scholarly journals Are Mothers’ and Fathers’ Parenting Characteristics Associated With Emerging Adults’ Academic Engagement?

2016 ◽  
Vol 38 (9) ◽  
pp. 1239-1261 ◽  
Author(s):  
Emily A. Waterman ◽  
Eva S. Lefkowitz
Keyword(s):  
Native American ◽  
Relationship Quality ◽  
Emerging Adults ◽  
Asian American ◽  
Academic Engagement ◽  
Black African ◽  
Mothers And Fathers ◽  
Academic Attitudes ◽  
Latino American ◽  
Parenting Characteristics

Although parenting is clearly linked to academic engagement in adolescence, less is known about links between parenting and academic engagement in emerging adulthood. A diverse sample of college students ( N = 633; 53.1% female, 45.7% White/European American, 28.3% Asian American/Hawaiian/Pacific Islander, 26.4% Hispanic/Latino American, 21.6% Black/African American, and 2.8% Native American/American Indian) answered surveys about mothers’ and fathers’ parenting style, parent–offspring relationship quality, academic attitudes, academic behaviors, and academic performance. Emerging adults with more permissive mothers viewed grades as less important than emerging adults with less permissive mothers. Mothers’ authoritarian parenting, mothers’ permissive parenting, and relationship quality with father were differentially related to academic engagement depending on emerging adults’ gender. Both mothers’ and fathers’ parenting characteristics may affect the academic engagement of emerging adults via past parenting behaviors and current quality of the parent–offspring relationship, despite decreased physical proximity of emerging adults and their parents.

scholarly journals Long-Distance Dating Relationships, Relationship Dissolution, and College Adjustment

2017 ◽  
Vol 5 (4) ◽  
pp. 268-279 ◽  
Author(s):  
Emily A. Waterman ◽  
Rose Wesche ◽  
Chelom E. Leavitt ◽  
Damon E. Jones ◽  
Eva S. Lefkowitz
Keyword(s):  
Positive Affect ◽  
Asian American ◽  
First Year ◽  
Relationship Dissolution ◽  
Dating Relationships ◽  
Long Distance ◽  
First Year Students ◽  
Black African ◽  
Latino American ◽  
Distance Relationship

Long-distance dating relationships (LDDRs) and the dissolution of these relationships may have implications for day-to-day affect and behaviors. The current study examined the associations of relationship status, long-distance relationship dissolution, and daily location with daily positive affect, loneliness, university activity engagement, and alcohol use. College students ( n = 718, 51.5% female, 43.9% White/European American, 29.7% Asian/Asian American/Hawaiian/Pacific Islander, 25.5% Hispanic/Latino American, and 21.7% Black/African American; M = 18.4 [0.4] years old) completed up to 14 consecutive daily diary surveys twice during their first year. Students in LDDRs had less positive affect and were lonelier when they were on campus than off campus and tended to engage in university activities on fewer days than other students. Daily affect and behavior did not differ depending on whether students dissolved or maintained their LDDR.

Race and Ethnicity

2018 ◽  
Author(s):  
Nnamdi Pole
Keyword(s):  
Native American ◽  
Asian American ◽  
Race And Ethnicity ◽  
Trauma Survivors ◽  
Post Traumatic Stress ◽  
Southeast Asians ◽  
Culturally Adapted ◽  
Group Members ◽  
Latino American ◽  
Post Traumatic

Empirical evidence shows consistent elevations in post-traumatic stress disorder (PTSD) prevalence for Black and Native American (and, to some extent, Latino American) trauma survivors in comparison to their White and Asian American counterparts. Certain subgroups within these larger groups (e.g., Caribbean Blacks and Latinos, Southeast Asians, sexual minorities) appear to show greater risk than the rest of their group members. Ethnoracial disparities in PTSD appear to be partially accounted for by disparities in trauma exposure, racial discrimination, coping style, and cultural expressive style. Ethnoracial minorities also show lower utilization of professional PTSD treatment, even though most evidence suggests that these therapies can be equally effective for all ethnoracial groups. Culturally adapted PTSD therapies have been proposed that may encourage greater utilization of evidence-based trauma treatments and thereby reduce ethnoracial disparities in PTSD.

Perceptions of Social Support in Doctoral Programs among Minority Students

2000 ◽  
Vol 86 (3) ◽  
pp. 1003-1010 ◽  
Author(s):  
Keith B. Williams
Keyword(s):  
Social Support ◽  
African American ◽  
Native American ◽  
Doctoral Students ◽  
Social Environment ◽  
Graduate School ◽  
Asian American ◽  
Doctoral Programs ◽  
Student Survey ◽  
The Social

This study examined the perceptions of social support reported by 70 African-American, 44 Hispanic, 20 Native-American, and 69 Asian-American doctoral students ( N = 203) concerning their experiences in graduate school. The Doctoral Student Survey was used to measure the levels and types of social support provided. One-way analysis of variance of mean scores indicated that a majority of doctoral students perceived the academic environment on campus and faculty advisers to be strong sources of social support, while perceiving the social environment on campus as unsupportive of their progress. The African-American and Native-American doctoral students perceived the social environment on campus to be less supportive than did the Hispanic and Asian-American doctoral students, and Native-American doctoral students perceived their departments to be less supportive than did the African-American, Hispanic, and Asian-American doctoral students.

