European American Youth Research Articles

Youth’s Experiences of the Devaluing of Their Contributions Due to Their Ethnicity and Gender

The message that one’s contributions are devalued can be a significant way that youth experience marginalization during the transition into adulthood. Participants (N = 298, Mage = 19.47 years, 51% female) reported having their ideas, opinions, and contributions being unwelcomed due to their ethnicity and gender. African American, Latinx, and Asian American young women indicated the most frequent devalued contributions. Devalued contributions due to ethnicity and gender were most strongly linked among these groups and Multiethnic youth than European American youth. Devalued contributions predicted depressive symptoms, feeling more needed and useful by society, and a greater sense of purpose beyond a traditional measure of discrimination. Assessing experiences of devalued contributions can provide a more thorough understanding of how marginalization shapes the transition to adulthood.

Genetic and demographic predisposing factors associated with pediatric sleepwalking in the Philadelphia Neurodevelopmental Cohort

ObjectivesSleepwalking is a parasomnia associated with non-rapid eye movement (NREM) sleep and is formally diagnosed using polysomnography (PSG). However, PSG are difficult to perform on children or adolescents due to needed compliance. To understand this condition in youth, few studies have been conducted on a large cohort of youths with a diverse distribution of ages and races to characterize it better in the absence of PSG. The present study aimed to evaluate the prevalence of sleepwalking in youth, as well as associated demographic and genetic characteristics, using questionnaires in a large pediatric cohort. MethodsData from the Philadelphia Neurodevelopmental Cohort (PNC) of 7515 youths aged between 8 and 22 years were used in analyses. Demographic and clinical data, including age, sex, and race, and genetic data from 2753 African American (AA) and 4762 European American (EA) subjects were investigated. The age-wise prevalence of sleepwalking in AA and EA subjects was evaluated. Finally, race-specific genome-wide association (GWAS) analyses of sleepwalking were also performed (N = 155 AA cases and 2598 AA controls; N = 512 EA cases and 4250 EA controls). ResultsLifetime history of sleepwalking correlated with male sex and EA race. A genetic risk locus that reached genome-wide significance was detected at rs73450744 on chromosome 18 in AA, but not EA youth. ConclusionThe present results suggest that male sex, EA race, and genetic factors may be associated with higher rates of sleepwalking among youth. Future studies should consider these variables to advance understanding of the complex pathogenesis of sleepwalking.

Ethnic differences and heritability of blood pressure circadian rhythm in African and European American youth and young adults.

The aim of this study was to investigate whether blood pressure (BP) circadian rhythm in African Americans differed from that in European Americans. We further examined the genetic and/or environmental sources of variances of the BP circadian rhythm parameters and the extent to which they depend on ethnicity or sex. Quantification of BP circadian rhythm was obtained using Fourier transformation from the ambulatory BP monitoring data of 760 individuals (mean age, 17.2 ± 3.3; 322 twin pairs and 116 singletons; 351 African Americans). BP circadian rhythm showed a clear difference by ethnic group with African Americans having a lower amplitude (P = 1.5e-08), a lower percentage rhythm (P = 2.8e-11), a higher MESOR (P = 2.5e-05) and being more likely not to display circadian rhythm (P = 0.002) or not in phase (P = 0.003). Familial aggregation was identified for amplitude, percentage rhythm and acrophase with genetic factors and common environmental factors together accounting for 23 to 33% of the total variance of these BP circadian rhythm parameters. Unique environmental factors were the largest contributor explaining up to 67--77% of the total variance of these parameters. No sex or ethnicity difference in the variance components of BP circadian rhythm was observed. This study suggests that ethnic differences in BP circadian rhythm already exist in youth with African Americans having a dampened circadian rhythm and better BP circadian rhythm may be achieved by changes in environmental factors.

