The influence of the racial/ethnic match of interviewer and respondent on the measurement of couples relationship quality and emotional functioning.

2016 ◽  
Vol 5 (1) ◽  
pp. 12-26
Author(s):  
Anna P. Hornberger ◽  
Kristen Medley-Proctor ◽  
Christopher D. Nettles ◽  
Maria A. Cimporescu ◽  
George W. Howe
Keyword(s):  
Relationship Quality ◽  
Emotional Functioning ◽  
Ethnic Match ◽  
Racial Ethnic

Examining bias in school discipline sanctions: Does student-teacher racial/ethnic match matter?

2013 ◽  
Author(s):  
Jamilia J. Blake ◽  
Eric A. Booth ◽  
Dottie Carmichael ◽  
Allison Siebert ◽  
Tony Fabelo ◽  
...  
Keyword(s):  
Student Teacher ◽  
School Discipline ◽  
Ethnic Match ◽  
Racial Ethnic

Teacher-Child Racial/Ethnic Match and Parental Engagement With Head Start

2020 ◽  
Vol 57 (5) ◽  
pp. 2132-2174 ◽  
Author(s):  
Anna J. Markowitz ◽  
Daphna Bassok ◽  
Jason A. Grissom
Keyword(s):  
Head Start ◽  
Parental Involvement ◽  
Educational Outcomes ◽  
Parental Engagement ◽  
Children And Families ◽  
Ethnic Match ◽  
Hispanic Families ◽  
Using Data ◽  
The Relationship ◽  
Racial Ethnic

Parental engagement is central to Head Start’s two-generation mission. Drawing on research linking teacher-child racial/ethnic match to educational outcomes, the present study explores whether teacher-child match increases parental involvement in Head Start activities designed to support children and families. Using data from the 2006 and 2009 waves of the Head Start Family and Child Experiences Survey, we estimate the relationship between teacher-child racial/ethnic match and parental involvement both across and within Head Start centers. Findings suggest that match enhances parental engagement and decreases student absences, particularly among Hispanic families, suggesting that family engagement may be one potential mechanism by which racial/ethnic match improves educational outcomes. Findings also have implications for policies that reduce the diversity of the Head Start workforce.

The case for greater faculty diversity: examining the educational impacts of student-faculty racial/ethnic match

2019 ◽  
pp. 1-17 ◽  
Author(s):  
Jasmín D. Llamas ◽  
Khoa Nguyen ◽  
Alisia G.T.T. Tran
Keyword(s):  
Ethnic Match ◽  
Faculty Diversity ◽  
Racial Ethnic

Change in parental and peer relationship quality during emerging adulthood

2018 ◽  
Vol 35 (5) ◽  
pp. 743-769 ◽  
Author(s):  
Laura J. Holt ◽  
Jonathan F. Mattanah ◽  
Michelle W. Long
Keyword(s):  
Relationship Quality ◽  
Help Seeking ◽  
Parental Attachment ◽  
Emotional Functioning ◽  
Peer Attachment ◽  
Social Competencies ◽  
Stability And Change ◽  
Social And Emotional ◽  
College Entry ◽  
Skill Building

We report on two longitudinal studies, where we examined how stability and change in attachment to parents and peers from the first to last year of college were associated with changes in theoretically relevant outcomes. As expected, students with consistently secure parental and peer attachment evidenced the best academic, social, and emotional functioning overall. Participants with “stable secure” parental attachment reported significant increases in their academic and emotional functioning and their social competencies; on the other hand, students with consistently low parental attachment showed a decline in their emotional functioning. Participants with stable secure peer attachment also reported lower overall levels of depression and loneliness, better social competence, and more favorable attitudes about help-seeking. Finally, students who transitioned from lower to higher parental attachment showed significant declines in loneliness; those transitioning from low to high peer attachment evidenced a significant increase in social functioning. We discuss implications for how college-based programming might serve to forestall declines in parental/peer attachment and/or facilitate skill building among students who identify with a more insecure style at college entry.

