyond the nuclear family as white, middle class and heterosexual, to examine ethnic, poor, homosexual families, and families with disabled children.

In North Carolina (NC), there are many resources designed to support the needs of children with autism and their families, and yet a troubling gap in underserved families' access to those services. To address this gap, the Meeting FACES workshop was designed to: (a) provide an opportunity for parents, educators, and service providers to build partnerships, (b) provide parents with opportunities to learn about available autism services in their communities, and (c) assess the needs of underrepresented families of children with autism in NC. Findings indicate that minority families of children with autism in central NC require more supports to access and navigate services. Additionally, participants were very satisfied with Meeting FACES and were interested in participating in future FACES programming. [ABSTRACT FROM AUTHOR]

This study examined children with an autism spectrum disorder (ASD) using data from the 2011 Survey of Pathway to Diagnosis and Services national data set (n = 1715). When comparing white and minority families, results indicate there were no differences between the child's treatment needs based on the number and type of ASD symptoms or insurance coverage. However, minority parents were less likely to contact a doctor or health care professionals about their concerns, waiting years, rather than months as described by white families, to have the child evaluated. Although both white and minority families received similar types of care (e.g., conducting developmental tests, making a referral to a specialist, suggesting that the parent discuss the concern with the school), white families reported they were more formally engaged in the diagnostic process and subsequently visited a larger variety of service providers. White parents were more satisfied with the services that their child received from doctors and other health care providers whereas minority families indicated school services were more responsiveness to their needs. Recommended outreach efforts are suggested and described. [ABSTRACT FROM AUTHOR]

Minority student school dropout represents a challenging issue for educational systems in many countries. Notwithstanding minority families' overall high academic aspirations, there is a stable achievement gap between majority and minority students. Minority students who are emotionally engaged with their school tend to be psychologically and socioculturally better adapted to their country of residence and, as a result, report higher academic success. Therefore, emotional school engagement represents a relevant factor for integration into the host society. The goal of this paper is to investigate the interrelation between ethnic and national identity, perceived discrimination, and perceived support from parents, peers, and teachers with emotional school engagement. Results indicate that cultural capital within the family, cultural self-identification, and perceived support from peers and teachers play an important role for students' emotional school engagement. [ABSTRACT FROM AUTHOR]

Much of what is known about father-child sexual communication is based on studies conducted in North America and more research into under-represented groups is needed. Our exploratory study therefore investigated sexual communication within father-son dyads belonging to a minority group in South Africa. We used a qualitative research design, and a total of 30 in-depth individual interviews were conducted with the members of 15 father-young adult son dyads. Thematic analysis of the data indicated that although both fathers and sons believed that fathers have an important role to play in the sex education of sons, the sexual communication in these dyads were mostly indirect, singular, and father-centered warnings, jokes or speeches. The men in our study would therefore benefit from interventions that equip them with knowledge and skills to function as more effective sexual communicators and educators. Furthermore, we found that limiting hegemonic masculinity ideas underpinned father-son sexual communication, which implies that interventions to empower fathers as effective sex communicators should also challenge and expand ideas and practices involving masculinity and fatherhood. We also identified context-specific issues (e.g., being mindful of how the idea of explicit sexual communication fits with local constructions of respectful father-son relationships) that need to be attended to in such interventions. [ABSTRACT FROM AUTHOR]

In response to Golinkoff, Hoff, Rowe, Tamis-LeMonda, and Hirsh-Pasek's (2018) commentary, we clarify our goals, outline points of agreement and disagreement between our respective positions, and address the inadvertently harmful consequences of the word gap claim. We maintain that our study constitutes a serious empirical challenge to the word gap. Our findings do not support Hart and Risley's claim under their definition of the verbal environment; when more expansive definitions were applied, the word gap disappeared. The word gap argument focuses attention on supposed deficiencies of low-income and minority families, risks defining their children out of the educational game at the very outset of their schooling, and compromises efforts to restructure curricula that recognize the verbal strengths of all learners. [ABSTRACT FROM AUTHOR]