Sleep and Inflammation During Adolescents' Transition to Young Adulthood

PurposeThis study investigated the extent to which multiple sleep dimensions are associated with inflammation during adolescents' transition to young adulthood, a developmental period when sleep difficulties and systemic inflammation levels are on the rise. Additionally, the moderating roles of socioeconomic status (SES) and ethnicity were explored. MethodsA total of 350 Asian American, Latino, and European American youth participated at two-year intervals in wave 1 (n = 316, Mage = 16.40), wave 2 (n = 248 including 34 new participants to refresh the sample, Mage = 18.31), and wave 3 (n = 180, Mage = 20.29). Sleep duration (weekday and weekend) and variability in duration (nightly and weekday/weekend) were obtained from eight nights of wrist actigraphy. Subjective sleep quality was assessed using the Pittsburgh Sleep Quality Index. Levels of C-reactive protein (CRP), a biomarker of systemic inflammation, were assayed from dried blood spots obtained from finger pricks. ResultsMultilevel models demonstrated that greater weekday/weekend sleep variability and worse sleep quality were associated with higher CRP; shorter weekend duration was associated with higher CRP only at younger ages. Shorter weekday duration was associated with higher CRP only among high-SES youth, whereas greater nightly variability was associated with higher CRP only among European American youth. ConclusionsAspects of poor sleep may contribute to the rise of CRP during adolescents' transition to young adulthood, especially in earlier years. In addition, some sleep-CRP associations may vary as a function of youth's SES and ethnicity.

Helping Teens Overcome Anxiety Episodes in Project Work: The Power of Reframing

Overwhelming challenges in youth program projects (e.g., arts, leadership, science, technology, engineering, and mathematics [STEM]) can create intense anxiety for adolescents that disrupts engagement in their work. This study examines how experienced program leaders respond to these episodes to help youth overcome anxiety. We conducted semi-structured interviews with 27 veteran leaders from high-quality youth programs about their experiences with these situations. Programs primarily served Latinx, African American, and European American youth (ages 11–18). We utilized grounded theory analysis to examine leaders’ descriptions of the situations, their strategies, and the goals of those strategies. Leaders’ most frequent response was reframing—providing youth new cognitive frames to understand anxiety-eliciting situations, reduce anxiety, and restore motivation. We identified three types of reframing strategies. First, reframing youth’s understanding of their abilities entailed providing youth new perspectives for enhancing their conceptions of their competencies in the work. Second, reframing youth’s understanding of challenge involved suggesting new frameworks for youth to assess and control work challenges. Third, reframing emotion involved helping youth understand anxiety as normal and as a tool for problem-solving. The findings also suggest these strategies help youth learn skills for managing situations that create anxiety in future work.

Factorial invariance in hierarchical factor models of mental disorders in African American and European American youths.

There is converging evidence that mental disorders are more optimally conceptualized in a hierarchical framework (i.e., the Hierarchical Taxonomy of Psychopathology, HiTOP) that transcends the categorical boundaries of the Diagnostic and Statistical Manual of Mental Disorders (DSM). However, the majority of this evidence comes from studies that draw upon predominantly European American or Caucasian populations. Whether a hierarchical conceptualization of mental disorders generalizes across racial-ethnic groups, including for African American (AA) populations, is unclear. We tested multidimensional and bifactor models of 15 DSM diagnoses and psychiatric traits in two groups, including AA (n=3,088) and European American (EA; n=5,147) youths aged 8-21 from the Philadelphia Neurodevelopmental Cohort (PNC). We also conducted multigroup confirmatory factor analyses to test for factorial invariance between the best fitting AA and EA multidimensional and bifactor models. In the multidimensional model tests, a three-factor model, specifying internalizing, externalizing, and thought dimensions, emerged as the best fitting model for AAs and EAs. In the bifactor model tests, a three-factor model (i.e., internalizing, externalizing, and thought dimensions) that also specified a general factor emerged as the optimal for both AAs and EAs. The general factor accounted for a significant proportion of the covariation between the secondary factors and the individual disorders and traits. Furthermore, both models were factorially invariant, indicating no significant difference in the factor structure of mental disorders between AAs and EAs in PNC. Results suggest that the hierarchical factor structure of mental disorders may be racial-ethnically robust. This finding has implications for etiological and epidemiological studies focused on racial-ethnic subgroup comparisons, particularly with respect to identifying similarities and differences in prevalence rates or sociodemographic risk factors for mental disorders.

