Adriana J. Umaña-Taylor

All Publications

• Exploring changes in high school teachers' culturally sustaining pedagogy after training for and implementing an ethnic-racial identity curriculum JOURNAL OF SCHOOL PSYCHOLOGY Umana-Taylor, A. J., Satterthwaite-Freiman, M., Tan, G., Holscher, S., Parekh, I., Bhatt, K., Ramanadhan, S. 2026; 118

  View details for DOI 10.1016/j.jsp.2026.101574

  View details for Web of Science ID 001825572200001

• Out-of-school replication of the Identity Project: Randomized trial implementation and impacts on adolescent ethnic-racial identity development JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY Villaume, S., Sladek, M. R., Montgomery-Jones, S. M., Nwafor, E. E., Umana-Taylor, A. J., Adam, E. K. 2026; 106

  View details for DOI 10.1016/j.appdev.2026.101977

  View details for Web of Science ID 001830714200001

• An exploration of colorism, socioeconomic status, and Colombian adolescents' psychosocial adjustment: Does ethnic-racial identity moderate? Developmental psychology Baldeh, M., Martinez-Fuentes, S., Brown, A. M., Tirado, L. M., Vega, L. M., Umaña-Taylor, A. J. 2026

  Abstract

  Colombia's history of colonization and subjugation of Black and Indigenous peoples has created a socially stratified society where colorism, the favoring of lighter skin tones over darker ones, persists. In such societies, individuals with darker skin are at greater risk for ethnoracial discrimination and poorer psychosocial adjustment. Adolescents must navigate this context while developing their own ethnic-racial identities (ERIs). This tension warrants exploration into their identity development processes and adjustment; however, these ideas have been understudied in the Global South. Importantly, ERI resolution (i.e., a sense of clarity regarding the meaning of one's ERI) is a universal developmental competency that may serve as a source of resilience against ethnoracial discrimination. Socioeconomic status (SES) background may provide an additional buffer. Accordingly, the present study explored the associations among skin tone, peer discrimination, global identity cohesion, and academic engagement among Colombian adolescents (N = 462; Mage = 15.90 years, SD = 1.15; 47% female, 53% male) from a wide range of SES backgrounds. ERI resolution and SES were tested as moderators of these associations. Findings revealed that having a darker skin tone was associated with more frequent experiences of peer discrimination and, in turn, poorer psychosocial adjustment, regardless of SES background. Nevertheless, the promotive and protective nature of ERI resolution was contingent on SES background in some cases. This work illuminates the role of colorism on adolescent ERI and adjustment among Colombian adolescents and adds to the literature on these developmental processes within an understudied context. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

  View details for DOI 10.1037/dev0002242

  View details for PubMedID 42671822

• Trajectories and Correlates of Latino/a Children's Sibling Relationships DEVELOPMENTAL PSYCHOLOGY Duran, J. G., Updegraff, K. A., Son, D., Gallagher, A., Umana-Taylor, A. J., Feinberg, M. E. 2026

  Abstract

  This study contributes to research on the patterns of change in, and parent-child relationship correlates of, sibling relationships in Latino/a children in middle childhood and early adolescence. Specifically, the study goals were to (a) chart age-related trajectories of sibling intimacy and conflict between 6 and 12 years of age using a cohort-sequential accelerated longitudinal design and (b) examine between-person and within-person associations with parent-child warmth and conflict. Data were collected from a three-cohort study of 285 Latino sibling pairs and their caregivers, who participated at three time points over an 18-month period in a randomized clinical trial. Results of multilevel longitudinal growth models revealed a quadratic effect of sibling intimacy, with moderation by child sex, and a linear effect of sibling conflict, moderated by mother nativity. Findings of multilevel models further revealed that mother-child (but not father-child) warmth was linked to sibling intimacy, suggesting that higher maternal warmth was related to greater sibling intimacy, on average, across time (between-person effect). Regarding conflict, there was a significant between-person effect of father-child conflict on sibling conflict, with higher average father-child conflict associated with higher sibling conflict over time. A within-person effect of mother-child conflict on sibling conflict revealed that on occasions when mothers reported greater conflict with their children than usual, children reported more sibling conflict. The discussion considers age-related changes in sibling relationships and the interplay of family dynamics in Latino families during middle childhood and the transition to adolescence. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

  View details for DOI 10.1037/dev0002227

  View details for Web of Science ID 001814915000001

  View details for PubMedID 42423725

  View details for PubMedCentralID PMC13353195

• Exploring Colombian adolescents' awareness of ethnoracial inequities and related discussions with family, peers, and in school JOURNAL OF RESEARCH ON ADOLESCENCE Umana-Taylor, A. J., Martinez-Fuentes, S., Vega, L., Sierra, J., Zeiger, A. A., Salcido, V., Cohen, A., Castrillon, S., Giraldo, A., Tirado, L., Hardesty, J. L. 2026; 36 (2): e70212

  Abstract

  The developmental competency of ethnic-racial identity development is salient in contexts where there is an ethnoracial hierarchy and society is characterized by an inequitable distribution of power and access to resources that functions according to this hierarchy. Colombia, given its history of colonization, represents one such context. As such, the current study explored Colombian adolescents' awareness of ethnoracial-based inequities based on individual interviews with a socioeconomically diverse sample of 24 youth (Mage = 14.92, SD = 0.93) in Medellín, Colombia. Utilizing reflexive thematic analysis to explore adolescents' perceptions of ethnoracial inequities in their immediate and more distal settings, findings indicated that adolescents perceived ethnoracial inequities in various contexts and their perceptions in more proximal settings seemed to vary by socioeconomic background. Across socioeconomic groups, adolescents were highly aware of ethnoracial inequities in Colombia. However, awareness of ethnoracial inequities was less prevalent in school settings and more limited in neighborhood contexts, particularly among those from higher socioeconomic backgrounds. Furthermore, whereas adolescents' observations frequently touched on themes of anti-blackness and anti-indigeneity, their discussions about reasons for inequities did not explicitly name critical perspectives on race or systemic racism. Finally, most participants expressed the belief that having conversations about ethnoracial inequities was important, especially with peers and their families.

  View details for DOI 10.1111/jora.70212

  View details for Web of Science ID 001786141400001

  View details for PubMedID 42252732

• Daily experiences of sibling relational aggression: Links to Latino children's psychosocial and physical health CHILD DEVELOPMENT Gallagher, A., Updegraff, K. A., Son, D., Umana-Taylor, A. J., Feinberg, M. E., Monteza, M. 2026; 97 (4): 1320-1331

  Abstract

  This study examined Latino children's daily experiences of sibling relational aggression as predictors of mood, physical health symptoms, and peer relations. Participants were 279 Latino older (Mage = 10.68; SD = 0.39; 47% female) and younger (Mage = 8.28; SD = 1.07; 48% female) siblings from predominantly immigrant families. Data were collected from siblings during seven daily calls and teachers rated peer relations. Daily average levels of and day-to-day variability in experiences of sibling relational aggression were associated with less positive and more negative mood and with more physical health symptoms for older and younger siblings. Sibling relational aggression also was associated with negative peer relations for siblings in mixed-sex dyads. Implications for prevention of sibling relational aggression are offered.

  View details for DOI 10.1093/chidev/aacag055

  View details for Web of Science ID 001749109800001

  View details for PubMedID 42041045

  View details for PubMedCentralID PMC13330867

• Engaging Latino Families in a Sibling-Focused Family Prevention Program PREVENTION SCIENCE Cahill, K. M., Updegraff, K. A., Umana-Taylor, A. J., Feinberg, M. E. 2026; 27 (3): 376-389

  Abstract

  Enhancing the lives of Latino youth and families through evidence-based prevention programs designed to promote positive adjustment and reduce risk is of high public health significance. An important component of evidence-based prevention is successfully engaging participants. The goals of this study were twofold: (a) to describe children's and their caregivers' engagement in a novel family-focused prevention program targeting sibling relationships and parenting of siblings in Latino families and (b) to investigate caregiver and family cultural factors as predictors of program engagement from a socio-ecological perspective. Participants were 158 Latino families who were randomly assigned to the intervention condition and participated in pre- and post-program data collection. Attendance was high, as children averaged 9.82 of 12 sessions (SD = 2.90) and children and at least one caregiver averaged 2.28 of 3 family nights (SD = 0.92). Furthermore, caregiver ratings of program experiences indicated high satisfaction and enjoyment, and qualitative responses illustrated parents' perceived program benefits. Economic hardship was positively associated with family night attendance and program expectations for fathers, and with less clear program expectations for mothers. Mothers' familial ethnic socialization and fathers' familism values were associated with higher program satisfaction and clearer program expectations. In addition, fathers' familism was associated with higher family night attendance. Higher Anglo cultural orientations were related to mothers' lower attendance and fathers' clearer program expectations. Discussion considers factors associated with variability in program engagement in sibling-focused family-based prevention with Latinos and offers future directions. Registered at ClinicalTrials.gov, trial registration number NCT03706014, Intervention study start date 2018-09-29 and study completion date 2025-09-30.

  View details for DOI 10.1007/s11121-026-01886-3

  View details for Web of Science ID 001735982100001

  View details for PubMedID 41954835

  View details for PubMedCentralID 11161425

• A Latent Profile Analysis of Latino Adolescents' Cultural Wealth, Ethnic-Racial Discrimination, and Academic Adjustment JOURNAL OF YOUTH AND ADOLESCENCE Martinez-Fuentes, S., Umana-Taylor, A. J., Updegraff, K. A., Rivas-Drake, D., Schaefer, D. R., Ryan, A. M., Zeiders, K. H. 2026; 55 (6): 1472-1488

  Abstract

  Drawing from the model of community cultural wealth, which suggests that youth from minoritized populations can draw on their cultural knowledge, networks, and skills to successfully navigate their academic contexts, the current study examined whether latent profiles of cultural capital emerged among a sample of Latino adolescents using various indicators of cultural wealth. The sample included 627 Latino adolescents (95% U.S.-born; 57% girls; 33% 9th graders, 27% 10th graders, 23% 11th graders, 18% 12th graders). Specifically, configurations of cultural wealth were analyzed based on the following dimensions: familial ethnic socialization, ethnic-racial identity components, and emotional support from Latino and non-Latino friendship networks. Research questions also included testing whether profiles characterized by greater cultural wealth exhibited better academic adjustment (i.e., emotional and behavioral academic adjustment, academic self-efficacy, and school belonging), and whether the association between ethnoracial discrimination and academic adjustment was moderated by profile membership. Findings revealed four profiles, with the largest (38%) consisting of adolescents with high cultural wealth (i.e., Achieved, High FES, High Friend Support). Furthermore, this profile exhibited better academic adjustment relative to the profiles that varied in levels of cultural wealth. When examining whether profiles with more cultural wealth also demonstrated better academic adjustment in the face of ethnoracial discrimination, findings revealed that a subgroup with more moderate cultural wealth (Moratorium, Moderate FES, High Friend Support) was more vulnerable to discrimination for most indicators of adjustment compared to all other profiles. Overall, findings extend previous variable-centered work by showing that Latino adolescents have heterogeneous experiences with cultural wealth, and examining these subgroups of adolescents provides novel insights into understanding how cultural wealth differently relates to adolescents’ academic adjustment, including in the context of ethnoracial discrimination.

  View details for DOI 10.1007/s10964-026-02328-7

  View details for Web of Science ID 001696014600001

  View details for PubMedID 41712141

  View details for PubMedCentralID PMC13263244

• Time-Varying Associations Among Maternal and Paternal Warmth, Sibling Intimacy, and Youth Familism Values Among US Mexican-Origin Youth CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY Son, D., Updegraff, K. A., Cahill, K. M., Almeida, L., Umana-Taylor, A. J. 2026

  Abstract

  This study examined developmental changes in the associations among mother, father, and sibling relationship quality and youth familism from ages 12 to 22 years.Data were collected from Mexican-origin younger (Mage = 12.8, SD = 0.58) and older siblings (Mage = 15.5, SD = 1.57) in 246 families in the southwestern United States at four timepoints.Maternal and paternal warmth were positively linked to familism between 15 and 19.5 and 12 and 21 years of age, respectively; sibling intimacy was positively associated with youth familism between 19.5 and 21.5 years of age.Discussion focuses on implications for developmental changes in youth relationships with parents and siblings, and their differential associations with familism at different points in development. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

  View details for DOI 10.1037/cdp0000796

  View details for Web of Science ID 001682491200001

  View details for PubMedID 41661620

  View details for PubMedCentralID PMC13002099

• School-Based Contributors to Adolescents' Ethnic-Racial Identity Public Regard DEVELOPMENTAL PSYCHOLOGY Wantchekon, K. A., Gonzalez, I. E., Rivas-Drake, D., Umana-Taylor, A. J. 2026; 62 (6): 1176-1188

  Abstract

  Adolescents' ethnic-racial identity, including their beliefs about their ethnic-racial group, are shaped by their social contexts. One important ethnic-racial identity belief is public regard, which reflects adolescents' perceptions of their ethnic-racial group's social standing; however, limited research explores how school-based forces inform ethnoracially minoritized adolescents' public regard. Accordingly, the present study examined the interrelations among school discrimination, school belonging, and public regard over the course of a school year among Black, Asian American, and Latine adolescents (n = 2,060; Mage = 15.91, 46% boys, 54% girls or another gender). Findings suggested that across the three ethnic-racial groups, higher beginning-of-year school belonging was associated with higher public regard over the course of the school year, whereas higher beginning-of-year school discrimination was associated with lower public regard over the course of the school year. Drawing on an ecological systems framing, we also explored whether these relations were bidirectional, and we found that higher beginning-of-year public regard was associated with higher school belonging over the course of the school year, but beginning-of-year public regard was not associated with later reports of school discrimination. We did not find differences in the strength or significance of any of these relations across ethnic-racial groups. Our findings highlight the important role of school contextual factors in the evolving ethnic-racial identity beliefs of adolescents from ethnoracially minoritized backgrounds. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

  View details for DOI 10.1037/dev0002157

  View details for Web of Science ID 001680864300001

  View details for PubMedID 41642809

• Pilot implementation of the Identity Project intervention with unaccompanied immigrant minors in Italy JOURNAL OF RESEARCH ON ADOLESCENCE Ceccon, C., Moscardino, U., Forcella, M., Lionetti, F., Umana-Taylor, A. J. 2025; 35 (4): e70105

  Abstract

  Developing a positive cultural identity is crucial for unaccompanied immigrant minors' (UIMs) integration and adjustment. This study piloted an adapted version of the Identity Project, an 8-week intervention promoting cultural identity, among UIMs (N = 31, Mage = 17 years, SD = 0.76, 55% from Eastern European and 45% from Northern African countries) in Italian residential communities. Participants reported on their cultural identity exploration and resolution at pretest, post-test, and follow-up; focus groups were conducted post intervention. Findings from an intervention mixed-method design indicated that the program was acceptable, feasible, and appropriate, with suggestions for improvement. Heterogeneous individual trajectories for both exploration and resolution emerged. This study underscores the promising value of the Identity Project for UIMs and calls for further research to conduct large-scale efficacy trials.

  View details for DOI 10.1111/jora.70105

  View details for Web of Science ID 001635770600001

  View details for PubMedID 41373053

• Associations between Family Ethnic-Racial Socialization and Ethnic-Racial Identity Centrality among Black and Latine Youth JOURNAL OF YOUTH AND ADOLESCENCE Gonzalez, I. E., Wantchekon, K. A., Umana-Taylor, A. J., Rivas-Drake, D. 2025; 54 (11): 2765-2777

  Abstract

  Ethnic-racial identity development is a key developmental task that contributes to positive youth outcomes across a variety of domains. Families play an integral role in adolescents' ethnic-racial identity development through the ways they teach their children about their ethnic-racial backgrounds. Research supports that youth who report high levels of family ethnic-racial socialization concurrently report high levels of ethnic-racial identity centrality, a facet of youth's ethnic-racial identity that shapes their self-concept and experiences. However, there is less research examining how ethnic-racial socialization and centrality relate to one another over time, limiting the field's understanding of how youth's centrality evolves as they are socialized and are active agents of their own development. This study analyzes the interrelations between cultural socialization, a form of family ethnic-racial socialization, and centrality over one year across three waves of data collection. Participants were 2153 Black and Latine high school students from the Southwest and Midwest U.S. (Mage = 15.91; SDage = 1.17; 57% Black; 44% boys, 54% girls, 2% another gender). Results from multigroup cross-lagged panel modeling indicated that, across groups, higher cultural socialization was associated with a positive change in centrality, but not vice versa. Findings highlight how the family context supports the progressive development of youth's emerging beliefs about their ethnic-racial identities.

  View details for DOI 10.1007/s10964-025-02260-2

  View details for Web of Science ID 001573783100001

  View details for PubMedID 40965520

  View details for PubMedCentralID 5421553

• <i>Equipping Educators for Equity Through Ethnic-Racial Identity</i> Curriculum: Comparing Teachers' Fidelity of Implementation Across Remote and in-Person Training JOURNAL OF COMMUNITY PSYCHOLOGY Umana-Taylor, A. J., Martinez-Fuentes, S., Sladek, M. R., Baldeh, M., Hill, H., Ramanadhan, S., Etienne, K., Foint, S., Ison, A., Jones, S., Mason, P., Moon, K., Morse, P., Puopolo, M. A., Satterthwaite-Freiman, M., Figueroa, M., Soto-Shed, E., Stormon-Flynn, M. P., Vazquez, M. 2025; 53 (5): e70025

  Abstract

  Professional development (PD) to help teachers learn to use curriculum materials can be effective in aiding fidelity of implementation and supporting student learning. PD may be particularly necessary for curricula focused on students' ethnic-racial identities, given educators' potential discomfort and limited formal training focused on strategies for discussing race/ethnicity in class. The Equipping Educators for Equity through Ethnic-Racial Identity (E⁴) PD prepares educators to implement an eight-lesson ethnic-racial identity curriculum with high school students. We tested whether fidelity of implementation of the ethnic-racial identity curriculum varied by two training modalities: in-person versus remote. Teachers' (N = 14) fidelity of implementation across 55 classrooms was assessed via 440 observations. Teachers' fidelity regarding curriculum adherence was high (76%) and did not vary significantly by training modality. Remote and in-person training resulted in similar fidelity of implementation, suggesting remote trainings may enable scaling up without sacrificing impact.

  View details for DOI 10.1002/jcop.70025

  View details for Web of Science ID 001540503900005

  View details for PubMedID 40511515

• Navigating Family Bonds in the Great Recession: Insights From Parents and Young Adults JOURNAL OF FAMILY PSYCHOLOGY Perez-Brena, N. J., Duran, J. G., Son, D., Updegraff, K. A., Umana-Taylor, A. J. 2025; 39 (8): 1187-1200

  Abstract

  The 2007-2009 economic recession was among the largest in U.S. history, which had reverberating impacts on families within the United States and globally. Latine families were among those most adversely affected economically, yet did not show increased negative outcomes in their psychosocial and physical health. Informed by the Family Stress Model and using a mixed methods approach, this study examined the qualitative experiences of 111 Mexican-origin families during this recession and its impact on their family relationships and adjustment. Ninety mothers (Mage = 44.07 years), 67 fathers (Mage = 47.03 years), 47 younger siblings (57% women; Mage = 17.74 years), and 50 older siblings (58% women; Mage = 21.06 years) specifically noted that the recession impacted their family via three broad themes: changes to family dynamics, strategies for managing financial hardship, and impacts on well-being. Additionally, we quantitatively assessed how early-recession sociodemographic, familial, and cultural characteristics related to participants' experiences. Parents who reported more positive adjustment strategies and well-being in their narratives reported having warmer parent-child relationships and more egalitarian gender role attitudes when the recession began. In addition, youths' higher religiosity was linked to more recession-related family conflict. Our findings highlight how family members work together to buffer the effects of economic hardship via reorganizing resources, fostering interdependence, placing family needs above one's own, and having flexibility in one's roles. As such, these findings have the potential to inform expansions of the Family Stress Model to capture resilience and strength in Mexican-origin families and inform culturally responsive programming in the future. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

  View details for DOI 10.1037/fam0001363

  View details for Web of Science ID 001518768900001

  View details for PubMedID 40587307

  View details for PubMedCentralID PMC12342838

• A Case for Change in Policy: An Integrative Conceptual Framework to Promote More Conversations About Race/Ethnicity in School Contexts AMERICAN PSYCHOLOGIST Del Toro, J., Umana-Taylor, A. J., Schaefer, J., Luciana, M., Lee, R. M., Wilson, S. 2026; 81 (3): 344-359

  Abstract

  Since September 2020, a total of 206 local and state government entities across 43 states have adopted 301 measures, such as policies and resolutions, to prohibit teaching, curricula, and trainings about racism and critical race theory in K-12 education. Recent executive orders, including Executive Order No. 14190, have extended these measures at the federal level and originated from concerns that Black Lives Matter protests in 2020 seeded animosity and blame toward White youth for structural racism. These policies present challenges for culturally relevant education, which uses students' customs and lived experiences to improve classroom instruction and foster their critical consciousness. This opposition to critical race theory and culturally relevant education underscores the need to review and synthesize existing research on how different forms of school-based racial/ethnic socialization affect adolescent development. We present an integrative framework describing the cognitive, biological, and psychosocial mechanisms linking school racial/ethnic socialization with promotive and resilient outcomes among adolescents irrespective of their own race/ethnicity. School racial/ethnic socialization facilitates adolescents' identity development to understand and make meaning of their race/ethnicity, improves intergroup relationships, and supports their ongoing neurodevelopment that promotes executive functions. These interactions among mind, body, and context provide a comprehensive perspective on the multiple micro- and macropathways underlying the antecedents and consequences of school racial/ethnic socialization. This synthesis of multiple interrelated ecological processes provides concrete directions for future research and supports evidence-based arguments against educational policies that restrict racial/ethnic socialization in K-12 settings, as these restrictions may perpetuate existing racial/ethnic inequities in schools. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

  View details for DOI 10.1037/amp0001558

  View details for Web of Science ID 001512502600001

  View details for PubMedID 40549636

• Sibling-Focused Family Prevention With Latinx Siblings in Middle Childhood: A Randomized Clinical Trial Spanning the COVID-19 Pandemic CHILD DEVELOPMENT Updegraff, K. A., Umana-Taylor, A. J., Gallagher, A., Cahill, K. M., Son, D., Duran, J. G., Sanchez, D., Feinberg, M. E., Jones, D. E. 2025; 96 (5): 1749-1764

  Abstract

  This pre-registered randomized clinical trial examined the efficacy of a prevention program on parenting of siblings and sibling relationships among Latinxs. Participants were 272 sibling dyads (82.9% Mexican) with 5th graders (Mage = 10.63; SD = 0.38; 51.8% female), their younger siblings in 1st to 4th grades (Mage = 8.18; SD = 1.06; 54.8% female), and their caregivers. Families were randomized to Siblings Are Special (SIBS; n = 161) or an alternative academic skills program (n = 111). Data were collected pre- and post-program (2018-2022). Significant effects were detected for sibling-focused parenting in the expected direction for authoritarian control and non-intervention in sibling conflicts, but there were no effects for sibling relationship quality. Implications of COVID-19 and future directions are discussed.

  View details for DOI 10.1111/cdev.14257

  View details for Web of Science ID 001507812600001

  View details for PubMedID 40515523

  View details for PubMedCentralID PMC12552020

• Mexican-origin mothers' and fathers' workplace ethnic-racial discrimination and youth's educational adjustment JOURNAL OF MARRIAGE AND FAMILY Martinez-Fuentes, S., Updegraff, K. A., Umana-Taylor, A. J., Zeiders, K. H. 2025; 87 (5): 2134-2156

  View details for DOI 10.1111/jomf.13105

  View details for Web of Science ID 001462711400001

• Ethnic-racial identity among White adolescents: Patterns and links to adjustment JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY Wantchekon, K. A., Satterthwaite-Freiman, M., Umana-Taylor, A. J. 2025; 98

  View details for DOI 10.1016/j.appdev.2025.101772

  View details for Web of Science ID 001442706500001

• Predictors of Biracial adolescent racial self-categorization when confronted with monoracist demographic forms JOURNAL OF RESEARCH ON ADOLESCENCE Vezaldenos, V., Rivas-Drake, D., Schaefer, D. R., Umana-Taylor, A. J., Villalta, S. I., Pinetta, B. 2025; 35 (1): e70012

  Abstract

  The current study draws from literature on Multiracial ethnic-racial identity development processes and utilizes logistic regression models to identify what factors inform ethnic-racial self-categorization choices when confronted with a monoracial paradigm of race in a sample of Biracial high school students. Separate logistic regression models analyzed how family ethnic-racial socialization, phenotype, friend groups, and experiences with discrimination are associated with the racial category for Biracial White, Asian, Black, Native American, and Latinx youth, respectively, when asked to choose just one racial background. Results suggest that the associations of family ethnic-racial socialization, experiences with discrimination, and skin color with self-categorization vary in directionality and strength for different groups of Biracial adolescents. However, adolescents with a greater proportion of friends in a given ethnic-racial group were more likely to self-categorize with that respective ethnic-racial group across all models. These findings provide a nuanced understanding of how Biracial youth draw on various aspects of their lived experiences when confronting monoracism.