This research examines how British‐Pakistani mothers of children with special education needs and/or disability (SEND) experience the placement decision‐making process and the relationship between their notions of inclusion and different placement settings. This paper reports on the author's Doctoral research and explores how professional 'expertise interacts with maternal concerns and knowledge. Using Weber's (2001) Intersectional Framework, this qualitative study was conducted in Southwest England in three phases using semi‐structured interviews, unstructured interviews and vignettes. Eight first‐generation and second‐generation immigrant British‐Pakistani mothers participated in this research, whose children varied in age and range of SEND. Research participants were contacted through Anoka, a South Asian disabled families' support group and through 'snowballing. Braun and Clarke's (2006) thematic analysis was used to develop five main themes. This research yielded rich and nuanced data regarding maternal understanding around placement preferences. Mothers generally preferred those special schools with plans for eventual mainstream integration, particularly those sharing geographical locations with a mainstream school. A uniquely telling finding in this study was that mothers preferred special schools which had the least disabling visual outlook and appeared least like a medicalised setting. In the case of mainstream schools, in addition to overall performance and educational attainment, mothers valued school policies towards accommodating pupils with SEND. Most notably, all mothers suggested that their child's SEND was their main criteria for placement preferences in order to secure better provisions. This research suggests that for parents from minority communities, the placement decision‐making process must become more inclusive and enabling before they are able to fully support their child with SEND. [ABSTRACT FROM AUTHOR]

Poor maternal mental health, including depression and high stress levels, can negatively impact many domains of child development, particularly among low-income, ethnic minority families experiencing multiple stressors. Low-income minority mothers, particularly Hispanic mothers, are also at increased risk of experiencing exposure to community violence and other types of trauma. However, studies exploring the additional impact of maternal trauma symptoms on children’s functioning are rare. This study aims to address this gap by examining the impact of maternal trauma symptoms on young children’s functioning in a low-income, predominantly Hispanic sample through the mechanisms of maternal depressive symptoms, and mother’s experiences of parenting stress and strain. The sample consisted of 158 biological mothers (58% Hispanic, 13% African American, 5.7% White American) who were participating in community-based mental health treatment for their children (MAGE = 3.7, SD = 1.2). Mothers completed questionnaires providing information on their children’s behaviors and their own mental health and stress levels at intake. Path analysis indicated that there was a significant indirect effect of maternal trauma symptoms on children’s behavior problems through maternal depressive symptoms and maternal stress in the parent-child relationship (β = 0.09, p < 0.01). In addition, there was a direct effect of maternal trauma symptoms on children’s behavior problems (β = 0.32, p < 0.001). The results suggest that maternal trauma symptoms, in addition to maternal depressive symptoms, contribute to poor maternal and child functioning. [ABSTRACT FROM AUTHOR]

In this study, I reframe the debate on minority parents and their children’s educators by moving beyond concerns around student academic achievement and toward the quality of relationships among adult stakeholders. Using an interpretive lens based on Foucault’s notion of discourse, I examine three research vignettes drawn from an interventionist research project in two urban elementary schools. This examination identifies and responds to interpersonal, inter-institutional, and inter-epistemological dysfunctions. I make a concluding case for the transformative potential in the interplay of discourses: When inequalities and exclusions are redressed in the research, the project realizes a discursive and ethical possibility. [ABSTRACT FROM AUTHOR]

Going to college is an expectation for many students, but this is not always the norm for many minority families. The decision to leave the comfort of home for college includes many family discussions and literacy practices that greatly affect a student. Studying family literacy practices such as storytelling and “cuentos y consejos” allows us to understand the concerns families possess as their daughters transition from home to college. [ABSTRACT FROM AUTHOR]

The article discusses the role of social workers in providing peer support to families in culturally and linguistically diverse (CLD) communities with children who have disabilities or special health care needs. Topics include the development P2P peer support programs for parents of children with disabilities, issues related to cultural inclusivity, and suspicion of social services by refugees and undocumented immigrants.

