Jayaprakash Narayan and Indira Gandhi, 1966–74: Before the Rivalry

When the Gandhian Jayaprakash Narayan (JP) gave the clarion call of Total Revolution, Prime Minister Indira Gandhi responded heavy-handedly by imposing the Emergency in India in 1974–5. This all-encompassing duel has dominated politics and political scholarship since. Their domestic clash has established many analytical prisms for the contemporary public sphere in India, particularly personality politics versus people’s power, single party versus coalition grouping, electoral democracy versus authoritarian dictatorship, and student/youth movements versus generational status quo. Simultaneously, it has also highlighted their differences in a way that has served to bury their affinities and agreements—not only on obscure matters. This article seeks to soften this dichotomy on the basis of their correspondence, and complemented by other primary material, to sketch their consensus in an earlier period. It shows that before their break, the socialist JP and the statist Indira Gandhi exhibited complementary stands on national issues regarding Nagaland, Kashmir and Bangladesh. This national nearness complicates their later adversarial politics on domestic issues, adds dimension to our understanding of the mid-1960s and mid-1970s, and contributes to contemporary understandings of their respective places in narratives of the state against society in India.

Big Five Development From Young Adulthood to Midlife: Findings From a Longitudinal Study of Mexican-Origin Adults

A large body of research has documented how personality develops across adulthood, yet very little longitudinal work has examined whether these findings generalize beyond predominantly middle-class, highly-educated White American or Western European individuals. This pre-registered study uses longitudinal data from 1,110 Mexican-origin adults who completed a well-validated personality measure, the Big Five Inventory, up to 6 times across 12 years (median age at Wave 1 = 37.7; range = 26 to 65). Individuals generally maintained their rank ordering on the Big Five over time (rs=.66-.80), and all of the Big Five traits showed small, mean-level decreases across adulthood. These trajectories had few associations with sociodemographic factors (sex, education level, IQ) and cultural factors (generational status, age at immigration, Spanish/English language preference, Mexican cultural values, American cultural values, ethnic discrimination). Divergences between the present findings and previous research highlight the need to study personality development across diverse aging samples.

A Qualitative Study of Arab-American Perspectives on Intimate Partner Violence in Dearborn, Michigan

Few studies explore how intimate partner violence (IPV) affects Arab Americans. Through focus groups with stakeholders from an Arab-centered health organization and semistructured interviews with Arab-American female clients (18–65 years), we explore how IPV affects Arab-American women and factors that impede and facilitate their access to support services. We find that IPV is a critical concern among Arab Americans and that generational status, educational attainment, and support from family, friends, or religious leaders were perceived to influence access to IPV support services. This study has implications for developing culturally sensitive IPV interventions for Arab-American women.

Developmental Trajectories of Science Identity Beliefs: Within-Group Differences among Black, Latinx, Asian, and White Students

Though adolescents’ science identity beliefs predict positive STEM outcomes, researchers have yet to examine developmental differences within racial/ethnic groups despite theoretical arguments for such studies. The current study examined science identity trajectories for Black (14%), Latinx (22%), Asian (4%), and White (52%) students (N = 21,170; 50% girls) from 9th grade to three years post-high school and the variability within each racial/ethnic group based on gender and college generational status. Contrary to the literature, students’ science identities increased over time, and the increases were larger for potential first- versus continuing-generation White students. Potential continuing-generation boys had stronger 9th grade science identities than potential first-generation girls in all groups except Asians. The findings suggest who might benefit from additional supports within each racial/ethnic group.

Understanding the Influence of Latino Diversity over Child Poverty in the United States

The U.S. Latino population is diverse in terms of countries of heritage, citizenship status, languages spoken, generational status, and geographic settlement patterns. The likelihood of Latino children living in poverty is often associated with these features of Latino diversity; we challenge that view with analyses showing that the underlying economic conditions of families across demographic groups explain much of the likelihood that a child will experience poverty. We use data from the American Community Survey to examine the extent to which the associations between features of diversity and poverty are explained by differences in socioeconomic characteristics. We find that the relationship between parental heritage and child poverty is largely explained by socioeconomic characteristics. Parental citizenship and English language proficiency, while partly attenuated by socioeconomic characteristics, also have direct effects on the likelihood of a child living in poverty, suggesting that programs and policies may need to be tailored to support the economic well-being of these particularly vulnerable subgroups.

“No, Where are You Really From?”

Being perceived as a foreigner regardless of one’s generational status, citizenship, or self-identification is called foreigner objectification. This is a form of identity denial and is linked to psychological distress. To test how foreigner objectification could be measured in Europe, we assessed whether the Foreigner Objectification Scale demonstrated reliability and validity with German adolescents. The sample included 806 9th graders from 17 high schools. The results showed that the scale demonstrates good reliability, scalar measurement invariance across gender and citizenship status, and partial scalar measurement invariance across family heritage, generational status, and cultural self-identification. Adolescents who scored higher on the scale also reported greater school behavioral disengagement, lower life satisfaction, and stronger ethnic identity. Our findings suggest that the scale is psychometrically sound and is linked in theoretically consistent ways to adjustment and ethnic identity. We conclude that this scale offers another way to capture subtle discrimination experiences that add to a more comprehensive understanding of discrimination and the related implications in Europe.

Generational status, social capital and family engagement in immigrant families

This study highlighted the importance of social capital in understanding the disparity in family engagement across immigrant generations. Using the national representative data, the ELS:2002, confirmatory factor analysis (CFA) and structural equation modeling (SEM) was used to examine the relationships among generational status, social capital, and home- and school-based family engagement. The results suggested that social capital played an important role in immigrant home- and schoolbased family engagement. The findings of specific pathways through social capital in and outside the family to home- and school-based family engagement might make a tangible contribution to understanding of family engagement and immigrant generations. Further, the present research suggested that immigrant families were not only constrained from participating in their children's education, but also had their own strengths for family engagement such as positive expectations for and extensive communications with their children.