  View details for DOI 10.1111/jora.70012

  View details for Web of Science ID 001432205300001

  View details for PubMedID 39992028

  View details for PubMedCentralID PMC11849273

• Ethnic-racial discrimination, identity, and out-group contact in context: A systematic review of daily process studies. Cultural diversity & ethnic minority psychology Sladek, M. R., Martinez-Fuentes, S., Wantchekon, K. A., Aguilar, G., Umaña-Taylor, A. J. 2025

  Abstract

  Understanding how ethnicity and race shape individuals' everyday experiences in context is critical for advancing scientific rigor and addressing ethnic-racial inequities. Daily process studies (e.g., experience-sampling method, ecological momentary assessment, daily diary methods) offer unique utility for studying ethnic-racial discrimination (ERD), ethnic-racial identity, and ethnic-racial out-group contact. The goals of this systematic review were to (a) summarize novel contributions of research using daily process designs to understand these ethnic-racial-related processes in everyday life, and (b) inform avenues for future research directions using daily process approaches to understand everyday ethnic-racial experiences and their implications for health and well-being.We identified a total of 97 studies from 77 unique study samples that used daily process approaches to measure ERD (52 studies), ethnic-racial identity (33 studies), and ethnic-racial out-group contact (22 studies).Novel contributions of daily process studies include enhancing external validity by centering individuals' everyday experiences as they go about typical life routines; using time-lagged approaches to test directionality of effects; and identifying within-person variability as a function of social context, individual differences, and time interval.Our recommendations for advancing integrative daily process studies of ethnic-racial experiences and identity are to include measures of multiple ethnic-racial-related constructs to understand their interrelations and interactions and broaden the representation of study samples in this research (e.g., ethnic-racial backgrounds, developmental periods, regional contexts). Despite limitations (e.g., missing data), daily process approaches offer considerable promise for advancing research on the dynamics and consequences of ERD, identity, and out-group contact in context. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

  View details for DOI 10.1037/cdp0000735

  View details for PubMedID 39836147

• Some Birds Have Mixed Feathers: Bringing the Mul-tiracial Population into the Study of Race Homophily SOCIOLOGICAL SCIENCE Schaefer, D. R., Villalta, S. I., Vezaldenos, V., Umana-Taylor, A. J. 2024; 11: 1046-1083

  View details for DOI 10.15195/v11.a38

  View details for Web of Science ID 001355306200001

• Parental Warmth and Parent-Child Conflict Among US Latinx Families in Middle Childhood JOURNAL OF FAMILY PSYCHOLOGY Son, D., Updegraff, K. A., Umana-Taylor, A. J., Feinberg, M. E. 2025; 39 (2): 240-251

  Abstract

  Grounded in family systems theory and using latent profile analysis, the present study examined (a) patterns of parent-child warmth and parent-child conflict within multiple dyads (mother-older child, mother-younger child, father-older child, father-younger child) among 305 U.S. Latinx families with fifth graders (Mage = 10.6; 46.6% female) and younger siblings (Mage = 8.20; 47.2% female) and (b) tested links of profile membership with child academic competence, negative peer relationships, and depressive symptoms. Two profiles were characterized by differential maternal and paternal warmth toward older versus younger siblings, with one of the profiles characterized by higher levels of conflict than the other, and a third profile included families where parent-child dyads were similar in their levels of moderately high warmth and low conflict. Profile membership was concurrently linked with children's academic competence, peer relationships, and depressive symptoms, with notable within-family differences for older versus younger siblings. Findings underscore the value of studying families as interrelated subsystems by capturing multiple dimensions of two children's relationships with mothers and fathers and provide insights for family-based prevention. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

  View details for DOI 10.1037/fam0001281

  View details for Web of Science ID 001369803800001

  View details for PubMedID 39509216

  View details for PubMedCentralID PMC11896277

• Parental involvement in Mexican-origin adolescents' romantic relationships: An examination of parents' cultural orientations and parent-youth relationships FAMILY PROCESS Duran, J. G., Updegraff, K. A., Perez-Brena, N. J., Umana-Taylor, A. J. 2025; 64 (1): e13073

  Abstract

  Romantic relationships are normative in adolescence, and parents can play a role in supporting or restricting adolescents' romantic experiences. This study examined parents' involvement in adolescents' romantic relationships in a sample of 226 Mexican-origin families. Findings indicated that, on average, mothers were more supportive of adolescents' romantic relationships than fathers, and parents were more supportive of daughters than of sons. Fathers' (but not mothers') Mexican cultural orientations were associated with greater restrictions on adolescents' romantic relationships. For mothers of boys, higher levels of familism values were linked to lower levels of support, and for fathers of boys, more traditional gender role attitudes were associated with less support. Also, more parent-youth conflict was associated with greater support from mothers but greater restrictions from both mothers and fathers. Finally, less granted autonomy in early adolescence was associated with greater parental restrictions. Discussion focuses on the nature of mothers' and fathers' involvement in adolescents' romantic relationships. Implications for research and practice highlight the importance of recognizing cultural and relational factors that shape mothers' and fathers' parenting around adolescent dating.

  View details for DOI 10.1111/famp.13073

  View details for Web of Science ID 001357443900001

  View details for PubMedID 39489626

  View details for PubMedCentralID PMC12765239

• Ethnic-Racial Identity, Discrimination Experiences, and Academic Adjustment among Colombian Adolescents COMPARATIVE EDUCATION REVIEW Aguilar, G., Wantchekon, K. A., Sladek, M. R., Mcdermott, E. R., Castrillon, S., Tirado, L., Vega, L., Safa, M., Umana-Taylor, A. J. 2024

  View details for DOI 10.1086/733483

  View details for Web of Science ID 001393561900001

• Sibling and best friend conflict resolution strategies among Mexican-origin youth JOURNAL OF SOCIAL AND PERSONAL RELATIONSHIPS Padilla, J., Updegraff, K. A., Umana-Taylor, A. J. 2026; 43 (1): 69-90

  Abstract

  Sibling relationships evolve into a more egalitarian relationship dynamic resembling friendships during adolescence, potentially facilitating the transfer of interpersonal skills across relationships. This study investigates cross-relationship associations in conflict resolution strategies with siblings and friends. Research on family-peer linkages, largely focused on White populations, often overlook the role of siblings in other ethnoracial contexts. Drawing on social learning theory, we examined mean-level differences on conflict resolution strategy use with siblings versus friends and how conflict resolution strategies with siblings were related to those with friends. Participants were older (M = 15.48; SD = 1.57) and younger siblings (M = 12.55; SD = .60) in 246 Mexican-origin families. Adolescents reported on their use of solution-oriented, nonconfrontational, and controlling strategies with one another and their best friends, which reflect varying considerations for oneself, others, and their relationship. Multilevel ANOVAs suggest that adolescents typically use more adaptive strategies with friends than with siblings. Actor-Partner Interdependence Models revealed significant positive associations between actor-reported conflict resolution strategies with siblings and friends, even when accounting for relationship intimacy and conflict, expressive personality characteristics, and familism values, suggesting congruence across relationships. Cross-strategy analyses indicated that controlling strategies with siblings were correlated with all strategies with friends, while nonconfrontational strategies with siblings negatively related to solution-oriented strategies with friends. These findings highlight how sibling and friend experiences shape adolescents' interpersonal skills and suggest avenues for future research on the enduring impact on social development.

  View details for DOI 10.1177/02654075241289354

  View details for Web of Science ID 001327256300001

  View details for PubMedID 41858372

  View details for PubMedCentralID PMC12998483

• Daily sibling interactions among latino children in middle childhood: An examination of familism values and sibling roles JOURNAL OF SOCIAL AND PERSONAL RELATIONSHIPS Son, D., Duran, J. G., Updegraff, K. A., Umana-Taylor, A. J., Feinberg, M. E. 2026; 43 (1): 91-114

  View details for DOI 10.1177/02654075241288265

  View details for Web of Science ID 001346136100001

• Is the <i>Identity Project</i> College-Ready? A Feasibility Pilot Study of an Ethnic-Racial Identity Development Intervention with U.S. College Students IDENTITY-AN INTERNATIONAL JOURNAL OF THEORY AND RESEARCH Montgomery-Jones, S. M., Wantchekon, K. A., Umana-Taylor, A. J. 2025; 25 (2): 277-304

  View details for DOI 10.1080/15283488.2024.2382988

  View details for Web of Science ID 001303555500001

• Friendship Network and School Socialization Correlates of Adolescent Ethnic-Racial Identity Development JOURNAL OF YOUTH AND ADOLESCENCE Kornienko, O., Umana-Taylor, A. J., Hernandez, M. M., Ha, T. 2024; 53 (11): 2551-2571

  Abstract

  Ethnic-racial identity (ERI) development is consequential for youth adjustment and includes exploration, resolution, and affect about the meaning of one's ethnic-racial group membership. Little is known about how identity-relevant experiences, such as ethnic-racial socialization and discrimination in peer relationships and school contexts, catalyze adolescent ERI development. The present study examines how identity-relevant experiences in friend and school contexts (i.e., proportion of same-ethnoracial friends, cultural socialization among friends, friends' ERI dimensions, friends' experiences of ethnoracial discrimination, and school promotion of cultural competence and critical consciousness) are associated with ERI development. A multivariate path model with a sample from four southwestern U.S. schools (N = 717; 50.5% girls; Mage = 13.76; 32% Latinx, 31.5% Multiethnic, 25.7% White, 11% other) was used to test these associations. Findings showed that friend and school predictors of ERI did not differ between early and middle adolescents, but significant differences and similarities emerged in some of these associations between ethnoracially minoritized and White youth. Specifically, friend cultural socialization was positively associated with ERI exploration for ethnoracially minoritized youth only, whereas school critical consciousness socialization was positively linked with ERI exploration only for White youth. Friend cultural socialization and friend network's levels of ERI resolution were positively associated with ERI resolution across both ethnoracial groups. These friend and school socialization associations were documented above and beyond significant contributions of personal ethnoracial discrimination to ERI exploration and negative affect for both ethnoracially minoritized and White youth. These findings expand our understanding of how friend and school socialization mechanisms are associated with adolescent ERI development, which is vital to advancing developmental theory and fostering developmental competences for youth to navigate their multicultural yet socially stratified and inequitable world.

  View details for DOI 10.1007/s10964-024-02052-0

  View details for Web of Science ID 001271466400002

  View details for PubMedID 39023840

  View details for PubMedCentralID PMC11466979

• Examining ethnic-racial identity development and adjustment among Colombian adolescents JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY Umana-Taylor, A. J., Sladek, M. R., Safa, M., Tirado, L., Vega, L. 2024; 93

  View details for DOI 10.1016/j.appdev.2024.101672

  View details for Web of Science ID 001264308300001

• Professional Development for Providing Time and Opportunities for Change in U.S. Teachers' Ethnic-Racial Identity IDENTITY-AN INTERNATIONAL JOURNAL OF THEORY AND RESEARCH Sladek, M. R., Umana-Taylor, A. J., Neville, H. A., Ison, A., Martinez-Fuentes, S., Mason, P., Park, Y., Safa, M., Satterthwaite-Freiman, M., Soto-Shed, E., Wantchekon, K. A. 2024; 24 (4): 331-352

  View details for DOI 10.1080/15283488.2024.2366892

  View details for Web of Science ID 001256943600001

• Revisiting the conceptualization and measurement of ethnic-racial identity affect: Recommendations for future directions CHILD DEVELOPMENT PERSPECTIVES Umana-Taylor, A. J. 2024; 18 (4): 215-220

  View details for DOI 10.1111/cdep.12517

  View details for Web of Science ID 001235714300001

• Longitudinal Profiles of Cultural Identity Processes and Associations with Psychosocial Outcomes Among Adolescents Participating in the <i>Identity Project</i> in Italy JOURNAL OF YOUTH AND ADOLESCENCE Ceccon, C., Moscardino, U., Altoe, G., Lionetti, F., Umana-Taylor, A. J. 2024; 53 (11): 2443-2459

  Abstract

  Cultural identity formation is a complex developmental task that influences adolescents' adjustment. However, less is known about individual variations in trajectories of cultural identity processes and how they relate to youth psychosocial outcomes. Using a person-centered approach, this study investigated patterns of change over a year in cultural identity exploration and resolution, respectively, among ethnically diverse adolescents in Italy. The sample included 173 high school students (Mage = 15 yrs, SD = 0.62, range = 14-17; 58.4% female; 26% immigrant background) who had participated in the Identity Project, a school-based intervention targeting ethnic-racial identity development. Longitudinal latent profile analysis revealed only one profile of change for exploration, whereas four unique profiles for resolution emerged ("stable low," "stable average," "increase low-to-average," "increase high-to-higher"). Overall, youth in the resolution-increase profiles reported the best outcomes. The findings highlight the heterogeneity of adolescents' resolution trajectories and the benefits of an increased sense of clarity concerning one's cultural identity for positive psychosocial functioning.

  View details for DOI 10.1007/s10964-024-02022-6

  View details for Web of Science ID 001235097800004

  View details for PubMedID 38811478

  View details for PubMedCentralID PMC11466995

• The Challenges of Engaging in Conversations and Activities Focused on Race, Ethnicity, and Identity in the Classroom: Learning from U.S. Based Teachers IDENTITY-AN INTERNATIONAL JOURNAL OF THEORY AND RESEARCH Satterthwaite-Freiman, M., Wantchekon, K. A., Aguilar, G., Sladek, M. R., Ison, A., Mason, P., Soto-Shed, E., Umana-Taylor, A. J. 2024

  View details for DOI 10.1080/15283488.2024.2340489

  View details for Web of Science ID 001229064700001

• Mexican-origin siblings' unique and shared perspectives of sibling Conflict: Links with adjustment JOURNAL OF SOCIAL AND PERSONAL RELATIONSHIPS Padilla, J., Jager, J., Updegraff, K. A., Umana-Taylor, A. J. 2024; 41 (9): 2646-2668

  Abstract

  Siblings are ubiquitous in the lives of youth, but sibling conflict is linked to adjustment problems and risky behaviors. To advance understanding of older and younger siblings' unique and shared perspectives of conflict in Mexican-origin families, our study addressed two goals. First, using Multitrait-Multimethod Confirmatory Factor Analysis (MTMM-CFA; Kenny & Kashy, 1992), we estimated the variance accounted for by older and younger siblings' unique and shared experiences of the frequency of their conflict. A shared viewpoint indicates commonality in siblings' reported experiences, whereas a unique perspective encompasses each sibling's distinct perceptions of their conflict. Second, we examined links between older and younger siblings' unique and shared conflict factors and each sibling's depressive symptoms and risky behavior. Participants were two siblings (M age = 15.48 years for older and M age = 12.55 years for younger siblings) from 246 Mexican-origin families who were interviewed in their homes. Results indicated that the shared conflict factor accounted for most of the variance in older siblings' reports of conflict frequency, whereas the unique factor accounted for the largest portion of the variance in younger siblings' reports. Further, for older siblings, the shared conflict factor was linked to their individual adjustment, whereas for younger siblings, the unique factor predicted their adjustment. Parsing siblings' reports of the frequency of their relational conflict, specifically the extent to which perspectives overlap versus are distinctive, provides novel insights about the role of siblings' conflict experiences in youth adjustment. Additionally, it offers directions for future research and has the potential to inform existing sibling conflict programs.

  View details for DOI 10.1177/02654075241249961

  View details for Web of Science ID 001209363100001

  View details for PubMedID 41497714

  View details for PubMedCentralID PMC12768513

• Skin Tone and Academic Readiness Among Young Mexican-Origin Children: Testing the Moderating Role of Ethnic-Racial Identity Attitudes and Centrality JOURNAL OF LATINOS AND EDUCATION Hailu, S., Williams, C. D., Bravo, D. Y., Umana-Taylor, A. J., Jahromi, L. B., Updegraff, K. A. 2024; 23 (5): 1730-1743

  Abstract

  Skin tone-based social stratification is an enduring part of the U.S. racial landscape. Despite literature finding that skin tone informs educational outcomes among adults, few studies have examined these processes in early childhood. The current study tested whether skin tone predicted Mexican-origin 5-year-old children's academic readiness (i.e., applied problems and letter-word identification) and whether relations were modified by ethnic-racial identity (i.e., positive attitudes and centrality). Findings indicated that darker skin tones predicted lower applied problems scores, an indicator of early math ability. Positive ethnic-racial attitudes did not moderate the relation between skin tone and academic readiness. However, contrary to our hypothesis, higher ethnic-racial centrality strengthened the association between darker skin tone and lower letter-word identification, an indicator of early reading skills. Findings suggest that there is early development of within-race skin tone-based disparities in education, and underscore the need for further exploration of children's ethnic-racial identity in these processes.

  View details for DOI 10.1080/15348431.2024.2327411

  View details for Web of Science ID 001190984900001

  View details for PubMedID 39871861

  View details for PubMedCentralID PMC11771989

• Parent-child conflict in Mexican-origin families: Charting development from adolescence to young adulthood JOURNAL OF RESEARCH ON ADOLESCENCE Son, D., Updegraff, K. A., Umana-Taylor, A. J. 2024; 34 (3): 631-644

  Abstract

  Grounded in developmental and cultural-ecological perspectives, the current study examined trajectories of parent-youth conflict regarding everyday issues across adolescence and into young adulthood. Data came from 246 Mexican-origin families in the southwestern United States with younger siblings (51% female, Mage = 12.8, SD = 0.58), older siblings (Mage = 15.5, SD = 1.57), mothers (Mage = 39.0; SD = 4.6), and fathers (Mage = 41.7; SD = 5.8) and were collected at four time points over an 8-year period. Multilevel modeling analyses revealed linear declines in mother-youth and father-youth conflict across ages 12-22. Youth, but not parent, familism values were associated with variation in parent-youth conflict. This study extends understanding of culturally and developmentally salient processes of mother-youth and father-youth relationships in Mexican-origin families.

  View details for DOI 10.1111/jora.12925

  View details for Web of Science ID 001178344500001

  View details for PubMedID 38424661

  View details for PubMedCentralID PMC11349479

• Teachers' Implementation of the <i>Identity Project</i> Is Associated With Increases in US High School Students' Ethnic-Racial Identity Exploration JOURNAL OF YOUTH AND ADOLESCENCE Umana-Taylor, A. J., Sladek, M. R., Safa, M. 2024; 53 (11): 2519-2533

  Abstract

  Ethnic-racial identity formation has significant consequences for positive youth development. Existing findings support the efficacy of the Identity Project, a school-based ethnic-racial identity intervention, when delivered by researchers; however, effectiveness of the program when delivered by teachers is unknown. This study examined changes in adolescents' (N = 180; 42.2% male, 50.6% female, 6.7% another gender identity; Mage = 14.11, SD = 0.33; 38.3% Latinx, 33.9% White, 15.0% Black, 9.4% Asian American, 3.3% another ethnoracial background) ethnic-racial identity exploration as a function of their teachers' implementation of the Identity Project. Findings indicated that ethnic-racial identity exploration significantly increased from pretest to posttest, and this did not vary based on familial ethnic-racial socialization, student-teacher ethnoracial match/mismatch, gender, immigrant status, or ethnoracial background. This study provides preliminary evidence that U.S. educators can be trained to efficaciously implement the Identity Project with high school students and, furthermore, that this approach to program dissemination may not only facilitate scale-up but also result in greater gains for adolescents relative to research-led implementations.

  View details for DOI 10.1007/s10964-024-01955-2

  View details for Web of Science ID 001173061700002

  View details for PubMedID 38418751

  View details for PubMedCentralID 9543382

• Targeting ethnic-racial identity development and academic engagement in tandem through curriculum JOURNAL OF SCHOOL PSYCHOLOGY Wantchekon, K. A., Umana-Taylor, A. J. 2024; 103: 101292

  Abstract

  Schools play an integral role in adolescents' learning and understanding of their ethnic-racial identity (ERI); however, the extant research offers a limited understanding of how specific educator practices can inform adolescents' ERI development, and in turn, their academic adjustment. Accordingly, the present study utilized 30 interviews with Latinx, White, Asian American, and Multiracial eighth grade students (N = 16; Mage = 13.25 years, SD = 0.45; 75% girls, 25% boys) and their English teacher to illustrate the processes by which an ERI-focused unit informed students' ERI developmental processes and their academic engagement (i.e., behavioral, cognitive, and emotional). Results from iterative causation coding indicated that (a) the unit promoted ERI development by facilitating conversations with family, offering dedicated time for ERI exploration, and facilitating personal and literary ERI exploration in tandem; (b) the unit's focus on ERI development encouraged students' emotional, cognitive, and behavioral academic engagement; and (c) the unit also encouraged students' emotional, cognitive, and behavioral academic engagement by leveraging book selections centering ethnoracially minoritized youth, critical consciousness raising, and class community building. Our findings offer implications for future research and school-based efforts looking to positively support adolescents' ERI development. Our findings also provide insights regarding the role of the predominately White school context in students' experiences with the unit, namely, the role of the context in some students' occasional disengagement with the material.

  View details for DOI 10.1016/j.jsp.2024.101292

  View details for Web of Science ID 001194054600001

  View details for PubMedID 38432735

• Promoting Adolescents' Cultural Identity Development: A Pilot Study of the Identity Project Intervention in Italy CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY Ceccon, C., Schachner, M. K., Umana-Taylor, A. J., Moscardino, U. 2025; 31 (2): 386-392

  Abstract

  This study aimed to evaluate the feasibility, acceptability, and preliminary efficacy of the Italian adaptation of the Identity Project (IP), a school-based intervention promoting cultural identity formation in adolescence.Participants were 138 adolescents (Mage = 15.66 years, SD = 0.84, 63% female, 37% of immigrant descent) from nine classrooms that were assigned to the intervention or control condition based on teachers' indications to ensure sustainability. The curriculum was delivered online due to COVID-19 pandemic-related restrictions in spring 2021. Youth self-reported on their cultural identity exploration and resolution 1 week before and 1 week after the intervention. Feedback on the cultural appropriateness and salience of the program was gathered from students and teachers via online focus groups.The analysis of qualitative data supported the feasibility and acceptability of the culturally adapted IP, with students expressing appreciation for its interactive approach and the possibility to learn about their classmates' cultural origins. Analysis of quantitative data indicated that the program led to increases in cultural identity resolution, but not exploration.This pilot implementation confirms the importance of intervening in cultural identity development in multiethnic classrooms in Italy, although further work is necessary to better understand if nonsignificant findings for exploration were due to measurement issues introduced by the COVID-19 pandemic or if program modifications are necessary to stimulate adolescents' engagement in exploration processes. Delivering the activities in person and without social distancing measures may be crucial to increase its efficacy. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

  View details for DOI 10.1037/cdp0000643

  View details for Web of Science ID 001162464600001

  View details for PubMedID 38358649

• How do youth choose activities? Assessing the relative importance of the micro-selection mechanisms behind adolescent extracurricular activity participation SOCIAL NETWORKS Schaefer, D. R., Khuu, T., Rambaran, J., Rivas-Drake, D., Umana-Taylor, A. J. 2024; 77: 139-150

  View details for DOI 10.1016/j.socnet.2021.12.008

  View details for Web of Science ID 001188488100001

• Bicultural identity and adjustment among ethnoracially minoritized and immigrant adolescents INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT Safa, M., Long, Y., Umana-Taylor, A. J. 2024; 48 (3): 269-278

  View details for DOI 10.1177/01650254231218284

  View details for Web of Science ID 001129488000001

• Parenting of Siblings in Latinx Families During Middle Childhood JOURNAL OF FAMILY PSYCHOLOGY Cahill, K. M., Updegraff, K. A., Mchale, S. M., Umana-Taylor, A. J., Feinberg, M. E., Levy, R. 2024; 38 (1): 92-103

  Abstract

  Parents' management of their children's sibling relationships, or sibling-focused parenting, has substantial theoretical and practical importance but is rarely studied. This study's goals were to describe dimensions of sibling-focused parenting and to examine sociocultural resources and challenges as potential correlates among Latinx mothers and fathers in 262 families with two children in middle childhood. Families were recruited from 11 public elementary schools, and caregivers (248 mother figures; 118 father figures) participated in a home visit and phone interviews at the onset of the study. Sibling-focused parenting included three dimensions: positive guidance (10 items), nonintervention (four items), and authoritarian control (five items). Parents rated positive guidance as their most frequent strategy, and comparisons of mothers and fathers from the same families revealed that mothers engaged in more sibling-focused parenting overall than fathers. Regarding correlates, mothers' familism values and mothers' and fathers' family cohesion reports were associated with more positive guidance and mothers' cohesion was negatively related to nonintervention in sibling conflicts. For mothers only, parenting stress was linked to all three dimensions of sibling-focused parenting-negatively to guidance and positively to authoritarian control and nonintervention; maternal depressive symptoms were positively linked to authoritarian control. Economic hardship was not a significant correlate of any dimension. Findings suggest that sibling-focused parenting is a key domain of parenting in need of further research. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

  View details for DOI 10.1037/fam0001167

  View details for Web of Science ID 001109358800001

  View details for PubMedID 38010800

  View details for PubMedCentralID PMC10872963

• The promise of leveraging social identities in interventions to enhance the well-being and lives of adolescents CHILD DEVELOPMENT PERSPECTIVES Hoffman, A. J., Umana-Taylor, A. J. 2023; 17 (3-4): 129-135

  View details for DOI 10.1111/cdep.12486

  View details for Web of Science ID 001065158800001

• State-Level Anti-Immigrant Sentiment and Policies and Health Risks in US Latino Children PEDIATRICS Slopen, N., Umana-Taylor, A. J., Shonkoff, J. P., Carle, A. C., Hatzenbuehler, M. L. 2023; 152 (3)

  Abstract

  Although systemic inequities, broadly defined, are associated with health disparities in adults, there is a dearth of research linking contextual measures of exclusionary policies or prejudicial attitudes to health impairments in children, particularly among Latino populations. In this study, we examined a composite measure of systemic inequities in relation to the cooccurrence of multiple health problems in Latino children in the United States.Participants included 17 855 Latino children aged 3 to 17 years from the National Survey of Children's Health (2016-2020). We measured state-level systemic inequities using a factor score that combined an index of exclusionary state policies toward immigrants and aggregated survey data on prejudicial attitudes toward immigrants and Latino individuals. Caregivers reported on 3 categories of child health problems: common health difficulties in the past year, current chronic physical health conditions, and current mental health conditions. For each category, we constructed a variable reflecting 0, 1, or 2 or more conditions.In models adjusted for sociodemographic covariates, interpersonal discrimination, and state-level income inequality, systemic inequities were associated with 1.13 times the odds of a chronic physical health condition (95% confidence interval: 1.02-1.25) and 1.24 times the odds of 2 or more mental health conditions (95% confidence interval: 1.06-1.45).Latino children residing in states with higher levels of systemic inequity are more likely to experience mental health or chronic physical health conditions relative to those in states with lower levels of systemic inequity.