Cultural Values and Behavior Among African American and European American Children.

This study explores the relationships of individualistic (e.g., competition, material success) and collectivistic values (e.g., familism, respect) with risky and prosocial behavior among African-American and European-American youth. While previous work has focused upon immigrant adolescents, this study expands the research exploring cultural values to other racial-ethnic groups and to a younger developmental period. This study builds upon culture as individually experienced beliefs and practices, potentially espousing multiple cultural orientations and relationships to behavior. Data from Cohort 3 of a study of 219 urban, suburban, and rural children included African-American (42%) and European-American(58%) children, 54% female, ranging from grades 1-5 (mean age = 9). Multigroup structural equation models were tested resulting in a measurement model that fit similarly across groups (RMSEA=.05, CFI =.94). African-American children reported higher levels of individualism, and African-American and European-American children reported espousing similar levels of collectivism. Children in higher grades were found to be more collectivistic and less individualistic. Individualistic values were related to children's lower prosocial and higher rates of problem and delinquent behavior. Collectivistic cultural values were associated with reduced rates of problem behaviors, controlling for race-ethnicity, gender and grade. Results provide support for the assertion that youth espouse multiple cultural orientations and that collectivistic cultural values can serve as promotive factors for children of diverse backgrounds. Practice and policy should seek to understand the role of family, school, and community socialization of multiple cultural orientations and nuanced associations with risk and resilience.

Parent–Child Relations and Delinquency Among African American and European American Juvenile Offenders: An Expanded Examination of Self-Control Theory

Gottfredson and Hirschi’s general theory of crime indicates that low levels of self-control leads to subsequent delinquency. Multiple studies suggest an indirect effect of parent and family factors on delinquency through self-control. Furthermore, evidence exists that race/ethnicity may affect the mediated relationship between parenting and delinquency. The present study collected information on demographics, parent–child attachment, self-control, and delinquency from 350 confined male adolescents. Models were run to test whether self-control mediated the relationship between total parent–child attachment and facets of parent–child attachment on delinquency. Results indicated self-control mediated the relationship between parent attachment and delinquent behavior. Follow-up models indicated uniquely influential pathways to delinquency depending on aspects of parent-child attachment and the race/ethnicity of the participant. Select aspects of parent–child attachment were more meaningfully predictive of self-control and delinquency among African American youth compared with European American youth. Furthermore, while models run with European American adolescents support previous theories and study outcomes on the link between self-control and delinquency, self-control levels did not predict delinquency within models rung with African American adolescents, identifying a possible limitation of self-control theory. Implications from the present study are discussed alongside future directions for continuing research on culturally informed models of self-control and delinquency.

Cyberbullying Experiences Among Marginalized Youth: What Do We Know and Where Do We Go Next?

Cyberbullying experiences are a social and health concern that many children and adolescents are facing in their day-to-day lives. One limitation of cyberbullying research is that studies have predominately focused on the experiences of youth from majority groups (i.e., European-American youth living in the U.S.). This limitation is addressed by focusing on cyberbullying involvement, both as victims and perpetrators, among marginalized groups. Specifically, studies examining cyberbullying among youth with disabilities and from ethnic, cultural and sexual minority backgrounds are presented. Furthermore, suggestions for future research on cyberbullying experiences among youth are outlined, namely taking into consideration the intersectionality of various identities and the identification of factors that may protect vulnerable children and adolescents from the pain of being victimized online.