Recent research shows that many political, economic, and socio-cultural factors explain the difficulties faced by minority communities. However, this study focuses on two factors: China's minority/bilingual education policy discourse, and discursive shifts in policy enactment process in Tibetan school community. A qualitative research methodology involving an ethnographic case study approach was employed. Three theoretical lenses provided the conceptual framework: policy genealogy, discourse theory, and policy enactment. Documentary, interview, and observational data was collected from Badi Primary School, a semi-agro-pastoral town primary school in Ganzi Tibetan Autonomous Prefecture of Sichuan Province. Findings show that a moral-cultural order fostering monolingual and bicultural education was identified in this school, in which Tibetan students developed instrumental linguistic dispositions, characterized by cultural distance and alienated Tibetan identities. The article reveals the hybrid nature of neoliberal globalisation processes in China's minority education policies and describes the role such hybrid discourses play in shaping public representations and policy enactments in Tibetan school community. [ABSTRACT FROM AUTHOR]

Although suggestions are that benefits of relationship and marriage education (RME) participation extend from the interparental relationship with parenting and child outcomes, few evaluation studies of RME test these assumptions and the relationship among changes in these areas. This quasi‐experimental study focuses on a parallel process growth model that tests a spillover hypothesis of program effects and finds, in a sample of low‐income minority mothers with a child attending a Head Start program, that increases in mother reports of coparenting agreement for RME participants predict decreases in their reports of punitive parenting behaviors. Although improvements in parenting behaviors did not predict increases in teacher reports of children's social competence, improvements in coparenting agreement were associated with increases in children's social competence over time. In addition, comparative tests of outcomes between parents in the program and parents in a comparison group reveal that RME program participants (n = 171) demonstrate significant improvements compared to nonparticipants (n = 143) on coparenting agreement, parenting practices, and teachers' reports of preschool children's social competence over a 1 year period. The findings are offered as a step forward in better understanding the experiences of low‐resource participants in RME. Implications for future research are discussed. [ABSTRACT FROM AUTHOR]

Relative child care is the most common type of child care, especially for low-income and racial/ethnic minority families. This type of child care may provide emotional support but also generate stress. This study examines whether the use of relative child care improves maternal parenting practices. Data from 3475 families in the Fragile Families and Child Wellbeing Study were used to examine how relative child care is related to parenting behaviors and how the patterns present among each racial/ethnic and immigrant family. Parenting stress was examined as a potential moderator. Findings suggest that there is a significant relationship between the use of relative child care and parenting behaviors, especially fewer harsh parenting (i.e., physical and psychological aggression) and positive parenting behaviors (i.e., non-violent discipline parenting). Relative child care had positive effects for Black and immigrant mothers, negative effects for White mothers, and mixed effects for Hispanic mothers. Parenting stress moderated the relationship, weakening the positive effects of relative care on harsh parenting, i.e., physically and psychologically aggressive behaviors. The results are expected to contribute to child welfare practice as well as child care research and provide implications for meeting the needs of minority and vulnerable families. [ABSTRACT FROM AUTHOR]

Utilizing grounded theory methodology and drawing from sexual script theory as a research lens, we examined familial gender ideologies, media portrayals of Black and Latina women, dating attitudes, and sexual behaviors among 33 low-income early adolescent (aged 11-14) African American and Mexican American young women. Themes revealed divergent experiences for African American and Mexican American young women. In particular, African American participants reported egalitarian familial gender ideologies and sexual objectification of Black women, as well as more open and positive attitudes toward dating and sexuality. In contrast, Mexican American participants reported patriarchal familial gender ideologies and the portrayed mistreatment of Latinas in telenovelas and Spanish language songs, along with cautious attitudes towards dating and sexuality. Additionally, Mexican American participants reported that they censored their communication about sexual matters with their family. Overall, findings suggest that interventions should be tailored accordingly for African American and Mexican American youth. Interventions with African American young women should focus on providing accurate information on safer sexual practices, whereas interventions with Mexican American young women should focus on promoting constructive conceptualizations of gender roles, which could help foster self-efficacy around sexual communication with parents and potential partners. [ABSTRACT FROM AUTHOR]

