Journal of Adolescent Research最新文献_第10页

Development of Youth leadership Through Community-Based Participatory Action Research During the Covid-19 Pandemic: A Case Study of Korean American Adolescents 新冠肺炎大流行期间通过基于社区的参与行动研究发展青年领导力：韩裔美国青少年的案例研究

IF 2 3区心理学

Journal of Adolescent Research Pub Date : 2022-02-22 DOI: 10.1177/07435584221078193

Aeri Song, J. Hur

{"title":"Development of Youth leadership Through Community-Based Participatory Action Research During the Covid-19 Pandemic: A Case Study of Korean American Adolescents","authors":"Aeri Song, J. Hur","doi":"10.1177/07435584221078193","DOIUrl":"https://doi.org/10.1177/07435584221078193","url":null,"abstract":"The purpose of this study was to investigate the leadership development of Korean American youth who participated in a community-based participatory action research program designed to assist community members affected by COVID-19. Participants were drawn from a small town in the southeastern part of the U.S. Using a case study approach, multiple qualitative data (e.g., focus group conversations) and quantitative survey data were collected to explore the learning experiences of 15 Korean American adolescents. Qualitative data was analyzed following the six steps of thematic analysis, and descriptive statistics were performed to analyze quantitative data. Findings suggest that the program provided authentic learning opportunities in which participants researched the needs of community members and implemented action plans to help them. The program also helped participants improve communication skills and broaden their leadership perspectives. However, participants’ perceived leadership development differed depending on their self-identified ethnic identity, and those students who lacked Korean language abilities demonstrated difficulties in collaborating with fluent Korean-speaking peers in bilingual learning environments. This study addresses gaps in the youth development literature by describing how a community-based approach and culturally relevant practice can help Asian American youth develop leadership and inspire them to be change agents in their communities.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41818106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

From One Generation to the Next: Hmong American Adolescents’ Views of Maternal Racial Socialization 从一代到下一代：苗族美国青少年对母亲种族社会化的看法

IF 2 3区心理学

Journal of Adolescent Research Pub Date : 2022-02-22 DOI: 10.1177/07435584221079725

Susie D. Lamborn, Julie Paasch-Anderson

{"title":"From One Generation to the Next: Hmong American Adolescents’ Views of Maternal Racial Socialization","authors":"Susie D. Lamborn, Julie Paasch-Anderson","doi":"10.1177/07435584221079725","DOIUrl":"https://doi.org/10.1177/07435584221079725","url":null,"abstract":"This study investigated Hmong American adolescents’ perceptions of their mother as helping them understand race as Asian American youths in an urban context. Twenty-four Hmong American adolescents ages 14 to 18 ( M = 15.8; 67% female; 54% U.S. born, 46% born in Southeast Asia) participated in semi-structured interviews, following approval of the Institutional Review Board. Directed content analysis revealed three themes of racial, ethnic, and neutral socialization practices. Frequently, responses reflected the categories of racism awareness, racial group identification, and diversity awareness, as well as no discussion of race (racial socialization theme). Although the study asked specifically about racial socialization, some responses indicated that mothers engaged in cultural practices that included cultural markers and ethnic group identification (ethnic socialization theme). A few responses also represented neutral socialization that emphasized good behavior. Emergent categories included intra-racial discrimination and bicultural socialization. More frequently than girls, boys reported having discrimination experiences without discussing race with mothers. Girls reported more intra-racial discrimination messages, as well as bicultural and neutral messages than boys. These findings can help Hmong American adolescents and their families continue to build successful strategies for dealing with racism and discrimination, and support understanding how Asian Americans address racialized experiences in the U.S.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45932444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

“The Talk” Tells the Story: A Qualitative Investigation of Parents’ Racial Socialization Competency With Black Adolescents “谈话”告诉故事：对黑人青少年父母种族社会化能力的定性调查

IF 2 3区心理学

Journal of Adolescent Research Pub Date : 2022-02-14 DOI: 10.1177/07435584221076067

R. Anderson, Lydia HaRim Ahn, Jasmin R. Brooks, Bianka M. Charity-Parker, Misha N Inniss-Thompson, Divya Gumudavelly, Secret Mitchell, Nkemka Anyiwo