CONTRIBUTORS

Monographs of the Society for Research in Child DevelopmentVolume 82, Issue 4 p. 178-179 CONTRIBUTORS CONTRIBUTORS First published: 11 November 2017 https://doi.org/10.1111/mono.12340 This article is part of the issue “Moving Through Adolescence: Developmental Trajectories of African American and European American Youth” Gutman, Peck, Malanchuk, Sameroff, and Eccles (Issue Authors). For a full listing of articles in this issue, see: http://onlinelibrary.wiley.com/doi/10.1111/mono.v82.4/issuetoc. Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume82, Issue4Moving Through Adolescence: Developmental Trajectories of African American and European American Youth; Issue Authors - Leslie Morrison Gutman, Stephen C. Peck, Oksana Malanchuk, Arnold J. Sameroff, Jacquelynne S. EcclesDecember 2017Pages 178-179 RelatedInformation

IX: PEER CHARACTERISTICS.

Monographs of the Society for Research in Child DevelopmentVolume 82, Issue 4 p. 124-132 MOVING THROUGH ADOLESCENCE: DEVELOPMENTAL TRAJECTORIES OF AFRICAN AMERICAN AND EUROPEAN AMERICAN YOUTH IX: PEER CHARACTERISTICS Leslie Morrison Gutman, Corresponding Author Leslie Morrison Gutman l.gutman@ucl.ac.uk Corresponding author: Leslie Morrison Gutman, Department of Clinical, Educational and Health Psychology, University College London, 1-19 Torrington Place, London WC1E 7HB, email: l.gutman@ucl.ac.ukSearch for more papers by this authorStephen C. Peck, Stephen C. PeckSearch for more papers by this authorOksana Malanchuk, Oksana MalanchukSearch for more papers by this authorArnold J. Sameroff, Arnold J. SameroffSearch for more papers by this authorJacquelynne S. Eccles, Jacquelynne S. EcclesSearch for more papers by this author Leslie Morrison Gutman, Corresponding Author Leslie Morrison Gutman l.gutman@ucl.ac.uk Corresponding author: Leslie Morrison Gutman, Department of Clinical, Educational and Health Psychology, University College London, 1-19 Torrington Place, London WC1E 7HB, email: l.gutman@ucl.ac.ukSearch for more papers by this authorStephen C. Peck, Stephen C. PeckSearch for more papers by this authorOksana Malanchuk, Oksana MalanchukSearch for more papers by this authorArnold J. Sameroff, Arnold J. SameroffSearch for more papers by this authorJacquelynne S. Eccles, Jacquelynne S. EcclesSearch for more papers by this author First published: 11 November 2017 https://doi.org/10.1111/mono.12335 This article is part of the issue “Moving through Adolescence: Developmental Trajectories of African American and European American Youth” Gutman, Peck, Malanchuk, Sameroff, and Eccles (Issue Authors). For a full listing of articles in this issue, see: http://onlinelibrary.wiley.com/doi/10.1111/mono.v82.4/issuetoc. Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume82, Issue4Moving Through Adolescence: Developmental Trajectories of African American and European American Youth; Issue Authors - Leslie Morrison Gutman, Stephen C. Peck, Oksana Malanchuk, Arnold J. Sameroff, Jacquelynne S. EcclesDecember 2017Pages 124-132 RelatedInformation

II: METHOD.