  View details for DOI 10.1542/peds.2022-057581

  View details for Web of Science ID 001160276400029

  View details for PubMedID 37581234

  View details for PubMedCentralID PMC10565791

• Children's Ethnic-Racial Identity and Mothers' Cultural Socialization as Protective in Relations Between Sociocultural Risk Factors and Children's Internalizing Behaviors CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY Williams, C. D. D., Bell, A. D. D., DeLaney, E. N. N., Umana-Taylor, A. J. J., Jahromi, L. B. B., Updegraff, K. A. A. 2023; 29 (4): 459-470

  Abstract

  The present study examined whether sociocultural risk factors (i.e., mothers' risky behaviors, mothers' and grandmothers' ethnic discrimination, and family economic hardship) predicted children's internalizing behaviors. We also tested whether sociocultural protective factors, including children's positive ethnic-racial identity (ERI) attitudes and mothers' cultural socialization, moderated relations.Participants were 182 5-year-old Mexican-origin children, their mothers, and grandmothers.Findings indicated that children's positive ERI attitudes were protective, such that grandmothers' discrimination predicted children's greater internalizing at low levels of children's positive ERI attitudes, but this relation was not significant at high levels of children's positive ERI attitudes. Mothers' cultural socialization was also protective, such that mothers' risky behaviors predicted children's greater internalizing at low levels of mothers' cultural socialization, but this relation was not significant at high levels of mothers' cultural socialization. Economic hardship predicted children's greater internalizing and no variables moderated this relation.Findings highlight that mothers' engagement in risky behaviors, grandmothers' ethnic discrimination experiences, and family economic hardship contribute to children's greater internalizing behaviors. However, in some of these relations, children's positive ERI attitudes and mothers' cultural socialization are protective. In future research and programming, a consideration of the role of individual, family, and cultural factors will be important for addressing and reducing children's internalizing behaviors. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

  View details for DOI 10.1037/cdp0000619

  View details for Web of Science ID 001049420100001

  View details for PubMedID 37589682

  View details for PubMedCentralID PMC10560393

• The Role of Ethnic-Racial Identity and Self-Esteem in Intergroup Contact Attitudes JOURNAL OF YOUTH AND ADOLESCENCE Wantchekon, K. A., McDermott, E. R., Jones, S. M., Satterthwaite-Freiman, M., Baldeh, M., Rivas-Drake, D., Umana-Taylor, A. J. 2023; 52 (11): 2243-2260

  Abstract

  Adolescents' ethnic-racial identity (ERI) exploration, resolution, and affirmation inform their approach and avoidance attitudes toward intergroup contact, but the potential mechanisms through which this occurs have been underexplored. Given the evidence that adolescents with higher ERI exploration, resolution, and affirmation also report higher self-esteem, and self-esteem is theorized to facilitate openness to intergroup contact, the current study explored the role of self-esteem as a mediator of the relation between adolescents' ERI and their intergroup contact attitudes. Participants were 4606 adolescents (Mage = 16.35, SD = 1.16; 37.5% White, 27.1% Black, 20.7% Latinx, 11.7% Asian American, 3% Native American) from the U.S. Southwest and Midwest. The three waves of data were collected between March 2017 and March 2018. Results from longitudinal multigroup path models indicated that across all ethnic-racial groups there were positive direct relations between Wave 1 (W1) ERI resolution and W2 self-esteem (7 months later). In turn, W2 self-esteem was positively related to W3 approach attitudes (12 months later) and negatively related to W3 avoidance attitudes. The relations between ERI resolution and both approach and avoidance attitudes were fully mediated by self-esteem across all ethnic-racial groups. Notably the baseline values (W1) of all mediation and outcome variables (W2, W3) were included, suggesting that ERI resolution at baseline predicted increases in self-esteem, which predicted subsequent increases in approach attitudes and decreases in avoidance attitudes. ERI exploration and affirmation were not significant predictors of later self-esteem or contact attitudes. These findings suggest that of the three dimensions of ERI examined, resolution is the primary driver of the increases in self-esteem that inform adolescents' attitudes towards interaction with ethnic-racial outgroup members.

  View details for DOI 10.1007/s10964-023-01819-1

  View details for Web of Science ID 001038804700001

  View details for PubMedID 37528244

  View details for PubMedCentralID 6139079

• A Longitudinal Test of Mexican-Origin Teen Mothers' Cultural Characteristics and Children's Spanish Vocabulary via Mothers' Spanish Language Use CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY Santana, A., Williams, C., Umana-Taylor, A. J., Jahromi, L. B., Updegraff, K. A., Corona, R., Leon-Perez, G. 2024; 30 (3): 497-507

  Abstract

  The present study examined whether teen mothers' adaptive cultural characteristics (i.e., familism values, language competency pressures, and involvement in Mexican culture and U.S. mainstream culture) when children were 3 years old (i.e., Wave 4; W4) informed mothers' Spanish language use with their children when children were 4 years old (W5) and, in turn, children's subsequent Spanish receptive vocabulary when children were 5 years old (W6).The present study included 204 Mexican-origin children (58% male) and their mothers who entered parenthood during adolescence (M = 16.24, SD = .99 at W1).Five mediational processes were significant, such that mothers' higher familism values (i.e., emphasizing family support and obligations), Spanish competency pressure (i.e., stress associated with Spanish language competency), and involvement in U.S. mainstream culture at W4 were associated with mothers' lower Spanish language use with children at W5 and, in turn, children's lower levels of Spanish receptive vocabulary at W6. Mothers' greater involvement in Mexican culture and English competency pressure (i.e., stress associated with English language competency) at W4 were associated with mothers' greater Spanish language use with children at W5 and, in turn, children's greater Spanish receptive vocabulary at W6. Additionally, mothers' greater involvement in U.S. mainstream culture at W4 was directly associated with children's lower Spanish language abilities at W6.Findings highlight the importance of the family context in Mexican-origin children's Spanish language skills over time. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

  View details for DOI 10.1037/cdp0000603

  View details for Web of Science ID 001019055700001

  View details for PubMedID 37347891

  View details for PubMedCentralID PMC10739566

• Assessing Invariance of Universal Ethnic-Racial Identity Measures Among Black Adolescents in the United States JOURNAL OF YOUTH AND ADOLESCENCE Agi-Garratt, A., Wantchekon, K. A., Rivas-Drake, D., Umana-Taylor, A. J. 2023; 52 (9): 1950-1964

  Abstract

  Black immigrants and their children represent a significant and growing share of the U.S. Black population; however, their experiences of their multifaceted identities are often collapsed into the experiences of multigenerational Black youth. The current study investigates whether generalized ethnic-racial identity measures are equivalent for Black youth with an immigrant parent and Black youth with only U.S.-born parents. Participants were 767 Black adolescents (16.6% immigrant-origin; Mage = 16.28, SD = 1.12) attending diverse high schools in two regions of the U.S. Participants completed the affirmation, exploration, and resolution subscales of the Ethnic Identity Scale-Brief (EIS-B), along with the centrality and public regard subscales of the Multidimensional Inventory of Black Identity-Teen (MIBI-T). The results indicated that, whereas the EIS-B demonstrated scalar invariance, the MIBI-T demonstrated partial scalar invariance. Accounting for measurement error, immigrant-origin youth reported lower affirmation than multigenerational U.S.-origin youth. Across groups, ethnic-racial identity exploration and resolution scores were positively associated with family ethnic socialization; ethnic-racial identity affirmation was positively associated with self-esteem; and ethnic-racial identity public regard was negatively associated with ethnic-racial discrimination, supporting convergent validity. Conversely, centrality was positively associated with discrimination among multigenerational U.S.-origin Black youth, but the relation was not significant among immigrant-origin Black youth. These results fill a methodological gap in the literature, providing researchers with empirical support for considering whether to pool immigrant-origin and multigenerational U.S.-origin Black youth in analyses regarding ethnic-racial identity.

  View details for DOI 10.1007/s10964-023-01790-x

  View details for Web of Science ID 001009384800002

  View details for PubMedID 37329387

  View details for PubMedCentralID 6673646

• Efficacy of a cultural adaptation of the <i>Identity Project </i>intervention among adolescents attending multiethnic classrooms in Italy: A randomized controlled trial CHILD DEVELOPMENT Ceccon, C., Schachner, M. K., Lionetti, F., Pastore, M., Umana-Taylor, A. J., Moscardino, U. 2023; 94 (5): 1162-1180

  Abstract

  This registered report evaluated the efficacy of an Italian adaptation of the Identity Project, a school-based intervention promoting adolescents' cultural identity. Migration background and environmental sensitivity were explored as moderators. After adapting and piloting the intervention, a randomized controlled trial was conducted between October 2021 and January 2022 on 747 ethnically diverse adolescents (Mage  = 15 years, 53% girls, 31% with migration background) attending 45 classrooms randomly assigned to the intervention or control condition. Bayesian analyses confirmed the efficacy of the Italian IP in enhancing exploration processes (Cohen's d = .18), whereas no cascading effect on resolution emerged. Youth with higher (vs. lower) levels of environmental sensitivity benefited more in terms of exploration. Implications for developmental theory and practice are discussed.

  View details for DOI 10.1111/cdev.13944

  View details for Web of Science ID 000991021100001

  View details for PubMedID 37195803

• The Role of Family Ethnic Socialization and Generational Status in White Adolescents' Ethnic-Racial Identity Development JOURNAL OF ADOLESCENT RESEARCH Ison, A., Satterthwaite-Freiman, M., Sladek, M. R., Umana-Taylor, A. J. 2025; 40 (3): 698-737

  View details for DOI 10.1177/07435584231166118

  View details for Web of Science ID 000976140100001

• Promoting adolescent adjustment by intervening in ethnic-racial identity development: Opportunities for developmental prevention science and considerations for a global theory of change INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT Umana-Taylor, A. J. 2023; 47 (4): 352-365

  View details for DOI 10.1177/01650254231162614

  View details for Web of Science ID 000955393000001

• The Limitations of Intergroup Friendship: Using Social Network Analysis to Test the Pathways Linking Contact and Intergroup Attitudes in a Multigroup Context SOCIUS Khuu, T. V., Schaefer, D. R., Umana-Taylor, A. J., Ryan, A. M. 2023; 9

  View details for DOI 10.1177/23780231231161048

  View details for Web of Science ID 000966012400001

• Ethnic-racial identity in Europe: Adapting the identity project intervention in five countries EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY Juang, L. P., Umana-Taylor, A. J., Schachner, M. K., Frisen, A., Hwang, C., Moscardino, U., Motti-Stefanidi, F., Oppedal, B., Pavlopoulos, V., Abdullahi, A. K., Barahona, R., Berne, S., Ceccon, C., Gharaei, N., Moffitt, U., Ntalachanis, A., Pevec, S., Sandberg, D. J., Zacharia, A., Syed, M. 2023; 20 (6): 978-1006

  View details for DOI 10.1080/17405629.2022.2131520

  View details for Web of Science ID 000869498000001

• Examining Ethnic-Racial Identity Negative Affect, Centrality, and Intergroup Contact Attitudes Among White Adolescents JOURNAL OF YOUTH AND ADOLESCENCE Satterthwaite-Freiman, M., Sladek, M. R., Wantchekon, K. A., Rivas-Drake, D., Umana-Taylor, A. J. 2023; 52 (1): 61-75

  Abstract

  Given persisting systemic inequities, rising white nationalism, and an increasingly diverse ethnic-racial population, there is a need for empirical research on how White youth develop anti-racist competencies during adolescence. Indicators of adolescents' ethnic-racial identity (ERI), such as ERI negative affect and centrality may play an important role in this process and are important to examine specifically for White youth because they involve feelings and beliefs about membership in a group socially perceived to be dominant. In fact, ERI negative affect and centrality may operate as unique mechanisms through which White youth develop attitudes about interacting with different ethnic-racial groups. Accordingly, the current study used a prospective longitudinal design to test whether White youth's (N = 1243; Mage = 16.09, SD = 1.20; 47% female, 53% male) ERI negative affect and centrality predicted their ethnic-racial intergroup contact attitudes across a school year. Multivariate path analysis indicated that higher centrality at the beginning of the school year predicted greater avoidance attitudes later in the school year, adjusting for earlier avoidance attitudes. The interaction between ERI negative affect and centrality was marginally significant in predicting later avoidance and approach attitudes. The findings suggest that ERI may function as a mechanism through which White youth develop intergroup contact attitudes.

  View details for DOI 10.1007/s10964-022-01680-8

  View details for Web of Science ID 000861173300001

  View details for PubMedID 36169761

• Longitudinal associations between Mexican-origin youth's relationships with parents, siblings, and friends and individual adjustment JOURNAL OF SOCIAL AND PERSONAL RELATIONSHIPS Padilla, J., Updegraff, K. A., McHale, S. M., Umana-Taylor, A. J., Jager, J. 2024; 41 (3): 617-644

  Abstract

  Across adolescence and into young adulthood, as youth experience both normative developmental and stressful life changes, close and supportive relationships are essential for healthy adjustment. Supportive relationships may be especially important for protecting Mexican-origin youth from developing depressive symptoms and engaging in risky behaviors given the emphasis within Mexican culture on close relationships, especially in families. With longitudinal data, we examined the associations between Mexican-origin youth's relationships with mothers, fathers, siblings, and best friends and their adjustment across adolescence and into young adulthood. Participants were 246 Mexican-origin families with a 7th grader (younger sibling) and at least one older sibling, a mother, and a father at Time 1 (T1). Youth participated in home interviews at T1 and again five (T2) and eight (T3) years later. At T1, younger siblings were 12.55 (SD = .60) and older siblings were 15.48 (SD = 1.57) years old. Findings indicated that, with sibling and friend characteristics in the models, mother and father acceptance and conflict were significantly linked to youth positive and negative adjustment, respectively. Both sibling conflict and, consistent with a "partners in crime" process (Slomkowski et al., 2001; p. 273), sibling intimacy (of younger adolescents only), were linked to risky behavior. Same-gender friend conflict also was linked to risky behavior, but neither sibling nor friend relationships were linked to depressive symptoms. Some relationship effects were moderated by gender and age. Together, our findings have implications for programs aimed at preventing adjustment problems.

  View details for DOI 10.1177/02654075221119428

  View details for Web of Science ID 000840344500001

  View details for PubMedID 41497442

  View details for PubMedCentralID PMC12768514

• Daily links between Latinx siblings' relationship qualities and mood CHILD DEVELOPMENT Hochgraf, A. K., Son, D., Updegraff, K. A., McHale, S. M., Umana-Taylor, A. J. 2022: 1444-1457

  Abstract

  This study examined daily links between sibling warmth and negativity and positive and negative mood in middle childhood and the moderating role of enculturation. Participants were 326 Latinx children from 163 families in the United States (Mage  = 10.63 and 8.58 years for older and younger siblings, 48.5% female, 89.3% Mexican-origin). Children reported their days' experiences during seven nightly phone interviews conducted in 2018-2019. Multilevel analyses revealed within-person, positive associations between daily sibling warmth and positive mood ( OR = 1.81 , 95 % CI = [ 1.25 , 2.62 ] ) , and sibling negativity and negative mood ( OR = 3.21 , 95 % CI = [ 2.12 , 4.86 ] ) . Moreover, for more enculturated children, odds of positive mood were lower on days when they experienced more sibling negativity than usual. Findings document the significance of Latinx children's daily sibling experiences.

  View details for DOI 10.1111/cdev.13777

  View details for Web of Science ID 000789859700001

  View details for PubMedID 35502868

  View details for PubMedCentralID PMC10648281

• Belonging in Diverse Contexts: Sociability Among Same-Ethnic and Cross-Ethnic Peers SCHOOL PSYCHOLOGY Rambaran, J., Hoffman, A. J., Rivas-Drake, D., Schaefer, D. R., Umana-Taylor, A. J., Ryan, A. M. 2022; 37 (6): 467-477

  Abstract

  Ethnically and racially diverse schools provide students opportunities to socially interact with both same- and cross-ethnic peers that can shape their sense of belonging within a school. This study investigates the extent to which same- or cross-ethnic friends influence feelings of school belonging in two large, diverse U.S. high schools (total N = 4,461; 9th-12th grade; 49.6% girls). Employing a longitudinal social network analytic approach, using stochastic actor-oriented modeling, this study found that students become more similar or stay similar to their same-ethnic friends, but not cross-ethnic friends, with no clear indication that students select friends based on similar levels of belonging. These novel findings highlight how feelings of school belonging are fostered through sociability in same-ethnic friend groups. Implications for interventions and other approaches to enhance school belonging are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

  View details for DOI 10.1037/spq0000480

  View details for Web of Science ID 000787984300001

  View details for PubMedID 35482641

• "So, like, it's all a mix of one": Intersecting contexts of adolescents' ethnic-racial socialization CHILD DEVELOPMENT Sladek, M. R., Umana-Taylor, A. J., Hardesty, J. L., Aguilar, G., Bates, D., Bayless, S., Gomez, E., Hur, C. K., Ison, A., Jones, S., Luo, H., Satterthwaite-Freiman, M., Vazquez, M. A. 2022: 1284-1303

  Abstract

  Cultural-ecological theories posit that ethnic-racial identity (ERI) development is shaped by transactions between contexts of ethnic-racial socialization, yet research considering intersections among multiple contexts is limited. In this study, Black, Latino, White, and Asian American adolescents (N = 98; Mage  = 16.26, SD = 1.09; 55.1% female identifying) participated in surveys and focus group discussions (2013-2014) to share insights into ERI development in context. Using consensual qualitative research, results indicated: (a) family ethnic-racial socialization intersects with community-based, peer, media, and school socialization; (b) ethnic-racial socialization occurs outside family through intersections between peer, school, community-based, and media settings; and (c) ethnic-racial socialization is embedded within systems of racial oppression across contexts. Discussion includes implications for future research and interventions supporting youth ERI.

  View details for DOI 10.1111/cdev.13756

  View details for Web of Science ID 000780018100001

  View details for PubMedID 35366330

• The Role of Ethnic-Racial and National Identities on US Latino Adolescents' Global Identity Coherence and Adjustment CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY Safa, M., Umana-Taylor, A. J., Martinez-Fuentes, S. 2024; 30 (1): 187-200

  Abstract

  Ethnic-racial minoritized adolescents are tasked with concurrently developing and balancing their ethnic-racial and national identities. The present study investigated the extent to which these two social identities were simultaneously associated with U.S. Latino adolescents' psychological adjustment via their associations with global identity coherence.This cross-sectional study included 370 self-identified Latino middle-to-late adolescents (Mage = 16.14 years; SD = 1.12; range: 14-18; 52.8% female; 96.2% U.S.-born; 50% had at least one foreign-born parent) who completed paper surveys in class. Structural equation path analyses with bias-corrected bootstrapping were conducted to test a theoretical mediational model of identity and adjustment.Findings indicated that each social identity component explained significant variance in adolescent psychological adjustment (i.e., lower depressive symptoms; higher life satisfaction and self-esteem) via its unique association with identity coherence (i.e., synthesis and confusion). Results generalized across adolescent gender but were qualified by family immigrant status (i.e., having no foreign-born parent vs. having at least one foreign-born parent). Additionally, there was no support for an alternate model with the order of predictors and mediators reversed.This study highlights the importance of multifaceted, multicomponent social identity development and exemplifies ways in which social position factors may set adolescents onto different developmental pathways. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

  View details for DOI 10.1037/cdp0000535

  View details for Web of Science ID 000773031000001

  View details for PubMedID 35343737

• Familism Values and Mexican-Origin Adolescents' Disclosure and Secrecy With Fathers and Mothers JOURNAL OF FAMILY PSYCHOLOGY Son, D., Updegraff, K. A., Umana-Taylor, A. J. 2022; 36 (8): 1296-1305

  Abstract

  The present study examined familism as a central cultural value that may predict Mexican-origin adolescents' disclosure to and secrecy with mothers and fathers. The data came from 246 Mexican-origin adolescents in the southwestern United States (51% female, Mage = 12.8 years, SD = .58, 38% born in Mexico) and their mothers (Mage = 39.0 years; SD = 4.6) and fathers (Mage = 41.7 years; SD = 5.7). Data were collected at two time points over a 2-year period (90% retention). Cross-lagged panel models examined the longitudinal effects of youth familism on disclosure to and secrecy with mothers and fathers. Results indicated that familism served as a promotive factor for youth information management strategies. Differences in the association between familism and youth disclosure were found by youth gender, highlighting the significance of gender in family dynamics among Mexican-origin families. Discussion focuses on how cultural values such as familism may promote resilience among Mexican-origin adolescents by bolstering parent-child relationships. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

  View details for DOI 10.1037/fam0000986

  View details for Web of Science ID 000772436500001

  View details for PubMedID 35324249

• Mexican-Origin Adolescent Mothers' Beliefs and Practices Concerning Children's School Readiness EARLY EDUCATION AND DEVELOPMENT Jahromi, L. B., Bravo, D. Y., Umana-Taylor, A. J., Updegraff, K. A., Hinman, J. A. 2023; 34 (1): 128-151

  Abstract

  Parents' academic socialization of their young children is a critical yet understudied area, especially in the context of vulnerable parent-child dyads. The current longitudinal study examined factors that informed mothers' beliefs and practices concerning children's kindergarten readiness in a sample of 204 Mexican-origin adolescent mothers (M age = 19.94). Adolescent mothers' individual characteristics and assets (i.e., parental self-efficacy, educational attainment, educational utility beliefs, knowledge of child development) and sources of stress (i.e., economic hardship, coparenting conflict) were related to the importance they placed on children's social-emotional and academic readiness for kindergarten, their provision of cognitive stimulation and emotional support to their children in the home, and their enjoyment of literacy activities with their child. Moreover, adolescents' perception of parenting daily hassles emerged as a mediator in this process. Findings underscore the importance of considering Mexican-origin adolescent mothers' strengths and assets along with their unique contextual stressors as they relate to beliefs and practices that could have implications for their children's school success.

  View details for DOI 10.1080/10409289.2021.1995259

  View details for Web of Science ID 000753366900001

  View details for PubMedID 36846485

  View details for PubMedCentralID PMC9956953

• Mother-Child Relationships in US Latinx Families in Middle Childhood: Opportunities and Challenges in the 21st Century SOCIAL SCIENCES-BASEL Updegraff, K. A., Umana-Taylor, A. J., Son, D., Cahill, K. M. 2022; 11 (1)

  Abstract

  The 21st century has brought unique opportunities and challenges for parents, and this is particularly true for Latinx families, whose children comprise more than one-fourth of the school-age population in the U.S. today. Taking an ecological and strengths-based approach, the current study examined the role of mothers' cultural assets (familism values, family cohesion) and challenges (economic hardship, ethnic-race-based discrimination) on children's educational adjustment in middle childhood, as well as the indirect role of mother-child warmth and conflict in these associations. The sample included 173 Latinx mothers and their middle childhood offspring (i.e., 5th graders and younger sisters/brothers in the 1st through 4th grade). Mothers participated in home visits and phone interviews and teachers provided ratings of children's educational adjustment (academic and socioemotional competence, aggressive/oppositional behaviors). Findings revealed family cohesion was indirectly linked to children's educational adjustment via mother-child warmth and conflict, particularly for younger siblings. Discussion focuses on the culturally based strengths of Latinx families and highlights potential implications for family-based prevention in middle childhood.