{"title":"“The Talk” Tells the Story: A Qualitative Investigation of Parents’ Racial Socialization Competency With Black Adolescents","authors":"R. Anderson, Lydia HaRim Ahn, Jasmin R. Brooks, Bianka M. Charity-Parker, Misha N Inniss-Thompson, Divya Gumudavelly, Secret Mitchell, Nkemka Anyiwo","doi":"10.1177/07435584221076067","DOIUrl":"https://doi.org/10.1177/07435584221076067","url":null,"abstract":"Black youth overwhelmingly experience racial discrimination (RD). Racial socialization (RS), or racial communication between families, mitigates RD stress by expanding youth coping strategies. Although most Black parents currently discuss racial content with their children, less is known about this RS quality. The burgeoning construct of RS competency, or the skills, confidence, and stress of RS transmission, explores these emotion-focused approaches. Drawing on the racial encounter coping appraisal and socialization theory (RECAST), the current study seeks to depict RS competency through qualitative methods. Through deductive analysis, we examined in-depth interviews from nine parents of 10- to 14-year-olds enrolled in a RS intervention with familial conversations on RD in an urban mid-Atlantic city. Overall, findings support what has been found in quantitative studies of RS competency, particularly that subfactors are related yet unique, parent’s prior experiences impact current practices, and parental concerns for children drive practices and competency. This study also unearthed findings of processes occurring in light of a contentious context for Black adolescents. To our knowledge, this is the first study to qualitatively investigate these emotional and cognitive processes inherent in RS competency, which has future implications for family interventions to disrupt the psychological impact racism exacts on Black adolescents and families.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49385527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Taking a Critical Look at Adolescent Research on Black Girls and Women: A Systematic Review 批判性地看待黑人女孩和妇女的青少年研究:系统回顾

IF 2 3区心理学

Journal of Adolescent Research Pub Date : 2022-02-14 DOI: 10.1177/07435584221076054

Charlotte A. Agger, R. Roby, Korinthia D. Nicolai, Alison C. Koenka, M. Miles

{"title":"Taking a Critical Look at Adolescent Research on Black Girls and Women: A Systematic Review","authors":"Charlotte A. Agger, R. Roby, Korinthia D. Nicolai, Alison C. Koenka, M. Miles","doi":"10.1177/07435584221076054","DOIUrl":"https://doi.org/10.1177/07435584221076054","url":null,"abstract":"In the field of adolescent development, the language, theoretical frameworks, methods for collecting and analyzing data, and ways of interpretation that researchers use may advance notions of white supremacy and perpetuate racist ideas. Understanding how researchers study Black girls and women, in particular, is a critical step in working toward the production of science and knowledge that promotes an anti-racist and anti-sexist agenda and centers the voices of historically marginalized adolescents. Accordingly, we engaged in a systematic review (k = 48) with the goal of taking a critical look at how researchers study Black girls and women. Our synthesis of empirical articles from four prominent adolescent research journals published between 2010 and 2020 revealed themes related to (a) a dearth of critical theoretical frameworks, (b) a lack of acknowledgment of the intersectional experiences of Black girls and women, (c) differences in how researchers incorporate ethnic/racial information, (d) the use of a deficit perspective, and (e) the dominance of quantitative designs. We discuss these themes and conclude with recommendations for incorporating critical frameworks and more varied methodologies, issuing a call for adolescent development scholars to take a deeper, asset-based, and more critical approach to studying Black girls and their development.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45668240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

“I Personally Wouldn’t Know Where to Go”: Adolescents’ Perceptions of Mental Health Services “我个人不知道该去哪里”:青少年对心理健康服务的看法

IF 2 3区心理学

Journal of Adolescent Research Pub Date : 2022-02-14 DOI: 10.1177/07435584221076056