Monographs of the Society for Research in Child DevelopmentVolume 82, Issue 4 p. 29-53 MOVING THROUGH ADOLESCENCE: DEVELOPMENTAL TRAJECTORIES OF AFRICAN AMERICAN AND EUROPEAN AMERICAN YOUTH II: METHOD Leslie Morrison Gutman, Corresponding Author Leslie Morrison Gutman l.gutman@ucl.ac.uk Corresponding author: Leslie Morrison Gutman, Department of Clinical, Educational and Health Psychology, University College London, 1-19 Torrington Place, London WC1E 7HB,email: l.gutman@ucl.ac.ukSearch for more papers by this authorStephen C. Peck, Stephen C. PeckSearch for more papers by this authorOksana Malanchuk, Oksana MalanchukSearch for more papers by this authorArnold J. Sameroff, Arnold J. SameroffSearch for more papers by this authorJacquelynne S. Eccles, Jacquelynne S. EcclesSearch for more papers by this author Leslie Morrison Gutman, Corresponding Author Leslie Morrison Gutman l.gutman@ucl.ac.uk Corresponding author: Leslie Morrison Gutman, Department of Clinical, Educational and Health Psychology, University College London, 1-19 Torrington Place, London WC1E 7HB,email: l.gutman@ucl.ac.ukSearch for more papers by this authorStephen C. Peck, Stephen C. PeckSearch for more papers by this authorOksana Malanchuk, Oksana MalanchukSearch for more papers by this authorArnold J. Sameroff, Arnold J. SameroffSearch for more papers by this authorJacquelynne S. Eccles, Jacquelynne S. EcclesSearch for more papers by this author First published: 11 November 2017 https://doi.org/10.1111/mono.12328 This article is part of the issue “Moving through Adolescence: Developmental Trajectories of African American and European American Youth” Gutman, Peck, Malanchuk, Sameroff, and Eccles (Issue Authors). For a full listing of articles in this issue, see: http://onlinelibrary.wiley.com/doi/10.1111/mono.v82.4/issuetoc. Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume82, Issue4Moving Through Adolescence: Developmental Trajectories of African American and European American Youth; Issue Authors - Leslie Morrison Gutman, Stephen C. Peck, Oksana Malanchuk, Arnold J. Sameroff, Jacquelynne S. EcclesDecember 2017Pages 29-53 RelatedInformation

ACKNOWLEDGMENTS

Monographs of the Society for Research in Child DevelopmentVolume 82, Issue 4 p. 166-166 ACKNOWLEDGMENTS ACKNOWLEDGMENTS First published: 11 November 2017 https://doi.org/10.1111/mono.12338 This article is part of the issue “Moving Through Adolescence: Developmental Trajectories of African American and European American Youth” Gutman, Peck, Malanchuk, Sameroff, and Eccles (Issue Authors). For a full listing of articles in this issue, see: http://onlinelibrary.wiley.com/doi/10.1111/mono.v82.4/issuetoc. Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume82, Issue4Moving Through Adolescence: Developmental Trajectories of African American and European American Youth; Issue Authors - Leslie Morrison Gutman, Stephen C. Peck, Oksana Malanchuk, Arnold J. Sameroff, Jacquelynne S. EcclesDecember 2017Pages 166-166 RelatedInformation

VII: PROBLEM BEHAVIORS.

Monographs of the Society for Research in Child DevelopmentVolume 82, Issue 4 p. 106-113 MOVING THROUGH ADOLESCENCE: DEVELOPMENTAL TRAJECTORIES OF AFRICAN AMERICAN AND EUROPEAN AMERICAN YOUTH VII: PROBLEM BEHAVIORS Leslie Morrison Gutman, Corresponding Author Leslie Morrison Gutman l.gutman@ucl.ac.uk Corresponding author: Leslie Morrison Gutman, Department of Clinical, Educational and Health Psychology, University College London, 1-19 Torrington Place, London WC1E 7HB, email: l.gutman@ucl.ac.ukSearch for more papers by this authorStephen C. Peck, Stephen C. PeckSearch for more papers by this authorOksana Malanchuk, Oksana MalanchukSearch for more papers by this authorArnold J. Sameroff, Arnold J. SameroffSearch for more papers by this authorJacquelynne S. Eccles, Jacquelynne S. EcclesSearch for more papers by this author Leslie Morrison Gutman, Corresponding Author Leslie Morrison Gutman l.gutman@ucl.ac.uk Corresponding author: Leslie Morrison Gutman, Department of Clinical, Educational and Health Psychology, University College London, 1-19 Torrington Place, London WC1E 7HB, email: l.gutman@ucl.ac.ukSearch for more papers by this authorStephen C. Peck, Stephen C. PeckSearch for more papers by this authorOksana Malanchuk, Oksana MalanchukSearch for more papers by this authorArnold J. Sameroff, Arnold J. SameroffSearch for more papers by this authorJacquelynne S. Eccles, Jacquelynne S. EcclesSearch for more papers by this author First published: 11 November 2017 https://doi.org/10.1111/mono.12333Citations: 1 This article is part of the issue “Moving Through Adolescence: Developmental Trajectories of African American and European American Youth” Gutman, Peck, Malanchuk, Sameroff, and Eccles (Issue Authors). For a full listing of articles in this issue, see: http://onlinelibrary.wiley.com/doi/10.1111/mono.v82.4/issuetoc. Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume82, Issue4Moving Through Adolescence: Developmental Trajectories of African American and European American Youth; Issue Authors - Leslie Morrison Gutman, Stephen C. Peck, Oksana Malanchuk, Arnold J. Sameroff, Jacquelynne S. EcclesDecember 2017Pages 106-113 RelatedInformation