  View details for DOI 10.3390/socsci11010008

  View details for Web of Science ID 000760434900001

  View details for PubMedID 35602314

  View details for PubMedCentralID PMC9122036

• Ethnic-Racial Identity and Adolescents' Positive Development in the Context of Ethnic-Racial Marginalization: Unpacking Risk and Resilience HUMAN DEVELOPMENT Umana-Taylor, A. J., Rivas-Drake, D. 2021; 65 (5-6): 293-310

  View details for DOI 10.1159/000519631

  View details for Web of Science ID 000995981500004

• Mexican-Origin 5-Year-Old Children's Ethnic-Racial Identity Centrality and Attitudes Predicting Social Functioning CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY Williams, C., Lozada, F. T., Hood, K. B., Umana-Taylor, A. J., Jahromi, L. B., Updegraff, K. A. 2022; 28 (2): 158-170

  Abstract

  Early childhood is an important developmental period to focus on the outcomes associated with ethnic-racial identity (ERI) given that children notice racial differences, are processing information about ethnicity and race, and have race-related experiences. The present study tested whether three components of ERI (i.e., positive attitudes, negative attitudes, and centrality) predicted children's social functioning (i.e., interactive, disruptive, and disconnected play with peers; externalizing behaviors; and observed frustration and cooperation with an adult). Child sex was also tested as a moderator.The present study included 182 5-year-old Mexican-origin children (57% male) of mothers who entered parenthood during adolescence (M = 21.95, SD = 1.00).Children's positive ethnic-racial attitudes were associated with greater social functioning (i.e., greater interactive play and less externalizing behaviors) among boys and girls, and less frustration among boys. Negative ethnic-racial attitudes predicted maladaptive social functioning (i.e., greater disruptive play) among boys and girls and more disconnected play among girls. Contrary to expectations, ethnic-racial centrality predicted boys' and girls' maladaptive social functioning (i.e., greater disruptive and disconnected play).Findings highlight the importance of fostering children's positive ethnic-racial attitudes and helping them discuss and cope with negative ethnic-racial attitudes to promote more adaptive social functioning. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

  View details for DOI 10.1037/cdp0000511

  View details for Web of Science ID 000733103400001

  View details for PubMedID 34843297

  View details for PubMedCentralID PMC9670273

• Mexican-Origin Parents' Workplace Discrimination and Well-Being: The Roles of Familism Values, Family Conflict, and Gender CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY Wheeler, L. A., Updegraff, K. A., Umana-Taylor, A. J., Crouter, A. C. 2021; 27 (4): 717-727

  Abstract

  This study examined Mexican-origin parents' perceived workplace discrimination, familism, family conflict, and gender as related to parents' well-being (i.e., self-esteem, depressive symptoms, and general physical health) over a 2-year period during the 2007-2009 "Great Recession" in the U.S.Data were drawn from two waves of a larger study of 246 Mexican-origin predominantly immigrant families with adolescents. Using a matched-pairs sample of mothers and fathers, path analyses were conducted to test the hypothesized relations.Moderation analyses revealed that high levels of familism weakened the link between workplace discrimination and parents' depressive symptoms, whereas high levels of parent-youth conflict exacerbated the association to parents' psychosocial well-being. There was variation by parent gender, with parent-youth conflict being more strongly associated with fathers' self-esteem than mothers'.Findings indicate that Mexican-origin parents' familism can mitigate and family conflict can exacerbate the risks of workplace discrimination on parents' psychosocial well-being. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

  View details for DOI 10.1037/cdp0000483

  View details for Web of Science ID 000706035300015

  View details for PubMedID 34323506

  View details for PubMedCentralID PMC8497426

• Implications of COVID-19 school closures for sibling dynamics among U.S. Latinx children: A prospective, daily diary study. Developmental psychology Sun, X., Updegraff, K. A., McHale, S. M., Hochgraf, A. K., Gallagher, A. M., Umana-Taylor, A. J. 2021; 57 (10): 1708-1718

  Abstract

  This study aimed to illuminate the implications of COVID-19 school closures for sibling dynamics among Latinx school-age children in the U.S. and to examine family and cultural factors that may have conditioned school closure effects. Data came from an ongoing study of Latinx families in Arizona that collected home visit and survey data prepandemic (fall 2019; T1) and daily diary data during the outbreak (February to May 2020; T2). The analyses focused on 215 Latinx children (47% female; Mage = 9.72, SD = 1.22; 88% Mexican-origin) from 116 families (T1 family income median = $27,600, SD = $24,421). Multilevel tobit regression models were estimated to examine associations linking both T2 school closure and number of days since school closure with daily sibling positivity and negativity. The models also tested moderation effects of T1 family socioeconomic status, sibship size, child enculturation, and prior sibling positivity and negativity on these associations. Results showed that, although main effects of school closure on sibling dynamics were nonsignificant, school closure was linked to more sibling positivity in families with more children and among more enculturated children, and days since school closure was linked to more sibling positivity in families with more children and to lower sibling negativity among those with less prepandemic sibling negativity. Findings highlight differentiated effects of COVID-19 school closures on sibling dynamics among Latinx children whose families have been disproportionally affected by the COVID-19 pandemic, illuminate the role of Latinx family cultural strengths, and have implications for intervention programs and public policies. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

  View details for DOI 10.1037/dev0001196

  View details for PubMedID 34807691

• Implications of Mexican-Origin Youth's Work Experiences for Relationships With Fathers CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY Sun, X., McHale, S. M., Updegraff, K. A., Umana-Taylor, A. J. 2021; 27 (4): 796-807

  Abstract

  To illuminate family implications of youth's work, we examined longitudinal links between the work experiences of Mexican-origin youth in late adolescence and young adulthood and father-youth relationships.Using data from 187 Mexican-origin youth and their employed fathers, we tested youth's (52.4% female; Mage = 19.64, SD = 1.78) work hours and workplace discrimination as predictors of paternal acceptance two years later (Time 1 paternal acceptance controlled), and tested moderation by youth gender and maternal employment.Multivariate multilevel models revealed a curvilinear association between youth workplace discrimination and father-reported acceptance. Moderation effects of youth gender and mother employment in linear links between youth work experiences and youth-reported acceptance also emerged. Work hours were stronger negative predictors of paternal acceptance for sons than daughters and youth with employed compared to nonemployed mothers. Workplace discrimination was a positive predictor of paternal acceptance of daughters but not sons.Findings highlight complex patterns in links between youth's work and family relationships, an understudied area. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

  View details for DOI 10.1037/cdp0000468

  View details for Web of Science ID 000706035300022

  View details for PubMedID 34279978

  View details for PubMedCentralID PMC8497418

• High Parental Education Protects Against Changes in Adolescent Stress and Mood Early in the COVID-19 Pandemic JOURNAL OF ADOLESCENT HEALTH Villaume, S., Stephens, J. E., Nwafor, E. E., Umana-Taylor, A. J., Adam, E. K. 2021; 69 (4): 549-556

  Abstract

  The COVID-19 pandemic has brought dramatic changes to the daily lives of U.S. adolescents, including isolation from friends and extended family, transition to remote learning, potential illness and death of loved ones, and economic distress. This study's purpose is to measure changes in adolescents' perceived stress and mood early in the pandemic.The present study drew from a racially and ethnically diverse sample of high school student participants in an ongoing intervention study in the Midwestern U.S., 128 of whom provided reports of their daily stress and mood both before (December 2017 to March 2020) and during (March-July 2020) the COVID-19 pandemic. We expected to see increases in perceived stress, declines in positive mood states, and increases in negative mood states, with larger impacts on individuals from households with lower parental education levels.Multilevel models revealed increases in perceived stress primarily for adolescents from low/moderate education families during the pandemic. Impacts on mood states also diverged by education: adolescents from low/moderate education households reported feeling more ashamed, caring, and excited than before the pandemic, changes that were not shared by their peers from high education households. Although changes in mood that arose with the onset of the pandemic became less pronounced over time, increased levels of home- and health-related stress stayed high for low/moderate education adolescents.During the COVID-19 period, we observed disparate impacts on adolescents according to household education level, with more dramatic and negative changes in the emotional well-being of adolescents from low/moderate education households.

  View details for DOI 10.1016/j.jadohealth.2021.06.012

  View details for Web of Science ID 000693341800006

  View details for PubMedID 34420820

  View details for PubMedCentralID PMC8415889

• Siblings' Appraisals of Fairness and Jealousy in Response to Parental Differential Treatment: Longitudinal Links to Mexican-Origin Emerging Adults' Adjustment EMERGING ADULTHOOD Padilla, J., Sang, S. A., Updegraff, K. A., McHale, S. M., Umana-Taylor, A. J., De Jesus, S. 2021; 9 (4): 267-280

  View details for DOI 10.1177/2167696819851435

  View details for Web of Science ID 000684267500001

• Associations Among Mexican-Origin Youth's Sibling Relationships, Familism and Positive Values, and Adjustment Problems JOURNAL OF FAMILY PSYCHOLOGY Killoren, S. E., Wheeler, L. A., Updegraff, K. A., McHale, S. M., Umana-Taylor, A. J. 2021; 35 (5): 573-583

  Abstract

  Finding ways to protect youth from maladjustment during adolescence and young adulthood is important, and youth of Mexican descent are key targets for such efforts given that they experience higher rates of depressive symptoms, risky behaviors, and sexual risk behaviors compared to youth from other ethnic/racial groups. Using a sample of younger (Mage Time 1 = 12.77 years) and older (Mage Time 1 = 15.70 years) siblings from an 8-year longitudinal study of 246 Mexican-origin families, we conducted path analyses to test whether older siblings' reports of sibling intimacy predicted younger siblings' later positive values and adjustment problems controlling for prior adjustment and maternal and paternal warmth. Additionally, we tested whether younger siblings' familism values moderated and their positive values mediated the sibling intimacy to adjustment problem linkages. Findings revealed that sibling intimacy in early adolescence predicted younger siblings' adjustment problems in young adulthood via their positive values in later adolescence, but only for younger siblings with strong familism values. This study highlights the importance of examining promotive factors, such as positive relationship qualities and familism values, and how positive values protect against problems in young adulthood. Results also have practical implications for prevention programs including the utility of promoting positive sibling relationships and values. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

  View details for DOI 10.1037/fam0000801

  View details for Web of Science ID 000679660300001

  View details for PubMedID 32881559

  View details for PubMedCentralID PMC8363190

• Measurement Equivalence Testing of the American Identity Questionnaire Across Black, Latino, and White Adolescents CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY Martinez-Fuentes, S., Umana-Taylor, A. J., Jager, J., McDermott, E. R., Sladek, M. R. 2021; 27 (3): 376-385

  Abstract

  The current study examined the psychometric properties of the American Identity Questionnaire (Phinney & Devich-Navarro, Journal of Research on Adolescence, 1997, 7, 3). American identity has been associated with societal and personal benefits for ethno-racially diverse populations, but limited research has assessed whether American identity measures function equivalently across members of different groups. Thus, the current study examined the measurement equivalence and construct validity of the American Identity Questionnaire among Black, Latino, and White adolescents.Using a cross-sectional design, adolescents completed self-administered surveys during regular school time. The current study included U.S.-born adolescents (N = 1,326; M age = 16.16 years; SD = 1.12; 53% female) who self-identified as either Black (n = 315), Latino (n = 345), or White (n = 666).Multigroup confirmatory factor analysis was carried out using ethnic-racial group membership as the grouping variable. Findings suggested that the American Identity Questionnaire demonstrated configural (equivalent factor structures) and metric (equivalent factor loadings) invariance across the three groups. Partial scalar invariance was supported after allowing one item intercept to be freely estimated among Latino youth. Regarding construct validity, American identity was positively associated with self-esteem and personal identity, and negatively associated with depressive symptoms across the three groups.Findings suggest that the American Identity Questionnaire can be used to assess associations between American identity and other constructs with samples of Black, Latino, and White adolescents. Mean-level comparisons across the three groups may also be possible. Construct validity results indicated that American identity was positively associated with adolescents' psychosocial adjustment. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

  View details for DOI 10.1037/cdp0000439

  View details for Web of Science ID 000677485300007

  View details for PubMedID 33570996

• Police discrimination among Black, Latina/x/o, and White adolescents: Examining frequency and relations to academic functioning JOURNAL OF ADOLESCENCE Zeiders, K. H., Umana-Taylor, A. J., Carbajal, S., Pech, A. 2021; 90: 91-99

  Abstract

  Concerns regarding police brutality and violence against people of color in the U.S. remain high in the current sociohistorical moment in which the recent murder of George Floyd by a police officer is highly salient. Although the prevalence and consequences of such experiences for Black and Latina/x/o adults have been documented in the literature, there is a limited understanding of youths' negative experiences with police.Utilizing a sample of 1378 adolescents (Mage = 16.16 years, SD = 1.12), the current study examined Black, Latina/x/o, and White youths' self-reports of ethnic-racial police discrimination and linked these experiences to youths' academic engagement and academic grades.Black and Latina/x/o youth reported significantly greater experiences of ethnic-racial police discrimination than their White counterparts; nearly 24% of Black youth and 20% of Latina/x/o youth experienced at least one instance of ethnic-racial police discrimination in the last year, compared to only 2.9% of White youth. Differences by gender emerged among Latina/x/o youth. Police discrimination was associated with lower academic engagement and lower academic grades among all youth.Findings demonstrate that the greater prevalence of ethnic-racial police discrimination in the lives of youth of color, relative to their White counterparts, mirroring the experiences of adults. Furthermore, coupled with the significant links with academic adjustment, the current findings demonstrate an additional factor that is likely implicated in the Black and Latina/x/o vs. White academic achievement gap.

  View details for DOI 10.1016/j.adolescence.2021.06.001

  View details for Web of Science ID 000671789100009

  View details for PubMedID 34182198

• Relating Profiles of Ethnic-Racial Identity Process and Content to the Academic and Psychological Adjustment of Black and Latinx Adolescents JOURNAL OF YOUTH AND ADOLESCENCE Wantchekon, K. A., Umana-Taylor, A. J. 2021; 50 (7): 1333-1352

  Abstract

  Ethnic-racial identity (i.e., individuals' beliefs about their ethnic-racial group membership and the processes through which they develop those beliefs) is a developmental competency that can promote adolescents' adjustment; however, the extant literature has largely focused on how distinct dimensions of ethnic-racial identity are associated with adjustment (i.e., variable-centered approaches), potentially obscuring a more holistic understanding of this developmental competency. The current study utilized latent profile analysis, a person-centered approach, to examine profiles of ethnic-racial identity among Black (n = 325; Mage = 15.94, SD = 1.14) and Latinx (n = 370; Mage = 16.13, SD = 1.10) adolescents as well as links between profile membership and adjustment. Three ethnic-racial identity profiles emerged: Diffuse & Low Regard (n = 55; lower development, lower self-concept); Diffuse & High Regard (n = 160; lower development, higher self-concept); and Developed & Idealized (n = 477; higher development, higher self-concept). The profile highest in ethnic-racial identity across all indicators reported the highest levels of adjustment. The findings highlight the synergistic benefits of ethnic-racial identity development and positive self-concept for adolescents' psychosocial and academic adjustment.

  View details for DOI 10.1007/s10964-021-01451-x

  View details for Web of Science ID 000657552200002

  View details for PubMedID 34085185

  View details for PubMedCentralID 4358201

• Measuring 5-year-old Mexican-heritage children's ethnic-racial identity attitudes, centrality, and knowledge JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY Williams, C., Umana-Taylor, A. J., Updegraff, K. A., Jahromi, L. B. 2021; 75

  Abstract

  Young children are aware of ethnicity-race, yet the field lacks measures to assess ethnic-racial identity (ERI) in early childhood. Thus, the goals of the current study were: (a) to describe three adapted measures that can be used to assess aspects of Mexican-heritage children's ERI (i.e., attitudes, centrality, and knowledge), and (b) to test the psychometric properties of each measure among 182 five-year-old Mexican-heritage children. Results from confirmatory factor analyses supported a 2-factor solution characterizing positive and negative ERI attitudes; the subscales demonstrated adequate reliability and findings provided preliminary support for construct validity. Findings for ERI centrality revealed significant variability among children and initial support for convergent and divergent validity. Support for ERI knowledge was more limited and suggests further development of this measure is needed. Overall, the current study calls attention to the importance of assessing ERI in early childhood, and provides developmentally appropriate assessments to stimulate growth in this area.

  View details for DOI 10.1016/j.appdev.2021.101290

  View details for Web of Science ID 000680035200004

  View details for PubMedID 34421164

  View details for PubMedCentralID PMC8372932

• Developmental Interplay between Ethnic, National, and Personal Identity in Immigrant Adolescents JOURNAL OF YOUTH AND ADOLESCENCE Mastrotheodoros, S., Kornienko, O., Umana-Taylor, A., Motti-Stefanidi, F. 2021; 50 (6): 1126-1139

  Abstract

  Developing a personal identity is a core developmental task for all adolescents. Immigrant adolescents need to integrate the meaning that their belonging to their ethnic group and the receiving nation has for them into their personal identity. The purpose of this study was to examine the longitudinal interplay between personal, ethnic, and national identities of a middle school sample of immigrant youth (N = 765, Mage = 12.7 years, SD = 0.6 at T1; 46% girls) enroled in Greek schools. Data were collected in three waves with repeated measures. To test the link between these identities, two trivariate Cross-Lagged Panel Models were ran, one examining identity exploration and the other examining identity commitment. The results revealed robust within time positive links between ethnic, national and personal identities for both exploration and commitment at all three time-points. There was some evidence that ethnic and national identities were negatively linked longitudinally, and limited support for longitudinal associations between these domains and personal identity. Follow-up analyses suggest that these processes may be specific to second generation youth and that findings may differ by ethnic background. Finally, the findings that emerged are discussed with attention to the socio-political climate in the receiving nation.

  View details for DOI 10.1007/s10964-021-01434-y

  View details for Web of Science ID 000640827300001

  View details for PubMedID 33864567

  View details for PubMedCentralID PMC8116219

• The Mediation Process Between Latino Youths' Family Ethnic Socialization, Ethnic-Racial Identity, and Academic Engagement: Moderation by Ethnic-Racial Discrimination? CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY Martinez-Fuentes, S., Jager, J., Umana-Taylor, A. J. 2021; 27 (2): 296-306

  Abstract

  Guided by García Coll and colleagues' (1996) integrative model for the study of developmental competencies in minority children, the current study examined the role of ethnic-racial identity as a mediator through which family ethnic socialization was associated with academic engagement among Latino youth. Furthermore, based on the high prevalence rates of ethnic-racial discrimination among Latino adolescents, the associations between experiences with peer and adult discrimination and youth's academic engagement (controlling for family ethnic socialization and ethnic-racial identity) were tested. Finally, we tested whether discrimination from either peers or adults moderated the mediation process between family ethnic socialization, ethnic-racial identity, and academic engagement.Data were collected from a cross-sectional study of adolescents in the Southwestern United States. Participants in the current study consisted of self-identified Latino adolescents (N = 370; Mage = 16.14 years; SD = 1.12; Range = 14-18; 52.8% female; 96.2% U.S.-born) who completed self-administered surveys during school hours.Path analyses indicated that family ethnic socialization was indirectly associated with academic engagement via ethnic-racial identity. Adult discrimination was negatively associated with academic engagement; however, peer discrimination was not associated with academic engagement. Finally, neither source of discrimination emerged as a moderator of the associations of interest.Findings point to Latino youth's enhanced resilience against discrimination encounters when they have more experiences with family ethnic socialization and have engaged in greater ethnic-racial identity exploration and resolution. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

  View details for DOI 10.1037/cdp0000349

  View details for Web of Science ID 000651093900013

  View details for PubMedID 32406701

• Comparing relations of ethnic-racial public regard, centrality, and intergroup contact attitudes among ethno-racially diverse adolescents GROUP PROCESSES & INTERGROUP RELATIONS Wantchekon, K. A., Umana-Taylor, A. J., McDermott, E. R., Sladek, M. R., Rivas-Drake, D., Agi, A. C., Freiman, M. 2022; 25 (4): 833-852

  View details for DOI 10.1177/1368430220987599

  View details for Web of Science ID 000634493900001

• Adolescents' Ethnic-Racial Centrality Moderates Effect of School-Based Intervention on Ethnic-Racial Identity Exploration DEVELOPMENTAL PSYCHOLOGY Wantchekon, K. A., Umana-Taylor, A. J., Sladek, M. R., McDermott, E. R., Updegraff, K. A. 2021; 57 (3): 432-442

  Abstract

  Research suggests that the process of adolescents exploring and developing clarity about their ethnic-racial identity (ERI) is an important developmental competency. However, the extent to which individuals view their ERI as central to their overall self-concept (i.e., ERI centrality) informs the degree to which they choose to explore their ERI, potentially moderating ERI development. Utilizing data from a randomized controlled trial of a school-based intervention focused on increasing adolescents' ERI exploration, the current study examined whether the intervention effect was moderated by adolescents' baseline ERI centrality. Study participants (N = 218; Mage = 15.02; 49% female; 63% ethnic-racial minority; 28% free/reduced lunch) attended a high school in the southwest United States. Moderation analyses indicated that adolescents' ERI centrality at baseline (1-week pretest) significantly moderated the intervention's effect on Time-2 ERI exploration (12-week posttest). Further analyses of simple slopes revealed that the intervention produced significant increases in Time-2 ERI exploration (relative to attention control) for adolescents with average and higher (+1 SD) levels of ERI centrality at baseline, but not for those with lower levels of ERI centrality at baseline (-1 SD), which suggests ERI centrality may have encouraged participant engagement with the intervention. Sensitivity analyses accounting for baseline to posttest changes in ERI exploration and examining long-term effects of the intervention on exploration provided additional support for the specificity of this moderated intervention effect to the 12-week posttest. Our findings are consistent with notions from social identity theory as well as previous research that suggests that ERI centrality encourages ERI exploration among adolescents. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

  View details for DOI 10.1037/dev0001150

  View details for Web of Science ID 000627679500009

  View details for PubMedID 33570985

• RESPONSE TO COMMENTARY RESEARCH IN HUMAN DEVELOPMENT Rogers, L., Williams, C., Marks, A. K., Calzada, E. J., Umana-Taylor, A. J. 2020; 17 (2-3): 186-189

  View details for DOI 10.1080/15427609.2021.1872335

  View details for Web of Science ID 000621290200001

• Mexican-Origin Youth's Ethnic-Racial Identity Development: The Role of Siblings DEVELOPMENTAL PSYCHOLOGY Padilla, J., Vazquez, E. J., Updegraff, K. A., Umana-Taylor, A. J., McHale, S. M. 2021; 57 (2): 302-308

  Abstract

  Ethnic-racial identity (ERI) formation is an important developmental task. Although families are a primary context for ERI socialization, little is known about siblings' role. Accordingly, we applied the Actor-Partner Interdependence Model to longitudinal data from 2 siblings to examine the links between siblings' ERI exploration, resolution, and affirmation. Participants were Mexican-origin mothers, fathers, and 2 siblings (older siblings Mage = 20.65 years; younger siblings Mage = 17.72 years) from 246 families in Arizona who were interviewed on 2 occasions across 2 years. Siblings' ERI exploration in late adolescence positively predicted young adult ERI, accounting for mothers' and fathers' ERIs. For resolution, the sibling (i.e., partner) effect was moderated by sibling gender constellation, such that the sibling effect emerged only for same-sex dyads. For affirmation, the sibling effect emerged for older but not younger siblings. These findings highlight the need to understand siblings' role in ERI and to expand research on family socialization of ERI beyond parents. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

  View details for DOI 10.1037/dev0001072

  View details for Web of Science ID 000618090100013

  View details for PubMedID 33346675

  View details for PubMedCentralID PMC8369485

• Mexican-Origin Adolescent Mothers' Economic Contexts, Educational Re-Engagement, and Their Children's School Readiness CHILD DEVELOPMENT McDermott, E. R., Jahromi, L. B., Umana-Taylor, A. J., Martinez-Fuentes, S., Jones, S. M., Updegraff, K. A. 2021; 92 (4): E513-E530

  Abstract

  Drawing on data from a longitudinal study of 204 Mexican-origin adolescent mothers, their mother figures, and their children, the current investigation examined (a) adolescent mothers' educational re-engagement and attainment beginning during their pregnancy and ending when their child was 5 years old; and (b) the influence of the family economic context on adolescent mothers' educational re-engagement and attainment and their children's academic and social-emotional outcomes. Findings detailed adolescent mothers' re-engagement in school after the birth of their child and revealed that family income during adolescents' pregnancies was directly associated with re-engagement and attainment, and also initiated cascade effects that shaped adolescents' economic contexts, their subsequent re-engagement and attainment, and ultimately their children's academic and social-emotional outcomes at age 5.

  View details for DOI 10.1111/cdev.13514

  View details for Web of Science ID 000608866500001

  View details for PubMedID 33470434

  View details for PubMedCentralID PMC8289935

• Latina/o youths' discrimination experiences in the US Southwest: Estimates from three studies APPLIED DEVELOPMENTAL SCIENCE Zeiders, K. H., Umana-Taylor, A. J., Martinez-Fuentes, S., Updegraff, K. A., Bayless, S., Jahromi, L. B. 2021; 25 (1): 51-61

  Abstract

  Despite growing awareness of the negative effects of ethnic-racial discrimination, we know little about the frequency of these experiences among Latina/o youth. Utilizing three independent studies, we examined estimates of general discrimination and police discrimination among Latino/a youth living in the U.S. Southwest (total N = 1,066; ages 12 to 21 years old). Ethnic-racial discrimination experiences differed by adolescent gender; for girls, 47% reported discrimination at age 12; highest estimates were at age 17 (70%) and 18 years old (68%). Boys reported greater general discrimination than girls during early and late adolescence; the highest estimates were observed at ages 19, 20, and 21 years (94%, 86%, and 87% respectively). Gender differences also emerged with police discrimination; boys reported being hassled by a police officer more often than girls at every age. Findings suggest that most Latino/a adolescents experience discrimination, and Latino/a boys are particularly vulnerable.