J. Goodwin, E. Savage, Á. O'Donovan

{"title":"“I Personally Wouldn’t Know Where to Go”: Adolescents’ Perceptions of Mental Health Services","authors":"J. Goodwin, E. Savage, Á. O'Donovan","doi":"10.1177/07435584221076056","DOIUrl":"https://doi.org/10.1177/07435584221076056","url":null,"abstract":"The aim of this study was to explore perceptions of mental health services from the perspectives of adolescents with no prior service experience. Thirty students in the Transition Year (fourth year) of secondary school participated in this study: 22 females and 8 males, aged 15 to 16. There was equal distribution across rural and urban settings. Participants had no prior experience of accessing mental health services. Data were collected in secondary school settings in the Republic of Ireland. An interpretive description approach guided this study. Data were collected through individual interviews. To complement interviews, participants drew images of mental health care environments and mental health staff members; drawings were not subjected to analysis. Data (participant interviews) were analyzed using qualitative content analysis. Three themes were identified. Participants suggested that “mental health services” differed from “psychiatric services,” with the latter term perceived more negatively. Uncertainty about how to access these services was voiced. Considering the vulnerability of adolescents to the experience of mental distress, education around mental health services is warranted. It is expected that provision of education in this area would enhance service delivery, improve adolescents’ help-seeking behaviors for mental distress, and reduce stigma.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42540434","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

What do Teachers do to Show They Care? Learning From the Voices of Early Adolescents 教师如何表现他们的关心？从青少年早期的声音中学习

IF 2 3区心理学

Journal of Adolescent Research Pub Date : 2022-02-14 DOI: 10.1177/07435584221076055

J. Whitehead, K. Schonert-Reichl, E. Oberle, Lara Boyd

{"title":"What do Teachers do to Show They Care? Learning From the Voices of Early Adolescents","authors":"J. Whitehead, K. Schonert-Reichl, E. Oberle, Lara Boyd","doi":"10.1177/07435584221076055","DOIUrl":"https://doi.org/10.1177/07435584221076055","url":null,"abstract":"This mixed methods study examined how middle school students (ages 11–13) in middle-class neighborhoods in Western Canada characterized a caring teacher. Specifically, qualitative content analysis was conducted on 199 sixth and seventh grade students’ written responses to the question “What are three things that teachers do to show they care?” Guided by recent work in the area of mindfulness in teaching, we identified 19 themes: one was categorized as General Teaching (e.g., “They teach”), and 18 that were grouped into one of three thematic categories associated with mindful teaching: Calm (e.g., calm/not reactive), Clear (e.g., democratic communication), and Kind (e.g., empathy). In their descriptions of caring teachers, almost all students (97.5%) used Kind themes, while many used Clear themes (41%); with fewer students using Calm (13.6%) or General Teaching (10.6%) themes. Chi square analyses revealed that girls were more likely to mention Clear themes compared to boys, while boys were more likely to use the specific themes of nurturance and helpfulness. Additional demographic differences were also explored. This research adds to the growing body of studies aimed at elucidating the role of mindful teaching in caring student-teacher relationships, particularly from the perspectives of early adolescents.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42376814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Breasts, Butts, and Thighs—Oh My! Weight Spurt and Body Image Messages in Girls’ Puberty Books 乳房、屁股和大腿——天哪!女孩青春期书籍中的体重激增和身体形象信息

IF 2 3区心理学

Journal of Adolescent Research Pub Date : 2022-02-04 DOI: 10.1177/07435584221076052

Janelle L. Blazek, D. S. Saint Arnault, Rona Carter

{"title":"Breasts, Butts, and Thighs—Oh My! Weight Spurt and Body Image Messages in Girls’ Puberty Books","authors":"Janelle L. Blazek, D. S. Saint Arnault, Rona Carter","doi":"10.1177/07435584221076052","DOIUrl":"https://doi.org/10.1177/07435584221076052","url":null,"abstract":"Analyze popular girls’ puberty books to understand what messages they portray about weight spurt and body image. A critical ethnography was conducted of 13 best-selling books about girls’ puberty. This analysis specifically focused on messages about weight gain/spurt and body image presented in the books and whether these were aligned with larger cultural understandings of weight gain and body image. A data-driven thematic analysis was conducted on the portions of each book relevant to weight gain and body image. The cultural fat-phobic scripts were prevalent in the books, contrasting the well-intended developmental messages. Discussions of weight tended to be negatively framed and weight gain expectations were distressingly vague. The books discussed the necessity of and biological rationale for those changes while normalizing variation in timing. The books also focused on developing a positive body image during this time. Understanding this allows us to see the pervasive, conflicting messages about weight-spurts that girls are receiving from these resources, which can be used to tailor book choice and outreach programs.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42191643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