COMMENTARY ON "MOVING THROUGH ADOLESCENCE: DEVELOPMENTAL TRAJECTORIES OF AFRICAN AMERICAN AND EUROPEAN AMERICAN YOUTH".

This commentary discusses Gutman et al.'s monograph on developmental trajectories of African American and European American youth. Conceptual and methodological strengths of the monograph are highlighted, and the historical context of the study, including societal and technological changes that have altered the experience of adolescence and advances in developmental science that have occurred since the MADICS was conducted, are discussed. Finally, several suggestions are offered for ways Gutman et al.'s analyses could be elaborated to address further questions about adolescent development in context.

Race and Victim Age Matter: Sexual Behaviors and Experiences Among Confined African American and European American Youth With Sexual and Nonsexual Offenses.

Previous research has found differences in sexual behavior and types of sexual offending by offense category and racial/ethnic group. The present study examined effects of offense category, victim age, and race/ethnicity on sexual behavior. Data from 561 confined adolescents adjudicated for illegal sexual behavior (AISBs) and adolescents adjudicated for illegal nonsexual behavior (AINBs) were included in the present study. A hierarchical multinomial logistic regression was run to test whether sexual experiences and behaviors differentially predicted AINBs, AISBs with child victims, and AISBs with peer/adult victims. Results supported the utility of distinguishing AISBs by victim age. Comparisons between AISBs and AINBs indicated AISBs had more sexual abuse and were more sexually restricted, whereas AINBs reported more sexual behavior, reflecting a finding potentially mirroring sexual development, sexual experiences, and caregiver approaches to discussing sexuality. Over 60% of AINBs and 30% of AISBs reported behaviors that could be classified as distribution of child pornography. Within the group of AISBs, select racial/ethnic group differences emerged such that European American participants were more likely to have had intrafamilial sexual experiences and were far less likely to have had vaginal intercourse than African American AISBs. Future directions and implications regarding policies related to sexual education and sexting are discussed.

Prospective Effects of Parenting on Substance Use and Problems Across Asian/Pacific Islander and European American Youth: Tests of Moderated Mediation.

Parental warmth and knowledge are protective factors against substance use, whereas parental psychological control is a risk factor. However, the interpretation of parenting and its effects on developmental outcomes may vary cross-culturally. This study examined direct and indirect effects of three parenting dimensions on substance use across Asian/Pacific Islander (API) and European Americans. A community sample of 97 API and 255 European Americans were followed from Grades 6 to 12. Participants reported on parenting in Grade 7, academic achievement and externalizing behaviors in Grades 7 and 8, and substance use behaviors in Grades 7, 9, and 12. Direct effects of parenting were not moderated by race. Overall, mother psychological control was a risk factor for substance use problems in Grade 9, whereas father knowledge was protective against alcohol use in Grade 9, substance use problems in Grades 9 and 12, and alcohol dependence in Grade 12. Moderated mediation analyses indicated significant mediational links among European Americans only: Mother knowledge predicted fewer externalizing problems in Grade 8, which in turn predicted fewer substance use problems in Grades 9 and 12. Father warmth predicted better academic achievement in Grade 8, which in turn predicted fewer substance use problems in Grades 9 and 12, as well as alcohol and marijuana dependence in Grade 12. Better academic achievement and fewer externalizing behaviors explain how positive parenting reduces substance use risk among European Americans. Promoting father knowledge of adolescents' whereabouts can reduce substance use risk among both European and API Americans.