  View details for DOI 10.1080/10888691.2018.1527695

  View details for Web of Science ID 000603853500002

  View details for PubMedID 33716491

  View details for PubMedCentralID PMC7953829

• Biculturalism and adjustment among US Latinos: A review of four decades of empirical findings ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR, VOL 61 Safa, M., Umana-Taylor, A. J. edited by Lockman, J. J. 2021; 61: 73-127

  Abstract

  Incorporating both heritage (e.g., Latino) and national (e.g., American) cultural systems into our sense of self (i.e., bicultural identity) and developing the ability to successfully respond to demands associated with each of these systems (i.e., bicultural competence) have been theorized to be central to the development and positive adjustment of U.S. Latinos, a group that represents a large segment of the country's population. In this comprehensive review, we examined empirical research on biculturalism among U.S. Latinos spanning four decades (1980-2020), with a focus on synthesizing the field's understanding of antecedents and consequents associated with biculturalism and identifying directions for future research. Our review of 152 empirical articles revealed that this literature was characterized by multiple approaches to the conceptualization (i.e., dual-cultural adaptation, dual-cultural identity, bicultural identity integration, and bicultural competence) and subsequent operationalization of biculturalism. Although each conceptualization has different implications for the conclusions that can be drawn regarding an aspect or facet of biculturalism and potential influence on adjustment, a significant majority (78%) of studies, across conceptualizations, provided evidence supporting a positive association between biculturalism and Latinos' adjustment. In addition, a relatively small body of qualitative work was identified, and findings largely informed potential antecedents of biculturalism. We review this literature with attention to: the aspects of biculturalism that are associated with Latinos' adjustment (i.e., psychosocial and physical health), how sample characteristics may limit the generalizability of this work, and important directions for future research both in terms of conceptualization and study design.

  View details for DOI 10.1016/bs.acdb.2021.05.002

  View details for Web of Science ID 000750124100004

  View details for PubMedID 34266572

• APPLYING THE LIFESPAN MODEL OF ETHNIC-RACIAL IDENTITY: EXPLORING AFFECT, BEHAVIOR, AND COGNITION TO PROMOTE WELL-BEING RESEARCH IN HUMAN DEVELOPMENT Marks, A. K., Calzada, E., Kiang, L., Pabon Gautier, M. C., Martinez-Fuentes, S., Tuitt, N. R., Ejesi, K., Rogers, L., Williams, C., Umana-Taylor, A. 2020; 17 (2-3): 154-176

  Abstract

  This paper presents an application of the Lifespan Model of Ethnic-Racial Identity (ERI) Development (see Williams, et al., in press). Using a tripartite approach, we present the affective, behavioral, and cognitive aspects of ERI in a framework that can be adapted for group and individual psychosocial interventions across the lifespan. These A-B-C anchors are presented in developmental contexts as well as the larger social contexts of systemic oppression and current and historical sociopolitical climates. It is ultimately the aspiration of this identity work that individuals will engage in ERI meaning-making, drawing from the implicit and explicit aspects of their A-B-Cs, to support a healthy and positive sense of themselves and others as members of ethnic-racial social groups.

  View details for DOI 10.1080/15427609.2020.1854607

  View details for Web of Science ID 000600481200001

  View details for PubMedID 38282763

  View details for PubMedCentralID PMC10817726

• The structure of educational inequity: Adolescents' access to parent education through friendship networks and its impact on academic outcomes SOCIAL DEVELOPMENT McDermott, E. R., Umana-Taylor, A. J., Schaefer, D. R., Martinez-Fuentes, S., Co, L., Ison, A., Ryan, A. M., Rivas-Drake, D. 2022; 31 (1): 27-51

  View details for DOI 10.1111/sode.12494

  View details for Web of Science ID 000595833400001

• Coping with Discrimination from Peers and Adults: Implications for Adolescents' School Belonging JOURNAL OF YOUTH AND ADOLESCENCE Montoro, J. P., Kilday, J. E., Rivas-Drake, D., Ryan, A. M., Umana-Taylor, A. J. 2021; 50 (1): 126-143

  Abstract

  School belonging is a key indicator of students' academic well-being that is threatened by adults' and peers' transgressions of discrimination. Moreover, the hierarchical power structure at school enables adults and peers to enact ethnic-racial discrimination differently, which is also more or less salient among Black, Asian American, and Latinx youth. Therefore, this study aimed to disentangle the links between adult and peer-perpetrated racial discrimination at school, five distinct coping strategies, and school belonging across ethnic-racial groups. Participants were 1686 students in grades 9-12. These results indicated that adolescents who reported peer discrimination also reported greater proactive and aggressive coping. Black youth who reported more adult discrimination also reported more proactive coping, whereas Asian and Latinx youth who reported more peer discrimination reported more proactive coping. Peer discrimination was indirectly associated with greater school belonging via proactive coping, whereas adult discrimination was directly and negatively related to belonging. These findings suggest that adolescents may be selecting to proactively cope when faced with the discrimination source they most often navigate.

  View details for DOI 10.1007/s10964-020-01360-5

  View details for Web of Science ID 000595378900001

  View details for PubMedID 33263798

  View details for PubMedCentralID 4500113

• Depressive Symptoms and Developmental Change in Mothers' Emotion Scaffolding: Links to Children's Self-Regulation and Academic Readiness DEVELOPMENTAL PSYCHOLOGY Jahromi, L. B., Umana-Taylor, A. J., Updegraff, K. A., Williams, C., Kirkman, K. 2020; 56 (11): 2040-2054

  Abstract

  This study examined whether the mechanism linking changes in Mexican-origin adolescent mothers' depressive symptoms to children's subsequent self-regulation and academic readiness was via their emotion scaffolding when their children were 2, 3, 4, and 5 years of age. Data included home interviews with adolescent mothers (N = 204), observations of mother-child interactions during a task that challenged children's abilities to manage their emotional arousal, and assessments of children's performance on measures of self-regulation and academic readiness. Adolescent mothers' higher depressive symptoms at child age 2 years were associated with a greater decline in mothers' emotion scaffolding from child age 2 to 5 years, which was subsequently linked to children's lower self-regulation and academic readiness at age 5. Possible implications from this line of work for adolescent mothers and their children are discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

  View details for DOI 10.1037/dev0001107

  View details for Web of Science ID 000584429000003

  View details for PubMedID 32833472

  View details for PubMedCentralID PMC8301749

• A Lifespan Model of Ethnic-Racial Identity RESEARCH IN HUMAN DEVELOPMENT Williams, C., Byrd, C. M., Quintana, S. M., Anicama, C., Kiang, L., Umana-Taylor, A. J., Calzada, E. J., Gautier, M., Ejesi, K., Tuitt, N. R., Martinez-Fuentes, S., White, L., Marks, A., Rogers, L., Whitesell, N. 2020; 17 (2-3): 99-129

  Abstract

  The current paper presents a lifespan model of ethnic-racial identity (ERI) from infancy into adulthood. We conceptualize that ethnic-racial priming during infancy prompts nascent awareness of ethnicity/race that becomes differentiated across childhood and through adulthood. We propose that the components of ERI that have been tested to date fall within five dimensions across the lifespan: ethnic-racial awareness, affiliation, attitudes, behaviors, and knowledge. Further, ERI evolves in a bidirectional process informed by an interplay of influencers (i.e., contextual, individual, and developmental factors, as well as meaning-making and identity-relevant experiences). It is our goal that the lifespan model of ERI will provide important future direction to theory, research, and interventions.

  View details for DOI 10.1080/15427609.2020.1831882

  View details for Web of Science ID 000584871800001

  View details for PubMedID 38250240

  View details for PubMedCentralID PMC10798661

• PERSISTENT CONCERNS: QUESTIONS FOR RESEARCH ON ETHNIC-RACIAL IDENTITY DEVELOPMENT RESEARCH IN HUMAN DEVELOPMENT Rogers, L., Kiang, L., White, L., Calzada, E. J., Umana-Taylor, A. J., Byrd, C., Williams, C., Marks, A., Whitesell, N. 2020; 17 (2-3): 130-153

  Abstract

  Research on ethnic-racial identity (ERI) and its development has increased exponentially over the past decade. In this paper we discuss five questions that the Lifespan ERI Study Group grappled with in our effort propose a lifespan model of ERI: (1) When does ERI development begin and end? (2) How do we account for age-dependent and contextually-initiated factors in ERI? (3) Should there be a reference point for healthy ERI, and if so, what is it? (4) How do the multiplicities of identity (intersectionality, multiracialism, whiteness) figure into our conceptualization of ERI? (5) How do we understand the role of ERI in pursuit of equity, diversity, and social justice? We note that these are persistent questions in ERI research, and thus our goal is to present our collective reckoning with these issues as well as our ponderings about why they persist. We conclude with recommendations forthe kinds of research questions, designs, and methods that developmental science, in particular, needs to pursue.

  View details for DOI 10.1080/15427609.2020.1831881

  View details for Web of Science ID 000579209300001

  View details for PubMedID 38239301

  View details for PubMedCentralID PMC10796073

• Contextual Moderators of a School-Based Ethnic-Racial Identity Intervention: The Roles of Family Ethnic Socialization and Ethnic-Racial Background PREVENTION SCIENCE Sladek, M. R., Umana-Taylor, A. J., Wantchekon, K. A., McDermott, E. R., Updegraff, K. A. 2021; 22 (3): 378-385

  Abstract

  Ethnic-racial identity (ERI) formation is a key developmental competency that contributes to adolescents' sense of self and psychosocial adjustment. A randomized controlled trial (RCT) has demonstrated the efficacy of a universal school-based health promotion intervention program to positively influence adolescents' ERI exploration and ERI resolution, compared to an attention control curriculum that was delivered by the same facilitators, had equivalent contact hours, and focused on post-secondary career and educational options. The current study extended prior tests of the RCT to better understand (a) how intervention-based ERI changes unfolded over two phases-temporally proximal pre- to post-test effects and long-term post-test effects across a 1-year follow-up period, and (b) identify for whom the intervention was more effective by testing theorized contextual moderators-baseline family ethnic socialization practices and youth ethnic-racial background (i.e., White majority vs. ethnic-racial minority). Bilinear spline growth models were used to examine longitudinal ERI trajectories in intervention and control groups across four survey assessments (baseline, 12 weeks, 18 weeks, 67 weeks; N = 215; Mage = 15.02; 49.1% female; 62.6% ethnic-racial minority). In support of an additive effect for the role of families in school-based interventions, post-test ERI exploration significantly increased (relative to the control group) to a greater extent for youth with higher (compared to lower) baseline levels of family ethnic socialization. ERI resolution significantly increased from pre- to post-test for ethnic-racial minority youth and also increased across the 1-year follow-up period for White youth in the intervention. These results highlight family ethnic socialization as a developmental asset for school-based ERI interventions and demonstrate differential pathways by which such interventions support ERI development for ethnic-racial minority and majority adolescents.

  View details for DOI 10.1007/s11121-020-01166-8

  View details for Web of Science ID 000573742600001

  View details for PubMedID 32996017

• An Examination of Ethnic-Racial Identity and U.S. American Identity among Black, Latino, and White Adolescents IDENTITY-AN INTERNATIONAL JOURNAL OF THEORY AND RESEARCH Martinez-Fuentes, S., Umana-Taylor, A. J., Jager, J., Seaton, E. K., Sladek, M. R. 2020; 20 (3): 208-223

  View details for DOI 10.1080/15283488.2020.1784177

  View details for Web of Science ID 000547451000001

• Testing Invariance of Ethnic-Racial Discrimination and Identity Measures for Adolescents Across Ethnic-Racial Groups and Contexts PSYCHOLOGICAL ASSESSMENT Sladek, M. R., Umana-Taylor, A. J., McDermott, E. R., Rivas-Drake, D., Martinez-Fuentes, S. 2020; 32 (6): 509-526

  Abstract

  Ethnic-racial discrimination experiences, ethnic-racial identity (ERI) development, and attitudes toward other ethnic-racial group contact all make important contributions to individuals' health and well-being. Absent from the literature is systematic examination of whether these constructs may be measured equivalently for adolescents from different ethnic-racial groups living in different contexts. In 2 large ethno-racially diverse samples of high school students in the Southwestern (N = 2,136) and Midwestern (N = 1,055) United States, the current study tested invariance of 4 widely used measures, including Adolescent Discrimination Distress Index (Fisher, Wallace, & Fenton, 2000), Ethnic Identity Scale-Brief (Douglass & Umaña-Taylor, 2015), Multidimensional Inventory of Black Identity-Teen (Scottham, Sellers, & Nguyên, 2008), and Multigroup Ethnic Identity Measure-Other Group Orientation (Phinney, 1992). Results from multigroup confirmatory factor analyses supported configural and metric but not scalar invariance across Asian, Black, Latinx, Native, and White American adolescents, and across geographic regions for Asian, Black, and White American adolescents. Results demonstrate the utility of these measures to examine whether associations with theoretically related constructs differ across groups and regions, but specific items preclude mean-level group difference tests for certain groups. Supporting convergent validity across ethno-racially diverse adolescents in 2 regions, scores on ethnic-racial discrimination from peers, adults in school, and other adults in society were each positively associated with depressive symptoms; ERI exploration, resolution, affirmation, centrality, and public regard scores were each positively associated with self-esteem; and other group orientation scores were positively associated with ERI achievement. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

  View details for DOI 10.1037/pas0000805

  View details for Web of Science ID 000529341100001

  View details for PubMedID 32091231

• Mexican-Origin Family Members' Unique and Shared Family Perspectives of Familism Values and Their Links With Parent-Youth Relationship Quality DEVELOPMENTAL PSYCHOLOGY Padilla, J., Jager, J., Updegraff, K. A., McHale, S. M., Umana-Taylor, A. J. 2020; 56 (5): 993-1008

  Abstract

  To advance understanding of parents' and adolescents' unique and shared perspectives of familism, a core cultural value in Mexican-origin families, our study addressed 2 goals. First, we identified family members' unique and shared perspectives of familism values using multitrait-multimethod confirmatory factor analysis (Kenny & Kashy, 1992). Second, we examined links between family members' unique and shared perspectives of familism values and mother-youth and father-youth warmth and conflict. Participants were mothers, fathers, and 2 siblings (Mage = 15.48 years for older and Mage = 12.55 years for younger siblings) from 246 Mexican-origin families who were interviewed in their homes on 2 occasions over 5 years. Results indicated that familism values operated as an individual-level process more so than a family-level process and that youth's familism values were most consistently linked to parent-youth relationship quality. These findings provide novel insights into investigating family system dynamics involving familism values, suggest that youth's familism values may keep them connected to their families during adolescence, and highlight potential implications for prevention and intervention programs geared toward Mexican-origin families. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

  View details for DOI 10.1037/dev0000913

  View details for Web of Science ID 000525396600013

  View details for PubMedID 32134308

  View details for PubMedCentralID PMC7148189

• Externalizing Behavior Problems in Offspring of Teen Mothers: A Meta-Analysis JOURNAL OF YOUTH AND ADOLESCENCE Lee, J., Jeong, C. H., Yuan Chaoyue, Boden, J. M., Umana-Taylor, A. J., Noris, M., Cederbaum, J. A. 2020; 49 (6): 1146-1161

  Abstract

  Young maternal age at birth has been consistently recognized as a factor contributing to externalizing behavior. However, estimates of the magnitude of this association across existing studies are inconsistent. Such inconsistencies cloud the interpretation of the literature and highlight the need for a systematic synthesis of existing empirical evidence. Further, the roles of possible moderators in the association remain to be revealed. Moderation analyses will enhance the field's capacity to evaluate needs and locate a subgroup of children born to teen mothers with particularly heightened vulnerabilities. To address these gaps, the present study had two primary aims. First, a meta-analysis was conducted to quantify the magnitude of the association between being born to young mothers and children's externalizing behavior across existing studies. Second, moderation meta-analyses were conducted to evaluate whether the influence of being born to teen mothers on children's externalizing behavior is stronger during specific developmental periods, for a specific gender, for a specific race, or across contexts with varying teen pregnancy rates at a societal level. The current study followed the PRISMA guidelines. The search utilized multiple electronic databases including Web of Science, ProQuest, PubMed, and Ovid MEDLINE through July 2019. Standardized mean difference, Cohen's d, was used as a summary estimate of effect size. A random-effects model was conducted. Moderating effects were evaluated. Twenty-one effect sizes from 18 independent samples (n = 133,585) were included in the meta-analysis. The main meta-analysis and sensitivity analysis suggested a small yet robust association between teenage motherhood and children's externalizing behavior problems. The relevant moderation analyses detected no statistically significant moderating effect for a specific gender, for racial and ethnic minority groups, during a specific developmental period, or across varying contexts. The current meta-analysis findings suggest that the impact of young maternal age on children's externalizing behavior is small, yet independent. Further, such impacts of young maternal age were similar for girls and boys, in different racial and ethnic groups, across developmental periods, and across different contexts with varying teen pregnancy rates. Prevention efforts seeking to curb the emergence of youth's externalizing behavior should focus on parenting teens, regardless of their child's gender, race, age, or contexts. Further, the current findings suggest that prevention strategies for this specific group may benefit from a hybrid approach that combines universal, selective, and indicated prevention strategies.

  View details for DOI 10.1007/s10964-020-01232-y

  View details for Web of Science ID 000526238600001

  View details for PubMedID 32285288

  View details for PubMedCentralID PMC7242132

• Ethnic-racial discrimination experiences and ethnic-racial identity predict adolescents' psychosocial adjustment: Evidence for a compensatory risk-resilience model INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT Sladek, M. R., Umana-Taylor, A. J., Oh, G., Spang, M., Tirado, L., Vega, L., McDermott, E. R., Wantchekon, K. A. 2020; 44 (5): 433-440

  View details for DOI 10.1177/0165025420912013

  View details for Web of Science ID 000524540900001

• National Identity Development and Friendship Network Dynamics among Immigrant and Non-Immigrant Youth JOURNAL OF YOUTH AND ADOLESCENCE Umana-Taylor, A. J., Kornienko, O., McDermott, E. R., Motti-Stefanidi, F. 2020; 49 (3): 706-723

  Abstract

  The development of peer relationships and of one's identity are key developmental proficiencies during adolescence. Understanding how immigrant and non-immigrant adolescents are developing a sense of their national identity and the role that this plays in how they select their friends and are influenced by their friends is essential for developing a more comprehensive understanding of adolescent development in context. The current study used longitudinal social network analysis to examine the interplay of national identity development and friendship network dynamics among immigrant and non-immigrant adolescents in Greece (N = 1252; 46% female). All youth with higher national identity resolution (i.e., youth's sense of clarity regarding their identity as a member of Greek society) in Grade 8 were more often nominated as a friend in Grade 9. During the transition from 8th to 9th grade, all youth became more similar to their nominated friends in terms of their Greek national identity exploration (i.e., degree to which they had engaged in activities to learn more about Greek society). During the transition from 7th to 8th grade, there was significant variability in peer selection on national identity exploration and resolution between immigrant and non-immigrant youth. Specifically, immigrant youth demonstrated selection effects consistent with notions of homophily, such that they were more likely to nominate peers in 8th grade whose levels of national identity exploration and resolution were similar to their own when in 7th grade. In contrast, non-immigrant youth preferred peers in 8th grade with low levels of national identity exploration (regardless of their own levels of exploration in 7th grade) and peers whose levels of national identity resolution in 8th grade were different from their own in 7th grade (e.g., non-immigrant youth who reported high national identity resolution in 7th grade were more likely to nominate peers who had low national identity resolution in 8th grade). There were no differences by immigrant status in peer influence, suggesting that the significant peer influence effects that emerged during the transition from 8th to 9th grade in which youth became more similar to their friends in national identity exploration may reflect a universal process. These results chart new directions in understanding contemporary youth development in context by showing that adolescents develop their national identity and friendships in tandem and that certain aspects of this process may vary by immigrant status.

  View details for DOI 10.1007/s10964-019-01181-1

  View details for Web of Science ID 000519659900010

  View details for PubMedID 31865472

• Ethnic-Racial Socialization in the Family: A Decade's Advance on Precursors and Outcomes JOURNAL OF MARRIAGE AND FAMILY Umana-Taylor, A. J., Hill, N. E. 2020; 82 (1): 244-271

  View details for DOI 10.1111/jomf.12622

  View details for Web of Science ID 000505567600012

• Intergenerational Transmission of Cultural Socialization and Effects on Young Children's Developmental Competencies Among Mexican-Origin Families DEVELOPMENTAL PSYCHOLOGY Williams, C. D., Bravo, D. Y., Umana-Taylor, A. J., Updegraff, K. A., Jahromi, L. B., Martinez-Fuentes, S., Elias, M. 2020; 56 (2): 199-207

  Abstract

  The current 3-generation (N = 204 families), 3-year longitudinal study examined the intergenerational transmission of cultural socialization among Mexican-origin young mothers and their own mothers (i.e., children's grandmothers) and, in turn, whether young mothers' cultural socialization informed their children's developmental competencies (i.e., interactive play with peers, receptive language, and internalizing and externalizing problem behavior) one year later. Results indicated that mediation was significant, such that grandmother-mother cultural socialization, when children were 3 years old, informed greater mother-child cultural socialization when children were 4 years old, which, in turn, informed children's greater receptive language and interactive play with peers when children were 5 years old. Findings highlight the importance of intergenerational cultural socialization on young children's developmental competencies. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

  View details for DOI 10.1037/dev0000859

  View details for Web of Science ID 000508180800001

  View details for PubMedID 31697095

  View details for PubMedCentralID PMC7009007

• Mexican-Origin Youth's Cultural Orientations and Values: Do Older Sisters and Brothers Matter? CHILD DEVELOPMENT Rodriguez De Jesus, S. A., Updegraff, K. A., Umana-Taylor, A. J., McHale, S. M., Zeiders, K. H. 2019; 90 (6): E675-E687

  Abstract

  Family is an important context for cultural development, but little is known about the contributions of siblings. This study investigated whether older siblings' cultural orientations and familism values predicted changes in younger siblings' cultural orientations and familism values across 2 years and tested sibling characteristics and younger siblings' modeling as moderators. Participants were 246 Mexican-origin younger (Mage  = 17.72; SD = 0.57) and older siblings (Mage  = 20.65; SD = 1.57) and their parents. Findings revealed that older siblings' Anglo orientations and familism values interacted with younger siblings' modeling: When younger siblings reported high modeling, older siblings' Anglo orientations and values predicted increases in younger siblings' Anglo orientations and values. Discussion highlights the importance of siblings in cultural socialization.

  View details for DOI 10.1111/cdev.13106

  View details for Web of Science ID 000495511000002

  View details for PubMedID 29938782

  View details for PubMedCentralID PMC6478568

• Maternal Self-Efficacy Is Protective for Child (but Not Mother) Body Mass Index Among Mexican-Origin Children with Negative Temperament JOURNAL OF DEVELOPMENTAL AND BEHAVIORAL PEDIATRICS Rajan, S., Jahromi, L., Bravo, D., Umana-Taylor, A., Updegraff, K. 2019; 40 (8): 633-641

  Abstract

  Childhood obesity persists as a serious public health concern, particularly among Mexican-origin youth. Teen mothers are also at heightened obesity risk. Multiple factors may exacerbate this risk, including stressors associated with parenting. Indeed, difficult child temperaments pose unique parenting challenges, which may also be linked to physical health outcomes in mothers. The purpose of this study was to examine whether the interaction between negative child temperament and parenting self-efficacy is related to the body mass index (BMI) of young children and their adolescent mothers while controlling for important contextual factors. We also examined which pathways differed for girls versus boys.Data were from a longitudinal study spanning 5 years that included 204 Mexican-origin young mothers and their children (with data collected at birth, age 4 years, and age 5 years). A multigroup structural equation modeling framework was used.The rate of early childhood obesity was low in comparison with national averages, whereas the rate of adolescent mother obesity was notably higher than the national average. Negative child temperament was associated with higher child BMI among those adolescent mothers with low parenting self-efficacy. Among the children with a negative temperament, their mothers' high parenting self-efficacy may have served as a protective factor against unhealthy child BMI. This significant interaction held for both boys and girls.Research evaluating the potential effectiveness of interventions that promote parenting self-efficacy during early childhood as a means to reduce the rate of obesity among children of adolescent mothers should be conducted.

  View details for DOI 10.1097/DBP.0000000000000696

  View details for Web of Science ID 000509675400008

  View details for PubMedID 31169655

  View details for PubMedCentralID PMC6800616

• Measuring Latino Adolescents' Coping With Ethnic-Racial Discrimination JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT McDermott, E. R., Umana-Taylor, A. J., Martinez-Fuentes, S. 2019; 37 (6): 730-742

  View details for DOI 10.1177/0734282918792384

  View details for Web of Science ID 000478095600005

• Patterns of Academic Risk and Resilience: Post-High School Educational Pathways in the Context of the 2007 Economic Recession JOURNAL OF ADOLESCENT RESEARCH Perez-Brena, N. J., Sang, S., Kuo, S., De Jesus, S., Updegraff, K. A., Umana-Taylor, A. J., McHale, S. M. 2019; 34 (4): 351-380

  View details for DOI 10.1177/0743558418810842

  View details for Web of Science ID 000470761500001

• Discrimination, Parent-Adolescent Conflict, and Peer Intimacy: Examining Risk and Resilience in Mexican-Origin Youths' Adjustment Trajectories CHILD DEVELOPMENT Delgado, M. Y., Nair, R. L., Updegraff, K. A., Umana-Taylor, A. J. 2019; 90 (3): 894-910

  Abstract

  Peer discrimination and parent-adolescent conflict in early adolescence were examined as predictors of depressive symptoms and risky behaviors from early to late adolescence using four waves of data over an 8-year period from a sample of 246 Mexican-origin adolescents (MTime 1 age  = 12.55, SD = 0.58; 51% female). The buffering effect of friendship intimacy and moderating role of adolescent gender were tested. Higher levels of discrimination and conflict in early adolescence were associated with higher initial levels of depressive symptoms and risky behaviors in early adolescence and stability through late adolescence. For females who reported higher than average discrimination, friendship intimacy had a protective effect on their depressive symptoms.