“No Way! Like Only Hispanics are Illegal”: Examining the Racialized Psychosocial Development of Migrant “Illegality” Across Immigrant Groups in the United States “不可能！就像只有西班牙裔是非法的”：考察美国移民群体中移民“非法性”的种族化心理社会发展

IF 2 3区心理学

Journal of Adolescent Research Pub Date : 2022-01-07 DOI: 10.1177/07435584211064195

B. Ellis, Carly Offidani-Bertrand, M. Ferrera

{"title":"“No Way! Like Only Hispanics are Illegal”: Examining the Racialized Psychosocial Development of Migrant “Illegality” Across Immigrant Groups in the United States","authors":"B. Ellis, Carly Offidani-Bertrand, M. Ferrera","doi":"10.1177/07435584211064195","DOIUrl":"https://doi.org/10.1177/07435584211064195","url":null,"abstract":"Building on recent studies of “racialized illegality,” this paper examines the psychosocial development of migrant “illegality” in a sample of ethnically and racially diverse immigrant young people. In-depth interviews and fieldnotes were collected in Chicago with White, Asian and Pacific Islander, and Latina/o immigrants (N = 43; 14–33 years of age; 15 male, 28 female) who were undocumented and/or grew up in families with at least one undocumented parent, and who were asked to reflect on these experiences. Drawing upon the cycles of deportability framework, we theorize the psychosocial development of migrant “illegality” as a dynamic process driven by repeated, cyclical experiences with status-related stressors that regularly prompt acute fears as well as carry long-term psychosocial effects. Examining these cycles within our respondents’ reflections, we find discernible differences in both the types of status-related stressors and contexts of support experienced by Latina/o and non-Latina/o respondents, pointing to different cycles of deportability that vary along racial-ethnic lines. We maintain that these findings reflect the racialized context of migrant “illegality” in the United States, which targets primarily Latina/o migrants, as well as points to the need for increased supports for undocumented immigrants in non-Latina/o immigrant communities.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41258224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

“Why Don’t They Just Move Closer?”: Adolescent Critical Consciousness Development in YPAR About Food Security “他们为什么不靠近一点呢?”:新疆青少年食品安全批判意识的发展

IF 2 3区心理学

Journal of Adolescent Research Pub Date : 2021-12-30 DOI: 10.1177/07435584211065343

Amy J. Anderson, H. Baggett, Carey E. Andrzejewski, S. Forbes

{"title":"“Why Don’t They Just Move Closer?”: Adolescent Critical Consciousness Development in YPAR About Food Security","authors":"Amy J. Anderson, H. Baggett, Carey E. Andrzejewski, S. Forbes","doi":"10.1177/07435584211065343","DOIUrl":"https://doi.org/10.1177/07435584211065343","url":null,"abstract":"The aim of this paper is to explore high school students’ critical consciousness development in the context of youth participatory action research (YPAR) focused on food security at an alternative school in Alabama. The YPAR project took place in an elective agriscience class with 10 students (Seven Black, two white, one Latino) who were in the 10th to 12th grades. Utilizing data from researcher notes, classroom observations, and archival classroom documents, we present students’ YPAR project outcomes to share their research-driven solutions to food insecurity in their community. Vignettes of classroom dialogue are also constructed to illustrate moments of reflection in the YPAR context about food security. We present three “critical moments,” or instances of social analysis, to illustrate how students’ individual-level attributions occurred alongside teacher dialogue and student-led investigation of structural inequities in the community. Findings illustrate how students’ nonlinear critical consciousness development consisted of reliance on individual-level attributions in classroom dialogue co-occurring with systems-thinking activities and other YPAR project outcomes. This paper has implications for research on the imperfect and wavering nature of adolescent critical consciousness development in YPAR.","PeriodicalId":47949,"journal":{"name":"Journal of Adolescent Research","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43620845","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Critical Reflection and Cognitive Empowerment among Youth Involved in Community Organizing 参与社区组织的青年的批判性反思与认知赋权

IF 2 3区心理学

Journal of Adolescent Research Pub Date : 2021-12-27 DOI: 10.1177/07435584211062112

Brian D. Christens, Kathryn Y. Morgan, E. Ruiz, A. Aguayo, T. Dolan

引用次数: 2