Do Family-Level Factors Associated With Bullying Perpetration and Peer Victimization Differ by Race? Comparing European American and African American Youth.

Patterns of-and correlates associated with-bullying perpetration and peer victimization have received widespread research attention. Somewhat less research has considered how protective factors in the parental domain help to buffer against both adverse behaviors. And perhaps more importantly, even less research has considered potential racial differences in the manner in which family-level variables relate to both bullying perpetration and peer victimization. Using a nationwide sample of adolescents, the present study examines (a) how parent/guardian support, mother's parental monitoring, father's parental monitoring, and family satisfaction buffer against bullying perpetration and peer victimization; and (b) whether these relationships vary across race. Data are derived from the 2009 to 2010 Health Behavior in School-Aged Children study in the United States. A total of 8,998 adolescents were included in the study sample, which consisted of 6,521 European Americans and 2,477 African Americans. Findings show that both European American and African American youth who received parental/guardian support were less likely to report being bullied. Among both African American and European American sub-samples, results showed that mother's parental monitoring was negatively associated with both bullying perpetration and peer victimization. Father's parental monitoring was negatively associated with peer victimization and bullying perpetration for European Americans only. Both European and African American youth who reported being satisfied with their family were less likely to report being bullied while European American youth who reported higher family satisfaction were less likely to engage in bullying. In sum, several family variables help to buffer against both bullying perpetration and peer victimization, but for the most part these relationships are race-invariant.

Emotion socialization as a predictor of physiological and psychological responses to stress

Reactivity patterns to acute stress are important indicators of physical and mental health. However, the relationships between emotion socialization and stress responses are not well understood. This study aimed to examine whether parental responses to negative emotions predicted physiological and psychological responses to acute stress in late adolescence and emerging adulthood, and whether these relationships varied by gender and ethnicity. Participants were 973 individuals (mean age=19.20years; 50% male; 63% African American, 34% European American) who reported on parental emotion socialization. Participants completed a standardized social stress test (the Trier Social Stress Test; TSST). Heart rate, blood pressure and salivary samples were assessed from baseline throughout the task and during recovery period. Psychological responses to stress were measured immediately after the TSST. Unsupportive parental responses to children's negative emotions were associated with blunted cortisol reactivity and greater negative emotions to a psychosocial stress task in females and African American youth, whereas supportive parental responses predicted greater cortisol reactivity and lower negative emotions to stress in European American youth, as well as less negative emotions in males. However, parental responses to negative emotions did not predict heart rate or SBP reactivity to the TSST. Findings suggest that parental emotion socialization may be an important factor influencing HPA axis reactivity and psychological responses to stress, with important differences across gender and ethnic youth subgroups.

Project HOPE: Evaluation of Health Science Career Education Programming for Rural Latino and European American Youth

Project HOPE comprises a health science career pipeline program based in social cognitive career theory. The program aims to promote health science career exploration for rural and Latino middle school students while simultaneously emphasizing the importance of achieving in math and science subjects. The authors conducted 2 studies to evaluate Project HOPE using baseline and follow‐up evaluation data. Results of Study 1 indicated that Project HOPE was associated with increases in math/science self‐efficacy for both Latino (n = 42) and European American (n = 31) students. Results of Study 2 indicated that Project HOPE was associated with higher health science career self‐efficacy beliefs for European American students (n = 22) and higher health science career interests for Latino students (n = 28). These results suggest that domain‐specific career interventions for middle school students that focus on jobs tied to the local economy may be a useful way to engage students in career exploration.