Objectives: It is imperative that individual differences in the cultural contexts of adolescent mothers, whose parenting is often linked to poor child outcomes, be better understood, especially among Puerto Rican-origin mothers who experience high rates of poverty. Behaviors that mothers use to elicit compliance from their children are important to investigate, because children's ability to engage in regulated, compliant behavior has long-term consequences for their adjustment. This study tested whether mothers' orientation to both American and Latino cultures influenced the associations between such maternal behaviors and compliant and defiant child behaviors.Method: The sample included 123 young, Puerto Rican-origin mothers and their 24-month-old toddlers. Behaviors coded from a toy cleanup task measured maternal guidance and control and child compliance and defiance, and acculturation and enculturation were measured with a self-report questionnaire.Results: Maternal guidance predicted more child compliance, with no significant variations by cultural orientation; however, mothers who were more enculturated had children who were more compliant. As predicted, mothers' more frequent use of control was related to more child defiance for mothers reporting high levels of acculturation, and not for less acculturated mothers.Conclusions: Findings support the hypothesis that individual differences in cultural orientation influence variations in associations between certain maternal and child behaviors. (PsycINFO Database Record [ABSTRACT FROM AUTHOR]

This study evaluated the influence of child and family functioning on child sleep behaviors in low-income minority families who are at risk for obesity. A cross-sectional study was utilized to measure child and family functioning from 2013 to 2014. Participants were recruited from Head Start classrooms while data were collected during home visits. A convenience sample of 72 low-income Hispanic (65%) and African American (32%) families of preschool-aged children were recruited for this study. We assessed the association of child and family functioning with child sleep behaviors using a multivariate multiple linear regression model. Bootstrap mediation analyses examined the effects of family chaos between child functioning and child sleep problems. Poorer child emotional and behavioral functioning related to total sleep behavior problems. Chaos associated with bedtime resistance significantly mediated the relationship between Behavioral and Emotional Screening System (BESS) and Bedtime Resistance. Families at high risk for obesity showed children with poorer emotional and behavioral functioning were at higher risk for problematic sleep behaviors, although we found no link between obesity and child sleep. Family chaos appears to play a significant role in understanding part of these relationships. Future longitudinal studies are necessary to establish causal relationships between child and family functioning and sleep problems to further guide obesity interventions aimed at improving child sleep routines and increasing sleep duration. [ABSTRACT FROM PUBLISHER]

While ethnic minority children today experience parental separation almost as often as the majority of Danish children, research on how they experience divorce is limited. Hence, this article applies a mixed methods approach to investigate post-divorce father-child contact for ethnic minority children compared to Danish majority peers. Drawing on survey data, the article documents how ethnic minority children are more likely than their Danish majority peers to have either no contact with their fathers or see their fathers for shorter durations. Drawing on qualitative interviews with adult and child members of post-divorce ethnic minority families, we propose that the observed differences in post-divorce father-child contact can result from the lower socio-economic position of the members of such families, be tied to higher thresholds for divorcing, and arise from different understandings of the role of the father in the ethnic minorities' home country cultures as compared to the Danish host society. [ABSTRACT FROM AUTHOR]

This article describes how the belief in the existence of a language gap has negative educational consequences for bilingual and bidialectal children from minoritized communities. This article first positions the idea of the language gap within the “achievement gap” discourse that has long been prevalent in educational circles. We then identify conceptual problems related to the ways that the language gap has been constructed, problems that we see as undermining its validity. We locate the gap not in the ways families and young children use language but in the ways racism has regimented language so as to exclude language-minoritized children. Insisting on the nature of language as a form of semiosis, we consider how a diverse society can educate its children in ways that extend their meaning-making potential, rather than in ways that restrict it to one autonomous enumerated language in whose reified name only some of the children’s structural and lexical features are legitimated. And we end by describing how a theory built around the notion of translanguaging allows us to locate the gap in social, educational, and academic practices rather than in the raciolinguistically minoritized students and their families. [ABSTRACT FROM AUTHOR]

