Parent-Child Relationships in Hmong Immigrant Families in the United States

2013 ◽  
pp. 91-106 ◽  
Author(s):  
Zha Blong Xiong ◽  
Veronica Deenanath ◽  
Dung Mao
Keyword(s):  
United States ◽  
Immigrant Families ◽  
The United States ◽  
Parent Child Relationships ◽  
Parent Child

Adolescent perceptions of reciprocity, authority, and closeness in relationships with mothers, fathers, and friends

2000 ◽  
Vol 24 (4) ◽  
pp. 464-471 ◽  
Author(s):  
Brett Laursen ◽  
Peter Noack ◽  
David Wilder ◽  
Vickie Williams
Keyword(s):  
United States ◽  
The United States ◽  
Age And Gender ◽  
Relationship Closeness ◽  
Adolescent Perceptions ◽  
Gender Patterns ◽  
And Gender ◽  
Parent Child Relationships ◽  
Parent Child

Adolescents in Germany and the United States completed questionnaires describing reciprocity, authority, and closeness in relationships with mothers, fathers, and friends. Reciprocity was linked to authority within and across friendships and parent-child relationships; reciprocity and authority were linked to closeness within and across parent-child relationships, but neither within friendships nor across friendships and parent-child relationships. Median splits divided adolescents into high and low closeness groups for each relationship to determine differences in reciprocity and authority. Patterns of reciprocity varied as a function of relationship closeness and nationality, as well as by age and gender. Patterns of authority differed by nationality only.

scholarly journals A Third Emerging Stage for the Current Digital Society? Optimal Parenting Styles in Spain, the United States, Germany, and Brazil

2019 ◽  
Vol 16 (13) ◽  
pp. 2333 ◽  
Author(s):  
Fernando Garcia ◽  
Emilia Serra ◽  
Oscar Garcia ◽  
Isabel Martinez ◽  
Edie Cruise
Keyword(s):  
United States ◽  
Parenting Style ◽  
Parenting Styles ◽  
Well Being ◽  
The United States ◽  
Parental Warmth ◽  
Third Stage ◽  
Optimal Parenting ◽  
Parent Child Relationships ◽  
Parent Child

We propose a new paradigm with three historical stages for an optimal parenting style (i.e., indulgent parenting style), which extends the traditional paradigm of only two stages (i.e., authoritarian and authoritative parenting styles). The three stages concur, at the same time, in different environments, context, and cultures. We studied the third stage for optimal parent–child relationships through the offspring’s personal and social well-being, with four adolescent samples from 11 to 19 years old (52.2% girls) from Spain (n = 689), the United States (n = 488), Germany (n = 606), and Brazil (n = 672). The offspring’s personal well-being was measured through self-esteem (academic, social, emotional, family, and physical), while social well-being was measured with the internalization of self-transcendence (universalism and benevolence) and conservation values (security, conformity, and tradition). The parent–child parenting style was measured through parental warmth and strictness, and the adolescents’ parents were classified into one of four groups (indulgent, authoritarian, authoritative, and neglectful). Remarkably, the greatest personal well-being was found for adolescents raised with higher parental warmth and lower parental strictness (i.e., indulgent), and the greatest social well-being was found for adolescents raised with higher parental warmth (i.e., indulgent and authoritative; p < 0.05 for all countries). Consistently, poorer personal well-being and social well-being were associated with less parental warmth (i.e., authoritarian and neglectful). Findings suggest that the parent–child relationships analyzed have a common pattern associated with personal and social well-being that coincide with a proposed third stage.

Stressors among Hispanic adults from immigrant families in the United States: Familismo as a context for ambivalence.

2016 ◽  
Vol 22 (3) ◽  
pp. 408-416 ◽  
Author(s):  
Sasha M. Rojas ◽  
Joseph G. Grzywacz ◽  
Martha I. Zapata Roblyer ◽  
Rebecca Crain ◽  
Richard C. Cervantes
Keyword(s):  
United States ◽  
Immigrant Families ◽  
The United States ◽  
Hispanic Adults

“It's Different Here”: Complicating Concepts of College Knowledge and First Generation through an Immigrant Lens

2018 ◽  
Vol 120 (11) ◽  
pp. 1-36
Author(s):  
Chrystal A. George Mwangi
Keyword(s):  
United States ◽  
College Preparation ◽  
First Generation ◽  
Immigrant Families ◽  
The United States ◽  
College Knowledge ◽  
K 12 ◽  
First Generation To College ◽  
College Educated ◽  
The U.S

Background/Context Children of immigrants are the fastest growing segment of the U.S. child population, and these children are increasingly entering the U.S. educational pipeline and seeking access to college. Gaining access to college in the United States requires college knowledge. Yet, obtaining college knowledge can be difficult for immigrant families, who may lack familiarity with the U.S. education system. Although one third of all immigrants possess a college degree, many earned their degree abroad or in the United States as international students and/or adult learners. Therefore, the children of college-educated immigrants may be the first in their family to seek access to college via the U.S. K–12 system. Purpose/Objective/Research Question/Focus of Study This study explores how African immigrant multigenerational families engage in college preparation. All families had at least one parent who had attained a college degree. In each family, the college-educated parent(s) either received their degree abroad or received their degree in the United States as an international student or adult returning student. The research questions are: How do immigrant families explain navigating the college-going process when their children are first in the family to prepare for college via the U.S. K–12 system? How do immigrant families describe their level of comfort with college preparation when their children are first in the family to prepare for college via the U.S. K–12 system? Research Design A qualitative, multiple case design was used. Findings/Results The findings demonstrate that although the children in this study were not first generation to college in a traditional sense, they experienced many of the same challenges. For the families in this study, the parents possessed institutionalized capital but often lacked what emerged as “U.S.-based college knowledge,” which impacted their experience with the college choice process. Conclusions/Recommendations Families’ lack of familiarity with the U.S. college preparation process (college testing, academic tracking, cost of college/financial aid) leads to a call for complicating concepts of “college knowledge” and “first generation” to college in a globalized society.

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