  View details for DOI 10.1111/cdev.12969

  View details for Web of Science ID 000477640100021

  View details for PubMedID 28940221

  View details for PubMedCentralID PMC6120803

• Profiles of Coping with Ethnic-Racial Discrimination and Latina/o Adolescents' Adjustment JOURNAL OF YOUTH AND ADOLESCENCE McDermott, E. R., Umana-Taylor, A. J., Zeiders, K. H. 2019; 48 (5): 908-923

  Abstract

  The approaches Latina/o youth use for coping with discrimination have important consequences for their adjustment. Yet, little research has examined how adolescents draw on different coping strategies and how patterns of strategies may differentially predict their outcomes. The current investigation examined adolescents' patterns of coping strategies, changes in these patterns over time, and whether profile membership or transitions in profile membership related to adolescent adjustment. Among a longitudinal sample of Latina/o adolescents (N= 323, 49.5% female, Mage = 15.31 years), three profiles of coping strategies emerged: Passive and Moderately Proud, Confrontative, and Proactive. Latent Transition Analysis showed that these profiles were stable over time, that a majority of youth remained in the same profile of strategies across three years, and that the profiles were differentially related to adolescents' adjustment. The findings showed that individuals in the Proactive profile reported higher self-esteem and academic motivation than adolescents drawing on different repertoires of coping strategies. These results provide new insights regarding the concurrence of strategies Latina/o youth use to cope with ethnic-racial discrimination and suggest that the adoption of proactive strategies as part of a repertoire of coping strategies could potentially reduce the negative effects of discrimination among adolescents.

  View details for DOI 10.1007/s10964-018-0958-7

  View details for Web of Science ID 000467472900006

  View details for PubMedID 30471057

• Discrimination and Ethnic-Racial Identity: Understanding Direction of Effects Using Within- and Between-Person Analyses CHILD DEVELOPMENT Zeiders, K. H., Bayless, S. D., Derlan, C. L., Umana-Taylor, A. J., Updegraff, K. A., Jahromi, L. B. 2019; 90 (3): E373-E385

  Abstract

  Ethnic-racial identity (ERI) development and ethnic-racial discrimination are two salient experiences among adolescents in the United States. Despite growing awareness of the costs and benefits of these experiences individually, we know little about how they may influence one another. The current study examined competing hypotheses relating discrimination and components of ERI (i.e., exploration, resolution, affirmation) among a sample of Mexican-origin adolescent mothers (N = 181; Mage at Wave 1 = 16.83, SD = 1.01) across six waves of data. Findings revealed that within-person changes in discrimination predicted subsequent ERI resolution and affirmation; however, ERI did not predict subsequent discrimination. Between-person effects of discrimination on affirmation were significant. Our findings underscore the importance of discrimination experiences in shaping Mexican-origin adolescent mothers' normative developmental competencies.

  View details for DOI 10.1111/cdev.12978

  View details for Web of Science ID 000477640100006

  View details for PubMedID 29023664

  View details for PubMedCentralID PMC5897221

• A Prospective Test of the Family Stress Model With Mexican-Origin Adolescent Mothers JOURNAL OF LATINX PSYCHOLOGY Derlan, C. L., Umana-Taylor, A. J., Updegraff, K. A., Jahromi, L. B., Fuentes, S. 2019; 7 (2): 105-122

  Abstract

  The current six-wave longitudinal study tested the Family Stress Model among 204 Mexican-origin families in which an adolescent pregnancy had occurred. Wave 1 (W1) occurred when adolescents (M age = 16.80 years; SD = 1.00) were pregnant, and the last wave (W6) occurred when children were 5 years of age. In the current study, the Family Stress Model was expanded to include parenting relations among adolescent mothers and fathers, and among adolescent mothers and grandmothers. In support of the Family Stress Model, findings indicated that W1 family income was negatively associated with W6 child internalizing and externalizing problem behaviors via increased W2 economic pressure, increased W3 maternal depressive symptoms, increased W4 mother-grandmother coparenting conflict, and increased W5 maternal parenting hassles. Additionally, W4 mother-father coparenting conflict was positively associated with W6 child internalizing and externalizing problem behaviors via W5 maternal parenting hassles. Findings are discussed with attention to the processes by which family income informs child problem behaviors over time. El presente estudio longitudinal de seis años analizó el Family Stress Model con una muestra de 204 familias de origen mexicano en las cuales había ocurrido un embarazo durante la adolescencia. La primera fase (W1) del estudio se llevó a cabo cuando las adolescentes (M edad= 16.80 años; DE= 1.00) estaban embarazadas, y la última fase (W6) ocurrió cuando sus niños tenían cinco años. En el presente estudio, el Family Stress Model se amplió para incluir variables sobre la co-paternidad entre las madres adolescentes y los padres, y entre las madres adolescentes y las abuelas. Los resultados apoyaron las ideas del Family Stress Model; ingreso familiar en W1 mostró un efecto negativo con problemas de comportamiento y problemas de internalización de los niños en W6 a través del aumento de la presión económica en W2, el aumento de síntomas de depresión maternos en W3, el aumento del conflicto de la co-paternidad entre madre y abuela en W4, y el aumento de problemas de crianza maternas en W5. Adicionalmente, conflicto de la co-paternidad entre la madre y el padre mostró un efecto positivo con problemas de comportamiento y problemas de internalización de los niños en W6 a través de problemas de crianza maternas en W5. Varias ideas se presentan en la Discusión sobre como el ingreso familiar informa el comportamiento problemático en niños a largo plazo.

  View details for DOI 10.1037/lat0000109

  View details for Web of Science ID 000494299500002

  View details for PubMedID 31777845

  View details for PubMedCentralID PMC6880858

• Longitudinal Course and Correlates of Parents' Differential Treatment of Siblings in Mexican-Origin Families FAMILY PROCESS Padilla, J., McHale, S. M., De Jesus, S., Updegraff, K. A., Umana-Taylor, A. J. 2018; 57 (4): 979-995

  Abstract

  Parents' differential treatment (PDT) is a common family dynamic that has been linked to youth development and well-being, including adjustment problems and poor sibling relationships. Much less is known, however, about the developmental course of PDT and the conditions under which parents treat their children differently in adolescence and young adulthood. This study examined longitudinal changes in mothers' and fathers' differential warmth and conflict with their two offspring from early adolescence through young adulthood and examined parents' experiences of individual stress (depressive symptoms and role overload) and marital difficulties as time-varying correlates of (changes in) PDT. We also tested crossover effects to determine whether mothers' experiences of individual stress and marital difficulties were linked to fathers' differential treatment, and vice versa. Participants were mothers, fathers, and two siblings from 246 Mexican-origin families who were interviewed in their homes on three occasions over 8 years. Multilevel models revealed that mothers' and fathers' differential conflict with their two children increased until middle adolescence and then declined into young adulthood, but there were no changes over time for parents' differential warmth. In general, both mothers' and fathers' levels of differential treatment were exacerbated by their own experiences of individual stress and marital difficulties and also by the experiences of their spouses. However, in some cases, greater stress than usual was linked to less differential treatment than usual.

  View details for DOI 10.1111/famp.12328

  View details for Web of Science ID 000457007500010

  View details for PubMedID 29094349

  View details for PubMedCentralID PMC5932290

• Intervening in cultural development: The case of ethnic-racial identity DEVELOPMENT AND PSYCHOPATHOLOGY Umana-Taylor, A. J. 2018; 30 (5): 1907-1922

  Abstract

  The literature on developmental psychopathology has been criticized for its limited integration of culture and, particularly, the lack of research addressing cultural development in relation to psychopathology. In this paper, I present how the study of ethnic-racial identity provides a heuristic model for how culture can be examined developmentally and in relation to psychopathology. In addition, I introduce the Identity Project intervention program and discuss how its findings provide empirical support for the notions that cultural development can be modified with intervention, and that such modifications can lead to psychosocial benefits for adolescents. Finally, I discuss existing challenges to advancing this work and important future directions for both basic and translational research in this area.

  View details for DOI 10.1017/S0954579418000974

  View details for Web of Science ID 000450625600022

  View details for PubMedID 30139400

• Familism values across the transition to adolescent motherhood: Links to family functioning and Mexican-origin adolescent mothers' adjustment DEVELOPMENT AND PSYCHOPATHOLOGY Updegraff, K. A., Umana-Taylor, A. J., Zeiders, K. H., Bravo, D. Y., Jahromi, L. B. 2018; 30 (5): 1589-1609

  Abstract

  Familism values are conceptualized as a key source of resilience for Latino adolescents' psychosocial adjustment. The current study addressed the developmental progression and correlates of familism within the context of the transition to adolescent motherhood. Participants were 191 Mexican-origin pregnant adolescents (15 to 18 years of age at first pregnancy; Mage = 16.76 years; SD = 0.98) who were having their first child. Adolescents completed interviews during their third trimester of pregnancy and annually for 5 years after (Waves 1 through 6). We examined changes in familism values across the transition to adolescent motherhood and the moderating role of age at pregnancy. Moderation analyses revealed differences in familism trajectories for younger versus older adolescents. We also examined whether familism values were related to family relationship dynamics (i.e., adolescents' relationships with their own mother figures) and adolescents' psychosocial adjustment, respectively, using multilevel models to test both between-person and within-person associations. Adolescents' stronger familism values were related to adolescent-mother figure warmth and conflict, coparenting communication, and three dimensions of social support from mother figures, but no associations emerged for coparental conflict, adolescents' depressive symptoms, or self-esteem. Discussion addresses these findings in the context of culturally grounded models of ethnic-racial minority youth development and psychopathology.

  View details for DOI 10.1017/S0954579418000986

  View details for Web of Science ID 000450625600004

  View details for PubMedID 30451135

• Introduction to Special Issue on Research Methods and Design Considerations With Latinx Populations JOURNAL OF LATINA-O PSYCHOLOGY Romero, A. J., Umana-Taylor, A. J. 2018; 6 (4): 259-263

  View details for DOI 10.1037/lat0000124

  View details for Web of Science ID 000448895800001

• A Dyadic Data Analytic Primer: An Illustration With Mexican-Origin Couples JOURNAL OF LATINA-O PSYCHOLOGY Wheeler, L. A., Updegraff, K. A., Umana-Taylor, A. J. 2018; 6 (4): 276-290

  Abstract

  Dyadic matched-pairs (each person paired with one other person) research designs that include parallel data from both members of a relationship dyad provide a rigorous method for examining questions of interdependence. These designs require the use of analytic methods that account for statistical dependencies due to dyad member characteristics and environments. Using structural equation modeling, we illustrate two alternative analytic approaches for distinguishable (nonexchangeable) two-wave dyadic data: (a) a hybrid of the two-intercept and actor-partner interdependence models and (b) a difference model. Few studies have used these rigorous analytic approaches to analyze dyadic data with Latinos, despite demographic shifts in the U.S. and the cultural relevance of family values and relationship interdependence for this population. As such, our illustrative data were drawn from a larger longitudinal study of Mexican-origin families, with husbands and wives both reporting on somatic symptoms and marital negativity (N = 246 marital dyads). Results revealed that Mexican-origin spouses' somatic symptoms related to increases in partners' marital negativity five years later. Prior levels of wives' marital negatively linked to more discrepancies in marital negativity five years later, whereas husbands' marital negativity related to fewer discrepancies. We conclude by discussing the benefits of prospective dyadic data designs for researchers examining questions related to Latino populations.

  View details for DOI 10.1037/lat0000118

  View details for Web of Science ID 000448895800003

  View details for PubMedID 30906676

  View details for PubMedCentralID PMC6424517

• Contributions of the Integrative Model for the Study of Developmental Competencies in Minority Children: What Have We Learned About Adaptive Culture? AMERICAN PSYCHOLOGIST Perez-Brena, N. J., Rivas-Drake, D., Toomey, R. B., Umana-Taylor, A. J. 2018; 73 (6): 713-726

  Abstract

  The integrative model for the study of developmental competencies in minority children (García Coll et al., 1996) is considered by many to have signaled a landmark shift in conceptualizing the normative development of minority children. Since its publication, the model has been widely used in child development scholarship to challenge deficit perspectives of ethnic-racial minority children and families, which were-and arguably still are-pervasive. In this article, we provide a systematic qualitative review of the research pertaining to what García Coll and colleagues (1996) termed adaptive culture, which refers to "a social system defined by sets of goals, values, and attitudes that differs from the dominant culture" (p. 1896), and which on its own has been discussed in 93 studies. We conclude with a critical discussion of areas of inquiry informed by the integrative model and recommendations for future directions in theory and empirical work. (PsycINFO Database Record

  View details for DOI 10.1037/amp0000292

  View details for Web of Science ID 000443736500002

  View details for PubMedID 30188161

• Reframing Marginalization and Youth Development: Introduction to the Special Issue AMERICAN PSYCHOLOGIST Causadias, J. M., Umana-Taylor, A. J. 2018; 73 (6): 707-712

  Abstract

  The field of developmental science was revolutionized, in part, by the publication of García Coll and colleagues' (1996) integrative model for the study of developmental competencies in minority children. Nevertheless, much work remains as changes within and beyond academia will require greater innovation in the way marginalization is conceptualized and studied. In this introduction to the Special Issue, "New Directions in Developmental Science with Youth Experiencing Marginalization," we situate the contribution of the integrative model within a sociohistorical context and discuss how recent changes push us to reconsider the models and theories that guide existing work with youth who experience marginalization. We also introduce a nuanced definition of the term marginalization for the field to consider in relation to research on youth development. We define marginalization as a multidimensional, dynamic, context-dependent, and diverse web of processes, rooted in power imbalance and systematically directed toward specific groups and individuals, with probabilistic implications for development. In the context of this discussion, we also highlight the important insights gleaned from the collection of articles included in this Special Issue and how they advance the field. (PsycINFO Database Record

  View details for DOI 10.1037/amp0000336

  View details for Web of Science ID 000443736500001

  View details for PubMedID 30188160

• Family ethnic socialization predicts better academic outcomes via proactive coping with discrimination and increased self-efficacy JOURNAL OF ADOLESCENCE McDermott, E. R., Umana-Taylor, A. J., Martinez-Fuentes, S. 2018; 65: 189-195

  Abstract

  As the U.S. Latino youth population grows, understanding how family and individual resources may promote Latino adolescents' academic outcomes is important. The current investigation examined whether family ethnic socialization predicted adolescents' use of proactive strategies for coping with ethnic-racial discrimination and examined a potential pathway through which these contextual and individual resources may relate to educational outcomes. Drawing on data from a sample of Latino adolescents (n = 321; Mage = 15.31 years, SD = .76; 49.5% female), results of a cross-sectional structural equation model showed a double mediation of the relation between family ethnic socialization and GPA by proactive coping strategies and self-efficacy. Alternate models, limitations of the current investigation, and implications for future research are discussed.

  View details for DOI 10.1016/j.adolescence.2018.03.011

  View details for Web of Science ID 000432512300019

  View details for PubMedID 29605755

• Coparenting Conflict and Academic Readiness in Children of Teen Mothers: Effortful Control as a Mediator FAMILY PROCESS Jahromi, L. B., Zeiders, K. H., Updegraff, K. A., Umana-Taylor, A. J., Bayless, S. 2018; 57 (2): 462-476

  Abstract

  Children's exposure to coparenting conflict has important implications for their developmental functioning, yet limited work has focused on such processes in families with diverse structures or ethnically and culturally diverse backgrounds. This longitudinal study examined the processes by which Mexican-origin adolescent mothers' coparenting conflict with their 3-year-old children's grandmothers and biological fathers (N = 133 families) were linked to children's academic and social skills at 5 years of age, and whether children's effortful control at 4 years of age mediated the link between coparenting conflict and indices of children's academic readiness. Findings revealed that adolescent mothers' coparenting conflict with their child's biological father was linked to indices of children's academic and social school readiness through children's effortful control among girls, but not boys, whereas conflict with grandmothers was directly linked to boys' and girls' social functioning 2 years later. Findings offer information about different mechanisms by which multiple coparenting units in families of adolescent mothers are related to their children's outcomes, and this work has important implications for practitioners working with families of adolescent mothers.

  View details for DOI 10.1111/famp.12290

  View details for Web of Science ID 000435937600013

  View details for PubMedID 28436587

  View details for PubMedCentralID PMC5654695

• A Small-Scale Randomized Efficacy Trial of the <i>Identity Project</i>: Promoting Adolescents' Ethnic-Racial Identity Exploration and Resolution CHILD DEVELOPMENT Umana-Taylor, A. J., Douglass, S., Updegraff, K. A., Marsiglia, F. F. 2018; 89 (3): 862-870

  Abstract

  Adolescents' ethnic-racial identity (ERI) formation represents an important developmental process that is associated with adjustment. The Identity Project intervention, grounded in developmental theory, was designed to engage adolescents in the ERI processes of exploration and resolution. The current small-scale efficacy trial involved an ethnic-racially diverse sample of adolescents (N = 215; Mage  = 15.02, SD = .68) from eight classrooms that were randomly assigned by classroom to the intervention or attention control group. Differences between conditions in ERI exploration at Time 2 were consistent with desired intervention effects; furthermore, higher levels of ERI exploration at Time 2 predicted increases in ERI resolution at Time 3 only for youth in the treatment condition. Findings provide preliminary evidence of program efficacy.

  View details for DOI 10.1111/cdev.12755

  View details for Web of Science ID 000431976900025

  View details for PubMedID 28321839

• Processes Underlying Mexican-Origin Adolescent Mothers' BMI CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY Bravo, D. Y., Derlan, C. L., Umana-Taylor, A. J., Updegraff, K. A., Jahromi, L. B. 2018; 24 (2): 284-293

  Abstract

  To examine potential mediating and moderating factors in the longitudinal association between contextual stressors (economic hardship, ethnic discrimination) and subsequent engagement in risky behaviors and body mass index (BMI) of Mexican-origin adolescent mothers.Participants were Mexican-origin adolescent mothers (N = 204) who were recruited from community agencies and high schools in a Southwestern metropolitan area. Contextual stressors and risky behaviors were assessed 3 and 4 years postpartum. Adolescent mothers' BMI was assessed 5-years postpartum. Path analyses assessed moderated mediation with risky behaviors as a mediator of associations between contextual stressors and BMI, and family and friend support as moderators of the mediated pathways.At low levels of family support, economic hardship at 3-years postpartum positively predicted engagement in risky behaviors at 4-years postpartum, which in turn positively predicted BMI at 5-years postpartum. At high levels of family support, all relations were not significant. At low levels of friend support, ethnic discrimination at 3-years postpartum positively predicted engagement in risky behaviors at 4-years postpartum, which in turn positively predicted BMI at 5-years postpartum. At high levels of friend support, all relations were not significant.Among adolescent mothers who receive low levels of family and friend support, engagement in risky behaviors may function as a mechanism through which contextual stressors are linked to adolescent mothers' BMI. Findings have implications for prevention efforts aimed at attenuating unhealthy weight status among Mexican-origin adolescent mothers by reducing engagement in risky behaviors and bolstering family and friend support. (PsycINFO Database Record

  View details for DOI 10.1037/cdp0000181

  View details for Web of Science ID 000429135300013

  View details for PubMedID 29172571

  View details for PubMedCentralID PMC5886809

• Cultural Socialization Attitudes and Behaviors: Examining Mothers' Centrality, Discrimination Experiences, and Children's Effortful Control as Moderators CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY Derlan, C. L., Umana-Taylor, A. J., Jahromi, L. B., Updegraff, K. A. 2018; 24 (2): 162-172

  Abstract

  The current study examined whether mothers' cultural socialization attitudes predicted cultural socialization behaviors. In addition, we tested whether this association was moderated by children's effortful control, mothers' ethnic-racial centrality, and mothers' experiences of ethnic discrimination.Mexican-origin young mothers (N = 181; Mage = 20.97 years) completed the Cultural Socialization Attitudes Measure, a revised version of the Multidimensional Inventory of Black Identity, the Child Behavior Questionnaire-Very Short Form, and the Perceived Discrimination Scale during an interview and then completed the Cultural Socialization Behaviors Measure a year later.Findings indicated that mothers' cultural socialization attitudes when their children were 4 years of age positively predicted their cultural socialization behaviors 1 year later. Furthermore, experiencing higher ethnic discrimination strengthened the association between mothers' cultural socialization attitudes and behaviors. In addition, mothers' ethnic-racial centrality and children's effortful control were positively associated with mothers' cultural socialization behaviors.These findings contribute to the literature by underscoring the role of individual characteristics and context in cultural socialization efforts with young children over time. (PsycINFO Database Record

  View details for DOI 10.1037/cdp0000176

  View details for Web of Science ID 000429135300002

  View details for PubMedID 28872327

  View details for PubMedCentralID PMC5835156

• Mother-Grandmother and Mother-Father Coparenting Across Time Among Mexican-Origin Adolescent Mothers and Their Families JOURNAL OF MARRIAGE AND FAMILY Derlan, C. L., Umana-Taylor, A. J., Updegraff, K. A., Jahromi, L. B. 2018; 80 (2): 349-366

  Abstract

  The current study examined mothers' reports of coparenting relationship dynamics (i.e., conflict, communication) within and between mother-father and mother-grandmother subsystems from 10 months post-partum to 5 years post-partum among 178 Mexican-origin teen mothers (M age = 16.78 years; SD = 1.00). Specifically, within subsystems, more frequent mother-father coparenting conflict was associated with less frequent mother-father coparenting communication from 10 months to 5 years post-partum, and more frequent mother-father coparenting communication was associated with less frequent mother-father conflict from 3 to 4 years post-partum. Further, more frequent mother-grandmother coparenting communication was associated with less frequent mother-grandmother conflict from 10 months to 2 years post-partum. Regarding relations across subsystems, more frequent mother-father coparenting conflict was associated with more frequent mother-grandmother conflict from 10 to 24 months post-partum, as well as from 3 to 4 years post-partum. Findings have implications for future interventions focused on coparenting relationships within the context of adolescent parenthood.

  View details for DOI 10.1111/jomf.12462

  View details for Web of Science ID 000427124300004

  View details for PubMedID 29551837

  View details for PubMedCentralID PMC5851480

• A Universal Intervention Program Increases Ethnic-Racial Identity Exploration and Resolution to Predict Adolescent Psychosocial Functioning One Year Later JOURNAL OF YOUTH AND ADOLESCENCE Umana-Taylor, A. J., Kornienko, O., Bayless, S., Updegraff, K. A. 2018; 47 (1): 1-15

  Abstract

  Ethnic-racial identity formation represents a key developmental task that is especially salient during adolescence and has been associated with many indices of positive adjustment. The Identity Project intervention, which targeted ethnic-racial identity exploration and resolution, was designed based on the theory that program-induced changes in ethnic-racial identity would lead to better psychosocial adjustment (e.g., global identity cohesion, self-esteem, mental health, academic achievement). Adolescents (N =215; Mage =15.02, SD =.68; 50% female) participated in a small-scale randomized control trial with an attention control group. A cascading mediation model was tested using pre-test and three follow-up assessments (12, 18, and 67 weeks after baseline). The program led to increases in exploration, subsequent increases in resolution and, in turn, higher global identity cohesion, higher self-esteem, lower depressive symptoms, and better grades. Results support the notion that increasing adolescents' ethnic-racial identity can promote positive psychosocial functioning among youth.

  View details for DOI 10.1007/s10964-017-0766-5

  View details for Web of Science ID 000419170800001

  View details for PubMedID 29030792

• Longitudinal Relations Among Mexican-Origin Mothers' Cultural Characteristics, Cultural Socialization, and 5-Year-Old Children's Ethnic-Racial Identification DEVELOPMENTAL PSYCHOLOGY Derlan, C. L., Umana-Taylor, A. J., Updegraff, K. A., Jahromi, L. B. 2017; 53 (11): 2078-2091

  Abstract

  The current longitudinal study examined the intergenerational transmission of ethnic-racial identity/identification and cultural orientation among Mexican-origin adolescent young mothers and their children (N = 161 dyads). Findings indicated that mothers' ethnic-racial identity and their cultural involvement were significantly associated with children's ethnic-racial identification via mothers' cultural socialization; however, associations varied significantly by children's gender and skin tone. For example, mothers' ethnic-racial centrality was positively associated with cultural socialization efforts among mothers with sons (regardless of skin tone); but with daughters, a positive association only emerged among those with lighter skin tones. Associations between cultural socialization and children's ethnic-racial identification also varied by children's gender and skin tone. For example, the relation between mothers' cultural socialization and children's self-labeling as Mexican was positive for girls regardless of skin tone, and for boys with lighter skin tones, but was not significant for boys with darker skin tones. Findings highlight the critical role of children's own characteristics, mothers' ethnic-racial identity and adaptive cultural characteristics, and mothers' cultural socialization efforts in the formation of young Mexican-origin children's ethnic-racial identification. (PsycINFO Database Record

  View details for DOI 10.1037/dev0000386

  View details for Web of Science ID 000414264300007

  View details for PubMedID 29094971

  View details for PubMedCentralID PMC5679009

• A prospective study of adolescent mothers' social competence, children's effortful control and compliance and children's subsequent developmental outcomes SOCIAL DEVELOPMENT Seay, D. M., Umana-Taylor, A. J., Jahromi, L. B., Updegraff, K. A. 2017; 26 (4): 709-723

  View details for DOI 10.1111/sode.12238

  View details for Web of Science ID 000412516900004

• Parental Modeling and Deidentification in Romantic Relationships Among Mexican-Origin Youth JOURNAL OF MARRIAGE AND FAMILY Kuo, S., Wheeler, L. A., Updegraff, K. A., McHale, S. M., Umana-Taylor, A. J., Perez-Brena, N. J. 2017; 79 (5): 1388-1403

  Abstract

  This study investigated youth's modeling of and de-identification from parents in romantic relationships, using two phases of data from adolescent siblings, mothers, and fathers in 246 Mexican-origin families. Each parent reported his/her marital satisfaction and conflict, and youth reported on parent-adolescent warmth and conflict at Time 1. Youth's reports of modeling of and de-identification from their mothers and fathers and three romantic relationship outcomes were assessed at Time 2. Findings revealed that higher parental marital satisfaction, lower marital conflict, and higher warmth and lower conflict in parent-adolescent relationships were associated with more modeling and less de-identification from parents. Moreover, higher de-identification was linked to a greater likelihood of youth being involved in a romantic relationship and cohabitation, whereas more modeling was linked to a lower likelihood of cohabitation and older age of first sex. Discussion underscores the importance of assessing parental modeling and de-identification and understanding correlates of these processes.