Mapping developmental changes in perceived parent–adolescent relationship quality throughout middle school and high school

2018 ◽  
Vol 31 (04) ◽  
pp. 1541-1556 ◽  
Author(s):  
Ashley M. Ebbert ◽  
Frank J. Infurna ◽  
Suniya S. Luthar
Keyword(s):  
High School ◽  
Middle School ◽  
New England ◽  
Relationship Quality ◽  
Developmental Changes ◽  
Mothers And Fathers ◽  
Adolescent Relationships ◽  
Adolescent Relationship ◽  
Over Time

AbstractThis study examined changes in adolescents’ perceived relationship quality with mothers and fathers from middle school to high school, gender differences, and associated mental health consequences using longitudinal data from the New England Study of Suburban Youth cohort (n = 262, 48% female) with annual assessments (Grades 6–12). For both parents, alienation increased, and trust and communication decreased from middle school to high school, with greater changes among girls. Overall, closeness to mothers was higher than with fathers. Girls, compared to boys, perceived more trust and communication and similar levels of alienation with mothers at Grade 6. Girls perceived stronger increases in alienation from both parents and stronger declines in trust with mothers during middle school. Increasing alienation from both parents and less trust with mothers at Grade 6 was associated with higher levels of anxiety at Grade 12. Less trust with both parents at Grade 6 and increasing alienation and decreasing trust with mothers in high school were associated with higher levels of depressive symptoms at Grade 12. Overall, girls reported having higher levels of anxiety at Grade 12 compared to boys. Findings on the course of the quality of parent–adolescent relationships over time are discussed in terms of implications for more targeted research and interventions.

scholarly journals Tailoring Narration for Distinct Audiences in Emerging Adulthood

2019 ◽  
pp. 216769681985675 ◽  
Author(s):  
M. Pasupathi ◽  
K. C. McLean ◽  
T. L. Weeks ◽  
W. Hynes
Keyword(s):  
Emerging Adulthood ◽  
Emerging Adults ◽  
Identity Construction ◽  
Narrative Identity ◽  
Relational Dynamics ◽  
Mothers And Fathers ◽  
The Social ◽  
Critical Task

The development of narrative identity is a critical task for emerging adults—one shaped by parents and peers. However, how diverse audiences might jointly shape narrative identity remains underexamined. The present study addresses this gap, examining how emerging adults perceive diverse audiences for their narratives and tailor those narratives. In Study 1, emerging adults ( N = 112 and 106) rated peer audiences as more frequent, comfortable, agreeable, and less challenging audiences compared to mothers and fathers. In Study 2, participants ( N = 106 participants; n = 1272 narratives) responded to four narrative prompts: first, the standard prompt with no audience specified and then edited those narratives (if desired) for mothers and for friends. Broadly, relative to friends, mothers elicited more positive, but also more edited, narratives. These findings illustrate the social-relational dynamics of narrative identity construction in emerging adulthood, as well as implications for narrative autonomy and narrative intimacy.

scholarly journals In a State of Becoming: How Institutions Communicate Asian American and Pacific Islander- and Latinx-Servingness Through Campus Artifacts

2020 ◽  
Vol 14 (3) ◽  
pp. 104-119
Author(s):  
Cynthia Maribel Alcantar ◽  
Blanca E. Rincón ◽  
Kristine Jan Espinoza
Keyword(s):  
Native American ◽  
Asian American ◽  
Pacific Islander ◽  
Ethnographic Methods ◽  
Western State ◽  
Hispanic Serving Institutions ◽  
Hispanic Serving

This study examines the ways campus artifacts communicate Asian American and Pacific Islander (AAPI)- and Latinx-servingness at dually designated Asian American and Native American Pacific Islander-Serving Institutions (AANAPISIs) and Hispanic-Serving Institutions (HSIs). Using critical ethnographic methods, the researchers collected data at three AANAPISI- HSIs regionally concentrated in a western state. Findings from this study reveal that the campus environments of the three institutions were in a state of flux and are captured through two interconnected themes that emerged from the data: striving to become and undermining progress towards becoming. This study has implications for understanding how AANAPISI-HSIs communicate AAPI- and Latinx-servingness through campus artifacts.

The role of Asian American and Native American Pacific Islander‐Serving Institutions in reframing leadership education

2021 ◽  
Vol 2021 (171) ◽  
pp. 101-111
Author(s):  
Demeturie Toso‐Lafaele Gogue ◽  
Rikka J. Venturanza ◽  
Aida Cuenza‐Uvas ◽  
Mike Hoa Nguyen
Keyword(s):  
Native American ◽  
Asian American ◽  
Pacific Islander ◽  
Leadership Education
Sign in / Sign up

Export Citation Format

Share Document