Parents play a key role in launching their children into adulthood. Differences in the resources they provide their children have implications for perpetuating patterns of family inequality. Using data on 6,962 young adults included in the National Longitudinal Survey of Youth 1997, we examine differences in the support parents provide to young adult children by immigrant status and race/ethnicity and whether and how those differences are explained by parent resources and young adult resources and roles. Immigrant status and race/ethnicity are associated with patterns of support in complex ways. We find that racial/ethnic and immigrant disparities in perceptions of support, financial support, and receiving advice from parents about education or employment are explained by family socioeconomic resources. Group differences in whether young adults say they would turn to a parent for advice and coresidence persist after accounting for these factors, however. Young adult resources and roles also shape parental support of young adults in the transition to adulthood, but taking account of these characteristics does not explain immigrant and racial/ethnic group differences. Our findings highlight the need to consider both race/ethnicity and immigrant status to understand family relationships and sources of support. [ABSTRACT FROM AUTHOR]

This study investigated the association between maternal depressive symptoms and adolescent engagement in sexual intercourse in a non-clinical sample of mothers and their adolescent daughters from minority families. The current study explores ways in which maternal depression, family factors, and adolescent sex interact. Data were from a cross-sectional study of 176 mother-daughter dyads, including a subset of mothers with HIV. Logistic regression analyses revealed that among mothers who were not current marijuana users, more maternal depressive symptoms was associated with daughters' engagement in sexual intercourse. Neither parent-child conflict nor parental involvement significantly mediated the relationship between maternal depressive symptoms and adolescent sex. This study provides the first empirical evidence that non-clinical depressive symptoms in mothers are associated with adolescent engagement in sexual intercourse. [ABSTRACT FROM AUTHOR]

From a social disorganization standpoint, neighborhood residential instability potentially brings negative consequences to parent-child relationship qualities, but family social support and racial/ethnic identity may modify this association. Using data ( n = 3,116) from the Project on Human Development in Chicago Neighborhoods, this study examines associations between neighborhood residential instability and parent-child warmth and conflict, whether family social support moderates associations between residential instability and parent-child relationships, and variation by race/ethnicity. Multilevel models reveal that residential instability undermines parent-child relationship qualities, particularly for non-White individuals. Family support is a protective factor for families in less stable neighborhoods and specifically buffers the association between neighborhood residential instability and reduced parent-child warmth. Among Hispanics, family support mitigates the association between residential instability and heightened parent-child conflict. Findings highlight residential instability as a detriment to parent-child relationships; families in unstable neighborhoods may benefit from family social support. [ABSTRACT FROM AUTHOR]

Findings from previous studies corroborate the hypothesis that universalism and conservation values are associated with negative attitudes toward immigration. In the current study we examine whether universalism and conservation values also play a critical role in the explanation of attitudes toward other minority groups. Drawing on previous research on group-focused enmity, we explore its relations with universalism and conservation values in a German sample. Employing structural equation modeling, we find that individuals who prioritize universalism values approve of various minorities more whereas those who prioritize conservation values exhibit more disapproval. [ABSTRACT FROM AUTHOR]