  View details for DOI 10.1111/jomf.12411

  View details for Web of Science ID 000409317900011

  View details for PubMedID 29033465

  View details for PubMedCentralID PMC5637550

• Perceived Discrimination and Mexican-Origin Young Adults' Sleep Duration and Variability: The Moderating Role of Cultural Orientations JOURNAL OF YOUTH AND ADOLESCENCE Zeiders, K. H., Updegraff, K. A., Kuo, S., Umana-Taylor, A. J., McHale, S. M. 2017; 46 (8): 1851-1861

  Abstract

  Perceived ethnic discrimination is central to the experiences of Latino young adults, yet we know little about the ways in which and the conditions under which ethnic discrimination relates to Latino young adults' sleep patterns. Using a sample of 246 Mexican-origin young adults (M age  = 21.11, SD = 1.54; 50 % female), the current study investigated the longitudinal links between perceived ethnic discrimination and both sleep duration and night-to-night variability in duration, while also examining the moderating roles of Anglo and Mexican orientations in the associations. The results revealed that perceived discrimination predicted greater sleep variability, and this link was not moderated by cultural orientations. The relation between perceived discrimination and hours of sleep, however, was moderated by Anglo and Mexican orientations. Individuals with high Anglo and Mexican orientations (bicultural) and those with only high Mexican orientations (enculturated), showed no association between discrimination and hours of sleep. Individuals with low Anglo and Mexican orientations (marginalized) displayed a positive association, whereas those with high Anglo and low Mexican orientations (acculturated) displayed a negative association. The results suggest that discrimination has long term effects on sleep variability of Mexican-origin young adults, regardless of cultural orientations; however, for sleep duration, bicultural and enculturated orientations are protective.

  View details for DOI 10.1007/s10964-016-0544-9

  View details for Web of Science ID 000404688900015

  View details for PubMedID 27447706

  View details for PubMedCentralID PMC5253338

• The educational and career adjustment of Mexican-origin youth in the context of the 2007/2008 economic recession JOURNAL OF VOCATIONAL BEHAVIOR Perez-Brena, N. J., Wheeler, L. A., de Jesus, S., Updegraff, K. A., Umana-Taylor, A. J. 2017; 100: 149-163

  Abstract

  Youth's transition out of high school is a complex process that is informed by youth's awareness of available opportunities and resources, social norms, and social belonging and responsibility. Using a quasi-experimental design, this study examined the educational and career adjustment (i.e., college attendance status, post-secondary education type, work status, and work quality) of Mexican-origin siblings who made the transition out of high school before (i.e., 2005 or earlier) or during the economic recession (i.e., 2007 or after). Participants were 246 Mexican-origin mothers, fathers, older siblings (50% female; 38% U.S. born), and younger siblings (51% female; 47% U.S. born). Our results showed that, even though siblings grew up in similar family environments, 2007 graduates (younger siblings) were less likely to attend college, be enrolled in a university compared to a community college, and reported working in lower quality jobs as compared to 2005 graduates (older siblings). Results also showed that high economic hardship reduced the adverse association between perceived discrimination and youth educational and career adjustment, and reduced the protective effect of family obligation values on youth adjustment.

  View details for DOI 10.1016/j.jvb.2017.02.006

  View details for Web of Science ID 000402216800013

  View details for PubMedID 29081532

  View details for PubMedCentralID PMC5656238

• Ethnic-Racial Identity and Friendships in Early Adolescence CHILD DEVELOPMENT Rivas-Drake, D., Umana-Taylor, A. J., Schaefer, D. R., Medina, M. 2017; 88 (3): 710-724

  Abstract

  The current study examined how adolescents' ethnic-racial identity (ERI) informed the demographic diversity of their friendship network (Goal 1) and the extent of similarity between adolescents' and their friends' ERI (Goal 2). Participants were sixth and seventh grade students (N = 353; Mage  = 11.88, SD = .73; 50% girls; 29% African American, 31% White, 13% Latino) in the Midwestern U.S. Results from longitudinal cross-lagged models (Goal 1) indicated that having more diverse friendships at T2 was associated with greater T3 ERI exploration among all youth. In addition, boys who reported higher ERI resolution at T1 had more diverse friendships at T2. Furthermore, findings from longitudinal social network analyses (SNA; Goal 2) suggested that influence drove similarity between adolescents and their friends in ERI exploration and resolution.

  View details for DOI 10.1111/cdev.12790

  View details for Web of Science ID 000404405500003

  View details for PubMedID 28322437

• Community-Based Effectiveness Trials as a Means to Disseminate Evidence-Based and Culturally Responsive Behavioral Health Interventions HEALTH & SOCIAL WORK Marsiglia, F. F., Dustman, P., Harthun, M., Ritland, C., Umana-Taylor, A. 2017; 42 (2): 108-115

  Abstract

  This article adds to the existing knowledge about innovative community-based approaches used to reduce and eliminate behavioral health disparities. Special attention is given to culturally appropriate interventions that increase access to care and that improve the quality of behavioral health services across different geographic regions and communities. Effectiveness trials are presented as appropriate tools to translate existing efficacious interventions into real-world settings. This article describes how to transition from efficacy to effectiveness, including factors essential to consider from the perspectives of university-based research teams and community-based organizations (CBOs). A case study illustrates how a university-CBO partnership mastered the complexities of transitioning an efficacious family intervention to a community setting while nurturing a new partnership. Included are implications of the study related to social work education and social work practice. Lessons learned about critical components of the community-based research collaboration and recommendations for future research are provided.

  View details for DOI 10.1093/hsw/hlx011

  View details for Web of Science ID 000400909500014

  View details for PubMedID 28340092

• Parents' Traditional Cultural Values and Mexican-Origin Young Adults' Routine Health and Dental Care JOURNAL OF ADOLESCENT HEALTH Updegraff, K. A., Kuo, S., McHale, S. M., Umaa-Taylor, A. J., Wheeler, L. A. 2017; 60 (5): 513-519

  Abstract

  To investigate the prospective associations between Mexican-origin mothers' and fathers' traditional cultural values and young adults' health and dental care utilization and to test the moderating role of youth gender.Mexican-origin parents and youth (N = 246 families) participated in home interviews and provided self-reports of parents' cultural values (time 1) and young adults' health status and routine health and dental care (time 2; 5 years later). Logistic regressions tested parents' traditional cultural values as predictors of routine health and dental care, accounting for parent nativity, parent acculturation, family socioeconomic status, youth gender, youth age, and youth physical health status. We also tested whether youth gender moderated the associations between parents' cultural values and young adults' routine care.Young adults whose mothers endorsed strong familism values when they were in mid-to-late adolescence were more likely to report at least one routine physician visit in the past year as young adults (odds ratio [OR] = 3.47, 95% confidence interval [CI]: 1.23-9.83, p = .019). Furthermore, for females only, mothers' more traditional gender role attitudes predicted reduced odds of receiving routine health (OR = .22; 95% CI: .08-.64, p = .005) and dental care (OR = .26; 95% CI: .09-.75, p < .012) in young adulthood.Our findings highlight the importance of examining intragroup variability in culturally specific mechanisms to identify targets for addressing ethnic/racial disparities in health care utilization among Mexican-origin young adults, during a period of increased risk for health-compromising behaviors and reduced access to care.

  View details for DOI 10.1016/j.jadohealth.2016.10.012

  View details for Web of Science ID 000401110800006

  View details for PubMedID 27988108

  View details for PubMedCentralID PMC5542048

• Growth trajectories of Mexican-origin adolescent mothers' educational expectations INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT Bravo, D. Y., Toomey, R. B., Umana-Taylor, A. J., Updegraff, K. A., Jahromi, L. B. 2017; 41 (2): 165-174

  Abstract

  Pregnant and parenting adolescents are at significant risk for educational underachievement. Educational expectations play a critical role for understanding subsequent educational attainment; yet, limited empirical attention has been given to changes in educational expectations across the transition to parenthood among adolescent mothers. This longitudinal study explored stability and change in educational expectations across the transition to parenthood among 191 first-time pregnant Mexican-origin adolescents (Mage = 16.76, SD = .98). The current study also examined how several contextually relevant risk and protective factors were associated with differential patterns of educational trajectories across this transition and subsequent educational attainment. Latent class growth analyses revealed three educational expectation trajectories: low and stable (< high school degree), moderate and increasing (≈ associate degree), and high and increasing (≈ bachelor's degree). Adolescent mothers in the low and stable group encountered several educational risk factors that partially explained their probability of membership in this trajectory and subsequent lower attainment. Conversely, probability of membership in the high and increasing expectations class was partially explained by adolescents' on-track school status at the time of pregnancy and their mother figures' educational expectations for their pregnant daughters. These findings have implications for understanding the malleable factors that help to explain why some adolescent mothers describe consistently high educational expectations and subsequent higher attainment, while others do not.

  View details for DOI 10.1177/0165025415616199

  View details for Web of Science ID 000401477000002

  View details for PubMedID 28392610

  View details for PubMedCentralID PMC5381937

• Neighborhood and School Ethnic Structuring and Cultural Adaptations Among Mexican-Origin Adolescents DEVELOPMENTAL PSYCHOLOGY White, R. M. B., Updegraff, K. A., Umana-Taylor, A. J., Zeiders, K. H., Perez-Brena, N., Burleson, E. 2017; 53 (3): 511-524

  Abstract

  The ethnic and racial structuring of U.S. neighborhoods may have important implications for developmental competencies during adolescence, including the development of heritage and mainstream cultural orientations. In particular, living in highly concentrated Latino neighborhoods during early adolescence-which channels adolescents into related school environments-may promote retention of the ethnic or heritage culture, but it also may constrain adaptation to the mainstream U.S. culture. We tested these hypotheses longitudinally in a sample of 246 Mexican origin adolescents (50.8% girls) and their parents. Data were collected 4 times over 8 years, with adolescents averaging 12.5 (SD = .58) to 19.6 (SD = .66) years of age across the period of the study. Latino ethnic concentration in early adolescents' neighborhoods promoted the retention of Mexican cultural orientations; Latino ethnic concentration in middle schools undermined the development of mainstream U.S cultural orientations. Findings are discussed in terms of integrating cultural-developmental theory with mainstream neighborhood theory to improve understandings of neighborhood and school ethnic concentration effects on adolescent development. (PsycINFO Database Record

  View details for DOI 10.1037/dev0000269

  View details for Web of Science ID 000395885300009

  View details for PubMedID 27936822

  View details for PubMedCentralID PMC5323328

• In Pursuit of Belonging: Acculturation, Perceived Discrimination, and Ethnic-Racial Identity among Latino Youths SOCIAL WORK RESEARCH Baldwin-White, A., Kiehne, E., Umana-Taylor, A., Marsiglia, F. F. 2017; 41 (1): 43-52

  Abstract

  Guided by Bronfenbrenner's ecological systems framework and informed by the rejection-identification model, this study examined the relationship between acculturation, discrimination, and ethnic-racial identity (ERI) searching and affirmation among a sample of Latino youths (N = 830; mean age = 12.2 years). Results revealed that higher levels of acculturation were associated with lower levels of searching and affirmation. Furthermore, higher perceived discrimination was associated with higher affirmation, but unrelated to searching. Finally, perceived discrimination significantly attenuated the negative associations between acculturation and adolescents' ERI searching and affirmation. The article concludes with a discussion of practice implications.

  View details for DOI 10.1093/swr/svw029

  View details for Web of Science ID 000397344200005

  View details for PubMedID 28533677

  View details for PubMedCentralID PMC5434543

• Examining Discrimination, Ethnic-Racial Identity Status, and Youth Public Regard Among Black, Latino, and White Adolescents JOURNAL OF RESEARCH ON ADOLESCENCE Douglass, S., Umana-Taylor, A. J. 2017; 27 (1): 155-172

  Abstract

  How positively adolescents believe others feel about their ethnic-racial group (i.e., public regard) is an important part of their ethnic-racial identity (ERI), which is likely informed by contextual and individual factors. Using cluster analyses to generate ERI statuses among Black, Latino, and White adolescents (n = 1,378), we found that associations between peer versus adult discrimination and public regard varied across ERI status and ethnic-racial group. However, among all adolescents, an achieved ERI (i.e., having explored ethnicity-race and having a clear sense about its personal meaning) buffered the negative association between adult discrimination and public regard, but not between peer discrimination and public regard. Implications for understanding the interplay between contextual and individual factors for public regard are discussed.

  View details for DOI 10.1111/jora.12262

  View details for Web of Science ID 000394985000011

  View details for PubMedID 28498530

• Mexican-origin adolescents' educational expectation trajectories: Intersection of nativity, sex, and socioeconomic status JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY Perez-Brena, N. J., Delgado, M. Y., De Jesus, S., Updegraff, K. A., Umana-Taylor, A. J. 2017; 48: 14-24

  Abstract

  Expectancy value theory and a cultural-ecological framework are integrated in this study to examine the trajectories of 246 Mexican-origin adolescents' (Mage = 12.52, SDage = 0.58; 51% girls, 62% U.S.-born) educational expectations across eight years. Findings from a multilevel growth model revealed that early adolescents expected to complete a post-bachelor's degree, but expectations declined in middle adolescence and improved in late adolescence. This pattern was more pronounced for immigrant, compared to U.S-born, adolescents. Higher socioeconomic status was associated with higher expectations. Boys and girls differed in their trajectories, such that boys showed a curvilinear trajectory and girls showed a stable trajectory. Nativity moderated these sex differences. Immigrant boys showed curvilinear trajectories that dipped in middle adolescence and immigrant girls showed a declining trajectory. In contrast, U.S.-born boys and girls showed linear and stable trajectories. The discussion addresses suggestions for targeted interventions with at-risk subgroups during a sensitive period in adolescence.

  View details for DOI 10.1016/j.appdev.2016.11.001

  View details for Web of Science ID 000393249200002

  View details for PubMedID 29242673

  View details for PubMedCentralID PMC5724579

• Mexican-Origin Youth's Risk Behavior From Adolescence to Young Adulthood: The Role of Familism Values DEVELOPMENTAL PSYCHOLOGY Wheeler, L. A., Zeiders, K. H., Updegraff, K. A., Umana-Taylor, A. J., de Jesus, S., Perez-Brena, N. J. 2017; 53 (1): 126-137

  Abstract

  Engagement in risk behavior has implications for individuals' academic achievement, health, and well-being, yet there is a paucity of developmental research on the role of culturally relevant strengths in individual and family differences in risk behavior involvement among ethnic minority youth. In this study, we used a longitudinal cohort-sequential design to chart intraindividual trajectories of risk behavior and test variation by gender and familism values in 492 youth from 12 to 22 years of age. Participants were older and younger siblings from 246 Mexican-origin families who reported on their risk behaviors in interviews spaced over 8 years. Multilevel cohort-sequential growth models revealed that youth reported an increase in risk behavior from 12 to 18 years of age, and then a decline to age 22. Male youth reported greater overall levels and a steeper increase in risk behavior from ages 12 to 18, compared to female youth. For familism values, on occasions when youth reported higher levels, they also reported lower levels of risk behavior (i.e., within-person effect). For sibling dyads characterized by higher average levels of familism values, youth reported lower average levels of risk behavior (i.e., between-family effect). Findings provide unique insights into risk behavior from adolescence to young adulthood among Mexican-origin youth. (PsycINFO Database Record

  View details for DOI 10.1037/dev0000251

  View details for Web of Science ID 000391700500012

  View details for PubMedID 28026193

  View details for PubMedCentralID PMC5198906

• Mexican-Origin Parents' Differential Treatment and Siblings' Adjustment From Adolescence to Young Adulthood JOURNAL OF FAMILY PSYCHOLOGY Padilla, J., McHale, S. M., Updegraff, K. A., Umana-Taylor, A. J. 2016; 30 (8): 955-965

  Abstract

  Parents' differential treatment is a common family dynamic that has been linked to youth's well-being in childhood and adolescence in European American families. Much less is known, however, about this family process in other ethnic groups. The authors examined the longitudinal associations between parents' differential treatment (PDT) and both depressive symptoms and risky behaviors of Mexican-origin sibling pairs from early adolescence through young adulthood. They also tested the moderating roles of cultural orientations as well as youth age, gender and sibling dyad gender constellation in these associations. Participants were mothers, fathers, and 2 siblings from 246 Mexican-origin families who participated in individual home interviews on 3 occasions over 8 years. Multilevel models revealed that, controlling for dyadic parent-child relationship qualities (i.e., absolute levels of warmth and conflict), adolescents who had less favorable treatment by mothers relative to their sibling reported more depressive symptoms and risky behavior, on average. Findings for fathers' PDT emerged at the within-person level indicating that, on occasions when adolescents experienced less favorable treatment by fathers than usual, they reported more depressive symptoms and risky behavior. However, some of these effects were moderated by youth age and cultural socialization. For example, adolescents who experienced relatively less paternal warmth than their siblings also reported poorer adjustment, but this effect did not emerge for young adults; such an effect also was significant for unfavored youth with stronger but not weaker cultural orientations. (PsycINFO Database Record

  View details for DOI 10.1037/fam0000229

  View details for Web of Science ID 000390106300008

  View details for PubMedID 27504752

  View details for PubMedCentralID PMC5138127

• Parent-Youth Differences in Familism Values from Adolescence into Young Adulthood: Developmental Course and Links with Parent-Youth Conflict JOURNAL OF YOUTH AND ADOLESCENCE Padilla, J., McHale, S. M., Rovine, M. J., Updegraff, K. A., Umana-Taylor, A. J. 2016; 45 (12): 2417-2430

  Abstract

  A critical step in capturing family processes is to incorporate the perspectives and experiences of multiple family members toward characterizing how families operate as systems. Although some research has examined differences between parents' and youth's family experiences, most studies have focused on European American families, and we know little about the nature and implications of divergent parent-youth experiences in other ethnic groups. Accordingly, we focused on Mexican-origin families and assessed the links between mother-youth and father-youth differences in familism values and parent-youth conflict from early adolescence into young adulthood. Participants were mothers, fathers, and two siblings (248 female and 244 male, 51 % female; M age = 14.02 years) from 246 families who were interviewed in their homes on three occasions over 8 years. We operationalized parent-youth differences in familism values using difference scores, controlling for mean levels of familism. Multilevel models revealed that mothers' and fathers' familism values remained relatively stable over time, but youth's familism values declined until age 17, stabilized, and then increased slightly in young adulthood. Lagged models tested directions of effect by examining whether parent-youth differences in familism values predicted parent-youth conflict or vice versa. The findings revealed that parent-youth conflict predicted greater differences in parent-youth familism values, but differences in familism values did not predict conflict. Our findings align with a family systems perspective in documenting the significance of differences between family members' perspectives and highlighting that such processes are dynamic. Further, by testing bi-directional associations in longitudinal models, we were able to disentangle the temporal ordering of differences in familism values and parent-youth conflict thereby advancing understanding of parent-youth discrepancies in cultural values.

  View details for DOI 10.1007/s10964-016-0518-y

  View details for Web of Science ID 000387615300004

  View details for PubMedID 27299763

  View details for PubMedCentralID PMC5102800

• Time-Varying Effects of Family Ethnic Socialization on Ethnic-Racial Identity Development Among Latino Adolescents DEVELOPMENTAL PSYCHOLOGY Douglass, S., Umana-Taylor, A. J. 2016; 52 (11): 1904-1912

  Abstract

  Previous research has established that family ethnic socialization messages promote ethnic-racial identity (ERI) development, yet it is unknown whether these effects remain constant throughout adolescence. The current study examined the time-varying effects of family ethnic socialization on ERI exploration and resolution among Latino adolescents (n = 323, Mage at T1 = 15.31, SDage = .76; 49.5% female). As adolescents progressed from middle to late adolescence, the relation between family ethnic socialization and exploration became stronger, while the relation between family ethnic socialization and resolution became weaker, with a significant difference between the magnitude of these associations emerging in late adolescence. The findings underscore the differential impact that family ethnic socialization messages can have on ERI developmental processes at different points in adolescence. In addition, the current study provides a useful illustration of how time-varying effects modeling can be used to examine how familial influences on youth development can change across developmental periods. (PsycINFO Database Record

  View details for DOI 10.1037/dev0000141

  View details for Web of Science ID 000387146800018

  View details for PubMedID 27709995

• Discrimination and Acculturation Stress: A Longitudinal Study of Children's Well-Being from Prenatal Development to 5 Years of Age JOURNAL OF DEVELOPMENTAL AND BEHAVIORAL PEDIATRICS Zeiders, K. H., Umana-Taylor, A. J., Jahromi, L. B., Updegraff, K. A., White, R. M. B. 2016; 37 (7): 557-564

  Abstract

  To examine whether cumulative family discrimination and acculturation stress (prenatally to 24 months postpartum) among Mexican-origin adolescent mothers and their mother-figures predicted children's socio-emotional functioning and academic achievement at 5 years of age, and the role of maternal depressive symptoms and mother-child interactions in the association.Mexican-origin families (N = 204) with an adolescent mother, a child, and a mother-figure participated in a 6-wave longitudinal study (2007-2013). Families were recruited and interviewed during the adolescent mother's pregnancy; adolescent mothers, mother-figures, and children were then assessed annually for the next 5 years using a combination of interview-based survey and observational methods. Maternal reports of children's socio-emotional behaviors (measured using the Child Behavior Checklist) and children's academic achievement (assessed with the Woodcock Johnson III Tests of Achievement/Bateria III Woodcock-Muñoz) were used.Structural equation modeling revealed that greater cumulative family discrimination and acculturation stress from pregnancy to 24 months postpartum predicted higher adolescent mothers' depressive symptoms, greater mother-child intrusive interactions, and less mother sensitivity at 36 months postpartum. Maternal depressive symptoms were positively related to children's CBCL symptoms at 60 months postpartum. Greater cumulative discrimination and acculturation stressors directly predicted children's lower Woodcock Johnson/Bateria test scores after accounting for socio-economic status.Mexican-origin adolescent mothers' and mother figures' cumulative discrimination and acculturation stress from pregnancy through children's second birthday predicted children's socio-emotional and academic achievement at age 5. Overall, the findings underscore the cumulative impact of these stressors on well-being in a population with substantial public health significance.

  View details for DOI 10.1097/DBP.0000000000000321

  View details for Web of Science ID 000383412500005

  View details for PubMedID 27571330

  View details for PubMedCentralID PMC5004784

• Family-Focused Prevention With Latinos: What About Sisters and Brothers? JOURNAL OF FAMILY PSYCHOLOGY Updegraff, K. A., Umana-Taylor, A. J., De Jesus, S., McHale, S. M., Feinberg, M. F., Kuo, S. 2016; 30 (5): 633-640

  Abstract

  Using a randomized, intent-to-treat design, this pilot study examined the feasibility and short-term effects of Siblings Are Special (SIBS) with a sample of 54 low-income Latino families (91% Mexican-origin). Participants were older (M = 10.8 years; SD = .46) and younger siblings (M = 8.4 years; SD = 1.13), and their parents (94% biological mothers), who were randomly assigned within school to the intervention (n = 28) or no-attention control (n = 26) condition. The intervention condition included 12 weekly afterschool sessions (90 min each) for sibling pairs and 3 family nights for parents and siblings (2 hr each). SIBS was designed to enhance sibling relationships via 2 primary intervention targets: (a) children’s capacities that underlie positive sibling dynamics, including relationship skills, cognitions, and shared activities; and (b) parenting of siblings, specifically, enhancing positive guidance and involvement and discouraging authoritarian control. Pre- and posttest data were gathered from siblings and parents. Recruitment and implementation data revealed high rates of attendance and completion, and high ratings of parent satisfaction with the program. Further, analyses suggested the program had positive effects of small to modest magnitude on posttest measures of sibling and parent–child relationship quality, parenting of siblings, older siblings’ emotional efficacy, and parents’ depressive symptoms and parenting stress, controlling for pretest levels of all outcomes and family background characteristics. Discussion addresses the feasibility of sibling-focused programs with low-income Latino families and makes recommendations for future research.