Conceptualizing and Measuring Biracial/Multiracial/Multiethnic Status: Friendship Homophily in Early Adolescence

2021 ◽  
pp. 027243162110367
Author(s):  
Adrienne Nishina ◽  
Melissa R. Witkow
Keyword(s):  
Early Adolescents ◽  
Future Research ◽  
Special Issue ◽  
Ethnic Match ◽  
Best Friend ◽  
Research Questions ◽  
Best Friendship ◽  
Racial Ethnic ◽  
Practical Recommendations ◽  
Multiracial Youth

This special issue highlights biracial/multiracial/multiethnic early adolescents as a fast-growing demographic warranting greater inclusion in developmental research. We address several likely barriers to inclusion related to the conceptualization and measurement of biracial/multiracial/multiethnic status and offer recommendations for including Multiracial youth that are informed by the research questions of interest. With a diverse sample of 610 early adolescents (11% Multiracial), we explore Multiracial youths’ racial/ethnic homophily in their best friendship. Multiracial youth were less likely to perceive a racial/ethnic match and less likely to objectively match (i.e., their best friend also self-reported being multiracial) compared to their monoracial counterparts. Multiracial youth perceived a racial/ethnic match with their best friend when they and their best friend both reported the exact same monoracial backgrounds. They were less likely to perceive a match when there was only a partial (i.e., one background overlapped) or no objective match. Practical recommendations are provided for future research.

Peers as Culturally Relevant Change Agents

2021 ◽  
pp. 18-26
Author(s):  
Tai A. Collins ◽  
Meagan N. Scott ◽  
Julia N. Villarreal ◽  
Bryn E. Endres
Keyword(s):  
Lived Experiences ◽  
Culturally Relevant ◽  
Change Agents ◽  
The United States ◽  
Ethnic Match ◽  
Peer Modeling ◽  
School Based ◽  
Relevant Change ◽  
Communal Orientation ◽  
Racial Ethnic

As the United States’ school-age population has become increasingly diverse, it is critical that the curricula, instruction, assessments, and interventions in schools are culturally relevant, reflecting the values and lived experiences of children and families. In this chapter, we posit that peer-mediated interventions are viable strategies that can be used to improve the cultural relevance of interventions in schools. After reviewing culturally relevant school-based service delivery, we offer four reasons supporting the use of peers as culturally relevant change agents: (a) communal orientation, (b) preference for racial/ethnic match, (c) overcoming cultural mismatches in schools, and (d) near peer modeling.

Students With Parents Involved in Substance Abuse or Dependence

2012 ◽  
pp. 119-128 ◽  
Author(s):  
Brian R. Devine
Keyword(s):  
Substance Abuse ◽  
Children And Adolescents ◽  
Emotional Functioning ◽  
School Personnel ◽  
Negative Consequences ◽  
Social Emotional ◽  
Parental Substance Abuse ◽  
Increased Risk ◽  
Social Emotional Functioning ◽  
Racial Ethnic

This chapter will discuss the negative consequences that students may face when they have parents involved in substance abuse and will provide suggestions for educators to support them. These students often experience decreased performance in school, impaired social-emotional functioning, and are at increased risk for substance abuse themselves. Parental substance abuse is a widespread problem that affects children and adolescents from all racial/ethnic groups and socio-economic conditions, and its consequences for students can be severe. Many times, teachers and other school personnel are the only other adults in a student’s life that can impose a meaningful impact and decrease the likelihood for negative outcomes. It is therefore important to consider the role educators can play in supporting affected students.

scholarly journals Racial/Ethnic Match and Treatment Outcomes for Women with PTSD and Substance Use Disorders Receiving Community-Based Treatment

2014 ◽  
Vol 50 (7) ◽  
pp. 811-822 ◽  
Author(s):  
Lesia M. Ruglass ◽  
Denise A. Hien ◽  
Mei-Chen Hu ◽  
Aimee N. C. Campbell ◽  
Nathilee A. Caldeira ◽  
...  
Keyword(s):  
Substance Use ◽  
Treatment Outcomes ◽  
Substance Use Disorders ◽  
Ethnic Match ◽  
Community Based ◽  
Racial Ethnic

Does Student–Teacher Racial/Ethnic Match Impact Black Students’ Discipline Risk? A Test of the Cultural Synchrony Hypothesis

2016 ◽  
pp. 79-98 ◽  
Author(s):  
Jamilia J. Blake ◽  
Danielle M. Smith ◽  
Miner P. Marchbanks ◽  
Allison L. Seibert ◽  
Steve M. Wood ◽  
...  
Keyword(s):  
Black Students ◽  
Student Teacher ◽  
Ethnic Match ◽  
Racial Ethnic
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