BACKGROUND This article provides an introduction to the special collection of papers on partnership dynamics among immigrants and their descendants in five selected European countries: Sweden, France, the UK, Spain, and Estonia. RESULTS AND CONCLUSIONS The analysis shows a significant variation in partnership patterns among immigrants in all five countries. Immigrants from countries with more 'conservative' family patterns (e.g., those from Turkey, South Asia, and the Maghreb region) have high marriage rates, low (premarital) cohabitation levels, and are less likely to separate. By contrast, more 'fluid' family formation patterns dominate among some non-European immigrant groups (e.g., Caribbeans, Sub-Saharan Africans, and Latin Americans). The significant diversity of partnership patterns within countries across immigrant groups supports the idea that socialisation factors play an important role in their partnership behaviour. The partnership patterns of immigrants' descendants are 'in-between'. These findings support the idea that both the minority subculture and the mainstream society have an effect on the behaviour of ethnic groups; however, the role of minority subculture seems to be larger than expected among some groups (e.g., individuals of Turkish, South Asian, Slavic, and Maghrebian origin). CONTRIBUTION All five studies report a significant diversity in partnership patterns across ethnic groups and suggest that the diversity in family forms will persist in the future. We argue that future research should investigate family patterns among the 'third generation', examine the links between economic and cultural integration of ethnic minorities, and exploit various novel techniques to analyse the dynamic nature of individuals' lives. [ABSTRACT FROM AUTHOR]

Arab adolescents in Israel must form a collective identity while living in both a social context that tends to vilify their existence and in a traditional family context that generally shuns modern Israeli society. The authors examined the relationship between perceptions of parental political socialization and the formation of collective identity among 1,241 Arab adolescents living in Israel. The findings suggest that Israeli Arab adolescents' perception of parental political (religious, national Arab-Palestinian, and Israel civic) socialization is statistically associated with the collective identity of adolescents. As hypothesized, parental political socialization mediated the relationship between parent-adolescent relationship quality and adolescents' collective identity. The results indicate a correlation between parental political socialization and collective identity of adolescents. The discussion focuses on the special place of family in the social context of ethno-religious minorities in a country where the majority perceives the minority as an enemy that endangers the existence of the state. [ABSTRACT FROM AUTHOR]

Racial/ethnic minority youth live at the intersection of diverse cultures, yet little is known about cultural socialization outside families or how cultural socialization in multiple settings conjointly influences adolescent well-being. In a sample of 236 8th graders (51 % female; 89 % Latinos, 11 % African Americans), we examined adolescents' perceptions of family and peer cultural socialization toward the heritage culture and the mainstream American culture. A variable-centered approach demonstrated that the socioemotional and academic benefits of family cultural socialization were most evident when peer cultural socialization was congruently high. Although family and peer cultural contexts are often assumed to be drastically different, we identified similar proportions of adolescents experiencing congruently high, congruently low, and incongruent cultural socialization from families and peers using a person-centered approach. Although the incongruent group received relatively high levels of cultural socialization in one setting, their well-being was similar to the congruently low group. The findings highlight the importance of considering cultural socialization across multiple developmental settings in understanding racial/ethnic minority youth's well-being. [ABSTRACT FROM AUTHOR]

This article reports on formative research to develop the Adelante brand, an innovative program for Latino immigrant adolescents and their families. The brand applies social marketing principles used in previous health brands in areas such as tobacco control, substance use, and HIV prevention. Specific objectives were to apply branding principles as an approach to increasing adolescent engagement with, and participation in, a community-based youth development program called Adelante, which is based on positive youth development theory. We collected data in a primarily low-income Latino immigrant community, Langley Park, MD, located near Washington, DC. A total of 39 adolescents, ages 13–19, participated in six focus groups. We designed and tested a brand positioning statement, associations, a logo and graphics, and youth archetypes. We used thematic content analysis to code focus group data into broad topic areas and then analyzed the data using substantive coding to identify themes. The concepts of strength, resilience, and “turning the corner” by overcoming life obstacles and succeeding were the main themes. Latino youth face a challenging environment in which they grow up, finish school, and succeed. Adelante represents a source of support and help to turn the corner. A graphic depicting a city street corner with a darker side (past) and a brighter side (future) was identified as the Adelante logo. Youth characters named Victor and Erika, and an educational entertainment strategy, were conceived as a way to create a brand persona. Adelante is now actively building its brand to increase youth engagement in the program. [ABSTRACT FROM AUTHOR]