  View details for DOI 10.1037/fam0000200

  View details for Web of Science ID 000383101700012

  View details for PubMedID 27077238

• Intergenerational Transmission of Maladaptive Parenting Strategies in Families of Adolescent Mothers: Effects from Grandmothers to Young Children JOURNAL OF ABNORMAL CHILD PSYCHOLOGY Seay, D. M., Jahromi, L. B., Umana-Taylor, A. J., Updegraff, K. A. 2016; 44 (6): 1097-1109

  Abstract

  The current longitudinal study examined the effect of the transmission of maladaptive parenting strategies from grandmothers to adolescent mothers on children's subsequent development. Mexican-origin adolescent mothers (N = 204) participated in home interviews when the adolescent's child (89 boys, 60 girls) was 2, 3, 4, and 5 years old. Grandmothers' psychological control toward the adolescent mother was positively related to adolescents' potential for abuse 1 year later, which was subsequently positively related to adolescents' punitive discipline toward their young child. In addition, adolescent mothers' punitive discipline subsequently predicted greater externalizing problems and less committed compliance among their children. Adolescent mothers' potential for abuse and punitive discipline mediated the effects of grandmothers' psychological control on children's externalizing problems. Finally, adolescent mothers' potential for abuse mediated the effect of grandmothers' psychological control on adolescent mothers' punitive discipline. Results highlight the salience of long-term intergenerational effects of maladaptive parenting on children's behavior.

  View details for DOI 10.1007/s10802-015-0091-y

  View details for Web of Science ID 000379221500006

  View details for PubMedID 26521948

  View details for PubMedCentralID PMC4853284

• Measuring Cultural Socialization Attitudes and Behaviors of Mexican-Origin Mothers with Young Children: A Longitudinal Investigation FAMILY RELATIONS Derlan, C. L., Umana-Taylor, A. J., Toomey, R. B., Jahromi, L. B., Updegraff, K. A. 2016; 65 (3): 477-489

  Abstract

  We describe the development and psychometric testing of the Cultural Socialization Behaviors Measure (CSBM) and the Cultural Socialization Attitudes Measure (CSAM). The CSBM assesses cultural socialization behaviors that parents use with young children, and the CSAM assesses the attitudes that parents have regarding the importance of socializing their young children about their culture. Both measures demonstrated strong reliability, validity, and cross-language equivalence (i.e., Spanish and English) among a sample of 204 Mexican-origin young mothers (Mage = 20.94 years, SD = 1.01) with 4-year-old children. In addition, the measures demonstrated longitudinal equivalence when children were 4 and 5 years of age.

  View details for DOI 10.1111/fare.12196

  View details for Web of Science ID 000388660200007

  View details for PubMedID 27990040

  View details for PubMedCentralID PMC5158100

• Trajectories of Developmental Functioning Among Children of Adolescent Mothers: Factors Associated With Risk for Delay AJIDD-AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES Jahromi, L. B., Umana-Taylor, A. J., Updegraff, K. A., Zeiders, K. H. 2016; 121 (4): 346-363

  Abstract

  Children of adolescent mothers are at risk for developmental delays. Less is known about the heterogeneity in these children's developmental trajectories, and factors associated with different patterns of development. This longitudinal study used latent class growth analysis (LCGA) to identify distinct trajectories in children of Mexican-origin adolescent mothers (N = 204). Three distinct groups emerged: (a) a Delayed/Decreasing Functioning group, (b) an At-Risk/Recovering Functioning group, and (c) a Normative/Stable Functioning group. Children with Delayed/Decreasing Functioning were more likely than those with Normative/Stable Functioning to have families with lower income, fewer learning materials at home, and adolescent mothers with more depressive symptoms and greater coparental conflict with adolescents' mother figures. The results contribute to knowledge about factors associated with risk of delay.

  View details for DOI 10.1352/1944-7558-121.4.346

  View details for Web of Science ID 000380131100005

  View details for PubMedID 27351701

  View details for PubMedCentralID PMC6511361

• Mothers' Characteristics as Predictors of Adolescents' Ethnic-Racial Identity: An Examination of Mexican-Origin Teen Mothers CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY Derlan, C. L., Umana-Taylor, A. J., Updegraff, K. A., Jahromi, L. B. 2016; 22 (3): 453-459

  Abstract

  The current longitudinal study examined Mexican-origin mothers' cultural characteristics and ethnic socialization efforts as predictors of their adolescent daughters' ethnic-racial identity (ERI) exploration, resolution, and affirmation.Participants were 193 Mexican-origin adolescent mothers (M age = 16.78 years; SD = .98) and their mothers (M age = 41.24 years; SD = 7.11).Findings indicated that mothers' familism values and ERI exploration were positively associated with mother-reported ethnic socialization efforts 1 year later. Furthermore, mothers' ERI affirmation was a significant positive predictor of adolescents' ERI affirmation 2 years later, accounting for adolescents' ERI affirmation 1 year earlier.Discussion emphasizes the significance of ERI development among adolescent mothers who are negotiating the normative development of ERI and faced with their new role as parents and cultural socializers of their young children. (PsycINFO Database Record

  View details for DOI 10.1037/cdp0000072

  View details for Web of Science ID 000379765900017

  View details for PubMedID 26479173

  View details for PubMedCentralID PMC4837104

• Risky behaviors and educational attainment among young Mexican-origin mothers: The role of acculturative stress and the educational aspiration-expectation gap INTERNATIONAL JOURNAL OF INTERCULTURAL RELATIONS Bravo, D. Y., Umana-Taylor, A. J., Toomey, R. B., Updegraff, K. A., Jahromi, L. B. 2016; 52: 13-26

  Abstract

  The current longitudinal study examined how Mexican-origin adolescent mothers' (N = 204) reports of acculturative stress during late adolescence were associated with their educational attainment and engagement in risky behaviors in young adulthood, 4 years post-partum; we also examined whether this association was mediated by discrepancies between adolescents' educational aspirations and expectations. Findings revealed that mothers' greater reports of stress regarding English competency pressures and pressures to assimilate were associated with a larger gap between their aspirations and expectations. Mothers' reports of greater stress from pressures against assimilation, however, were associated with a smaller gap between aspirations and expectations. As expected, a larger gap between aspirations and expectations was associated with lower educational attainment and increased engagement in risky behaviors. Finally, significant mediation emerged, suggesting that the influence of stress from English competency pressures and pressures to assimilate on young mothers' educational attainment and engagement in risky behaviors was mediated through the aspiration-expectation gap. Findings are discussed with respect to understanding discrepancies between young mothers' aspirations and expectations in the context of acculturative stress.

  View details for DOI 10.1016/j.ijintrel.2016.02.003

  View details for Web of Science ID 000376801200002

  View details for PubMedID 29263563

  View details for PubMedCentralID PMC5734100

• The Sociocultural Context of Mexican-Origin Pregnant Adolescents' Attitudes Toward Teen Pregnancy and Links to Future Outcomes JOURNAL OF YOUTH AND ADOLESCENCE Killoren, S. E., Zeiders, K. H., Updegraff, K. A., Umana-Taylor, A. J. 2016; 45 (5): 887-899

  Abstract

  Given the negative developmental risks associated with adolescent motherhood, it is important to examine the sociocultural context of adolescent mothers' lives to identify those most at risk for poor outcomes. Our goals were to identify profiles of Mexican-origin pregnant adolescents' cultural orientations and their attitudes toward teen pregnancy, and to investigate how these profiles were linked to adolescents' pregnancy intentions, family resources, and short-term family, educational, and parenting outcomes. With a sample of 205 Mexican-origin adolescent mothers, we identified three profiles based on cultural orientations and attitudes toward teen pregnancy: Bicultural-Moderate Attitudes, Acculturated-Moderate Attitudes, and Enculturated-Low Attitudes. The results indicated that enculturated pregnant adolescents had the least favorable attitudes toward teen pregnancy, and the lowest levels of family income, pregnancy intentions, pregnancy support, and educational expectations compared to acculturated and bicultural pregnant adolescents; acculturated adolescents (with the highest family income and high levels of pregnancy support) had the highest levels of parenting efficacy 10 months postpartum. Our findings suggest that enculturated adolescent mothers (with less positive attitudes toward teen pregnancy) may benefit from educational support programs and enculturated and bicultural adolescent mothers (with moderately positive attitudes toward teen pregnancy) may benefit from programs to increase parenting efficacy. Such targeted interventions may, in turn, reduce the likelihood of adolescent mothers experiencing negative educational and parenting outcomes.

  View details for DOI 10.1007/s10964-015-0387-9

  View details for Web of Science ID 000374067000005

  View details for PubMedID 26573862

  View details for PubMedCentralID PMC4826852

• Romantic Relationship Experiences from Late Adolescence to Young Adulthood: The Role of Older Siblings in Mexican-Origin Families JOURNAL OF YOUTH AND ADOLESCENCE Wheeler, L. A., Killoren, S. E., Whiteman, S. D., Updegraff, K. A., McHale, S. M., Umana-Taylor, A. J. 2016; 45 (5): 900-915

  Abstract

  Youth's experiences with romantic relationships during adolescence and young adulthood have far reaching implications for future relationships, health, and well-being; yet, although scholars have examined potential peer and parent influences, we know little about the role of siblings in youth's romantic relationships. Accordingly, this study examined the prospective longitudinal links between Mexican-origin older and younger siblings' romantic relationship experiences and variation by sibling structural and relationship characteristics (i.e., sibling age and gender similarity, younger siblings' modeling) and cultural values (i.e., younger siblings' familism values). Data from 246 Mexican-origin families with older (M = 20.65 years; SD = 1.57; 50 % female) and younger (M = 17.72 years; SD = .57; 51 % female) siblings were used to examine the likelihood of younger siblings' involvement in dating relationships, sexual relations, cohabitation, and engagement/marriage with probit path analyses. Findings revealed older siblings' reports of involvement in a dating relationship, cohabitation, and engagement/marriage predicted younger siblings' relationship experiences over a 2-year period. These links were moderated by sibling age spacing, younger siblings' reports of modeling and familism values. Our findings suggest the significance of social learning dynamics as well as relational and cultural contexts in understanding the links between older and younger siblings' romantic relationship experiences among Mexican-origin youth.

  View details for DOI 10.1007/s10964-015-0392-z

  View details for Web of Science ID 000374067000006

  View details for PubMedID 26590830

  View details for PubMedCentralID PMC4826783

• Incongruent Teen Pregnancy Attitudes, Coparenting Conflict, and Support Among Mexican-Origin Adolescent Mothers JOURNAL OF MARRIAGE AND FAMILY Bravo, D. Y., Umana-Taylor, A. J., Zeiders, K. H., Updegraff, K. A., Jahromi, L. B. 2016; 78 (2): 531-545

  Abstract

  The current longitudinal study examined whether differences between Mexican-origin adolescent mothers and their mother figures (N = 204 dyads) in attitudes on the status attained through teen pregnancy were associated with conflict in their coparenting relationship and whether coparenting conflict was associated with adolescent mothers' perceptions of social support. Findings revealed that when adolescents held more positive attitudes than their mother figures about the status gained through teen pregnancy, they tended to report greater coparenting conflict with their mother figures. Furthermore, greater coparenting conflict was significantly associated with decreases in adolescents' perceptions of social support (i.e., emotional, instrumental, companion support) 1 year later. Findings underscore the importance of incongruent attitudes and the quality of coparenting relationships between adolescent mothers and their mother figures in relation to support processes. Findings are discussed with respect to understanding Mexican-origin adolescent mothers' social support in the context of family subsystem attitudes and interactions.

  View details for DOI 10.1111/jomf.12271

  View details for Web of Science ID 000372282200016

  View details for PubMedID 29263557

  View details for PubMedCentralID PMC5734102

• A Post-Racial Society in Which Ethnic-Racial Discrimination Still Exists and Has Significant Consequences for Youths' Adjustment CURRENT DIRECTIONS IN PSYCHOLOGICAL SCIENCE Umana-Taylor, A. J. 2016; 25 (2): 111-118

  View details for DOI 10.1177/0963721415627858

  View details for Web of Science ID 000373973900006

• <i>Agarra el momento</i>/seize the moment: Developing communication activities for a drug prevention intervention with and for Latino families in the US Southwest QUALITATIVE SOCIAL WORK Ayon, C., Baldwin, A., Umana-Taylor, A. J., Marsiglia, F. F., Harthun, M. 2016; 15 (2): 281-299

  Abstract

  This article presents the development of parent-child communication activities by applying Community-Based Participatory Research and focus group methodology. Three parent-child communication activities were developed to enhance an already efficacious parenting intervention: (1) agarra el momento or seize the moment uses everyday situations to initiate conversations about substance use, (2) hay que adelantarnos or better sooner than later stresses being proactive about addressing critical issues with youth, and (3) setting rules and expectations engages parents in establishing rules and expectations for healthy and effective conversations with youth. Focus group data are presented to illustrate how thematic content from the focus groups was used to inform the development of the activities and, furthermore, how such methods supported the development of a culturally grounded intervention.

  View details for DOI 10.1177/1473325014566487

  View details for Web of Science ID 000371614400009

  View details for PubMedID 26924943

  View details for PubMedCentralID PMC4764090

• Familism Values, Family Time, and Mexican-Origin Young Adults' Depressive Symptoms JOURNAL OF MARRIAGE AND FAMILY Zeiders, K. H., Updegraff, K. A., Umana-Taylor, A. J., McHale, S. M., Padilla, J. 2016; 78 (1): 91-106

  Abstract

  Using longitudinal data across eight years, this study examined how parents' familism values in early adolescence predicted youths' depressive symptoms in young adulthood via youths' familism values and family time. We examined these processes among 246 Mexican-origin families using interview and phone-diary data. Findings revealed that fathers' familism values predicted male and female youths' familism values in middle adolescence. For female youth only, fathers' familism values also predicted youths' family time in late adolescence. The link between family time and young adults' depressive symptoms depended on parental acceptance and adolescent gender: Among female and male youth, family time predicted fewer depressive symptoms, but only when paternal acceptance was high. For female adolescents only, family time predicted fewer depressive symptoms when maternal acceptance was high but more depressive symptoms when maternal acceptance was low. Findings highlight family dynamics as the mechanisms through which familism values have implications for youths' adjustment.

  View details for DOI 10.1111/jomf.12248

  View details for Web of Science ID 000372283200006

  View details for PubMedID 26778855

  View details for PubMedCentralID PMC4712955

• Trajectories of Ethnic-Racial Identity and Autonomy Among Mexican-Origin Adolescent Mothers in the United States CHILD DEVELOPMENT Umana-Taylor, A. J., Updegraff, K. A., Jahromi, L. B., Zeiders, K. H. 2015; 86 (6): 2034-2050

  Abstract

  This study examined trajectories of ethnic-racial identity (ERI) and autonomy development among Mexican-origin adolescent females in the United States (N = 181; M(age) at Wave 1 = 16.80 years, SD = 1.00) as they transitioned through the first 5 years of parenthood. Trajectories of ERI and autonomy also were examined in relation to psychosocial functioning. Unconditional latent growth models indicated significant growth in autonomy, ERI resolution, and ERI affirmation from middle to late adolescence. Conditional latent growth models indicated that autonomy and ERI exploration growth trajectories were positively associated with psychosocial adjustment. Although adolescent mothers are experiencing transitions that are not normative during adolescence, they also engage in normative developmental processes, and their engagement in such processes is linked with better adjustment.

  View details for DOI 10.1111/cdev.12444

  View details for Web of Science ID 000363903400025

  View details for PubMedID 26450526

  View details for PubMedCentralID PMC4626323

• Development of ethnic-racial identity among Latino adolescents and the role of family JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY Douglass, S., Umana-Taylor, A. J. 2015; 41: 90-98

  View details for DOI 10.1016/j.appdev.2015.09.002

  View details for Web of Science ID 000366078700010

• Grandmothers' Familism Values, Adolescent Mothers' Parenting Efficacy, and Children's Well-Being JOURNAL OF FAMILY PSYCHOLOGY Zeiders, K. H., Umana-Taylor, A. J., Jahromi, L. B., Updegraff, K. A. 2015; 29 (4): 624-634

  Abstract

  The current study examined intergenerational processes related to familism values among grandmothers, adolescent mothers, and their children. Mexican-origin families (N = 180) participated in in-home interviews during adolescent mothers' third trimester of pregnancy and 10-, 24-, 48-, and 60-months postpartum. Using longitudinal path analyses, we linked grandmothers' familism values and behaviors to adolescent mothers' parenting processes and, in turn, their child's well-being, taking into account developmentally relevant needs of adolescent mothers. Results revealed that grandmothers' familism values before the birth of the baby predicted child-rearing support and communication within the grandmother-adolescent mother dyad after the birth of the baby. Support, but not communication, was in turn predictive of adolescent mothers' parenting self-efficacy, but only at high levels of autonomy granting within the grandmother-adolescent mother dyad. Finally, adolescent mothers' parenting self-efficacy predicted children's greater social competence (48 months old), which in turn, predicted greater academic functioning (60 months old). Our findings shed light on the behavioral correlates of familism values within Mexican-origin families with adolescent mothers and highlight the need to consider factors that are developmentally salient (e.g., autonomy) when understanding how familism behaviors benefit adolescent mothers and their children.

  View details for DOI 10.1037/fam0000103

  View details for Web of Science ID 000359379900013

  View details for PubMedID 26075734

  View details for PubMedCentralID PMC4772671

• Cumulative experiences with life adversity: Identifying critical levels for targeting prevention efforts JOURNAL OF ADOLESCENCE Mitchell, K. J., Tynes, B., Umana-Taylor, A. J., Williams, D. 2015; 43: 63-71

  Abstract

  This paper aims to assess the role of individual types and cumulative life adversity for understanding depressive symptomatology and aggressive behavior. Data were collected in 2011 as part of the Teen Life Online and in Schools Study from 916 ethnically-diverse students from 12 middle, K-8, 6-12 and high schools in the Midwest United States. Youth reported an average of 4.1 non-victimization adversities and chronic stressors in their lifetimes. There was a linear relationship between number of adversities and depression and aggression scores. Youth reporting the highest number of adversities (7 or more) had significantly higher depression and aggression scores than youth reporting any other number of adversities suggesting exposure at this level is a critical tipping point for mental health concerns. Findings underscore an urgent need to support youth as they attempt to negotiate, manage, and cope with adversity in their social worlds.

  View details for DOI 10.1016/j.adolescence.2015.05.008

  View details for Web of Science ID 000359330900008

  View details for PubMedID 26057876

  View details for PubMedCentralID PMC4516572

• The Longitudinal Relation Between Academic Support and Latino Adolescents' Academic Motivation HISPANIC JOURNAL OF BEHAVIORAL SCIENCES Alfaro, E. C., Umana-Taylor, A. J. 2015; 37 (3): 319-341

  View details for DOI 10.1177/0739986315586565

  View details for Web of Science ID 000358547300003

• What Can We Learn from the Study of Mexican-Origin Families in the United States? FAMILY PROCESS Updegraff, K. A., Umana-Taylor, A. J. 2015; 54 (2): 205-216

  Abstract

  Mexican-origin families are a large and rapidly increasing subgroup of the U.S. population, but they remain underrepresented in family scholarship. This paper introduces a special section of four papers on Mexican-origin families designed to contribute to the advancement of research on how cultural, family, and gender socialization processes unfold across key developmental periods and life transitions in this cultural context. Two longitudinal studies of Mexican-origin families provided the data for these four papers: (a) The Juntos Project, an 8-year longitudinal study of mothers, fathers, and adolescent sibling pairs in 246 Mexican-origin families; and (b) The Supporting MAMI Project, a study following 204 adolescent mothers and their mother figures from the third trimester of pregnancy through their young children's 5th birthdays. In this introductory paper, we highlight four themes, including (a) differential acculturation and reciprocal socialization, (b) interdependence in families, (c) the intersection of culture and gender, and (d) methodological issues. We end with suggestions for future research.

  View details for DOI 10.1111/famp.12135

  View details for Web of Science ID 000355998300002

  View details for PubMedID 25675994

  View details for PubMedCentralID PMC4615713

• Brief report: Contextual predictors of African American adolescents' ethnic-racial identity affirmation-belonging and resistance to peer pressure JOURNAL OF ADOLESCENCE Derlan, C. L., Umana-Taylor, A. J. 2015; 41: 1-6

  Abstract

  The current study examined whether contextual factors (i.e., familial cultural socialization, percentage of same-ethnicity friends in high school, and neighborhood ethnic-racial composition) predicted ethnic-racial identity affirmation-belonging and, in turn, resistance to peer pressure to engage in problem behavior. Participants were 250 African American adolescents (M age = 15.57 years; SD = 1.22). Consistent with ecological theory, findings indicated that familial cultural socialization and percentage of same-ethnicity friends predicted greater ethnic-racial identity affirmation-belonging. Furthermore, consistent with notions from social identity theory, youth who reported higher ethnic-racial identity affirmation-belonging also reported greater resistance to peer pressure. Findings highlight the significance of the family and school context, as well as the importance of ethnic-racial identity affirmation-belonging, for African American youths' positive development.

  View details for DOI 10.1016/j.adolescence.2015.02.002

  View details for Web of Science ID 000355354900001

  View details for PubMedID 25748108

• Coparenting Profiles in the Context of Mexican-Origin Teen Pregnancy: Links to Mother-Daughter Relationship Quality and Adjustment FAMILY PROCESS Perez-Brena, N. J., Updegraff, K. A., Umana-Taylor, A. J., Jahromi, L., Guimond, A. 2015; 54 (2): 263-279

  Abstract

  The current study explored the multifaceted nature of the mother-adolescent coparental relationship with data from 167 Mexican-origin adolescent mothers and their own mothers at 10 months post childbirth. Profiles of mother-adolescent coparenting were created with latent profile analysis using adolescents' reports of three dimensions of coparenting (communication, involvement, and conflict). Four profiles were identified: (a) Harmonious Coparents (equal involvement, high communication, low conflict); (b) Harmonious-Adolescent Primary (adolescent is more involved than mother, high communication, low conflict); (c) Conflictual Coparents (equal involvement, high communication, high conflict); and (d) Conflictual-Adolescent Primary (adolescent is more involved than mother, moderate communication, high conflict). Families characterized by high mother-daughter conflict and psychological control prior to childbirth were more likely to belong in the Conflictual Coparents profile. In addition, adolescents' and mothers' depressive symptoms and parenting efficacy after childbirth were linked to profile membership, such that the Harmonious-Adolescent Primary profile reported the most positive adjustment patterns, whereas profiles with high coparental conflict (i.e., Conflictual Coparenting and Conflictual-Adolescent Primary profiles) showed the least positive adjustment patterns. Discussion considers the applied implications of identifying precursors to healthy and problematic mother-daughter coparenting for families of adolescent mothers in the early years of parenting.

  View details for DOI 10.1111/famp.12115

  View details for Web of Science ID 000355998300006

  View details for PubMedID 25438748

  View details for PubMedCentralID PMC4452459

• Transmission of Cultural Values among Mexican-Origin Parents and Their Adolescent and Emerging Adult Offspring FAMILY PROCESS Perez-Brena, N. J., Updegraff, K. A., Umana-Taylor, A. J. 2015; 54 (2): 232-246

  Abstract

  The integration of the U.S. and Mexican culture is an important process associated with Mexican-origin youths' adjustment and family dynamics. The current study examined the reciprocal associations in parents' and two offspring's cultural values (i.e., familism and respect) in 246 Mexican-origin families. Overall, mothers' values were associated with increases in youths' values 5 years later. In contrast, youths' familism values were associated with increases in fathers' familism values 5 years later. In addition, developmental differences emerged where parent-to-offspring effects were more consistent for youth transitioning from early to late adolescence than for youth transitioning from middle adolescence to emerging adulthood. Finally, moderation by immigrant status revealed a youth-to-parent effect for mother-youth immigrant dyads, but not for dyads where youth were U.S.-raised. Our findings highlight the reciprocal nature of parent-youth value socialization and provide a nuanced understanding of these processes through the consideration of familism and respect values. As Mexican-origin youth represent a large and rapidly growing segment of the U.S. population, research that advances our understanding of how these youth develop values that foster family cohesion and support is crucial.

  View details for DOI 10.1111/famp.12114

  View details for Web of Science ID 000355998300004

  View details for PubMedID 25470657

  View details for PubMedCentralID PMC4452439

• Gender Role Attitudes across the Transition to Adolescent Motherhood in Mexican-Origin Families FAMILY PROCESS Toomey, R. B., Updegraff, K. A., Umana-Taylor, A. J., Jahromi, L. B. 2015; 54 (2): 247-262

  Abstract

  Using longitudinal data collected at four time points from 191 dyads of Mexican-origin adolescent first-time mothers and their mother figures, we examined changes in and socialization of traditional gender role attitudes across the transition to parenthood using latent growth curve modeling and actor-partner interdependence modeling. Longitudinal growth models indicated that, regardless of nativity status, adolescent mothers' and their foreign-born mother figures' gender role attitudes became more egalitarian across adolescents' transition to parenthood, spanning from the 3rd trimester of pregnancy to 36 months postpartum. Furthermore, actor-partner interdependence modeling suggested that adolescents' and their mother figures' gender role attitudes during adolescents' third trimester of pregnancy equally contributed to subsequent increases in one another's gender role attitudes at 10 months postpartum. Importantly, this reciprocal socialization process was not moderated by adolescent mothers' nor by their mother figures' nativity status. Findings suggest that it is important to understand the cultural and intergenerational family processes that contribute to the development of gender role attitudes during the transition to parenthood for adolescent mothers and their mother figures in Mexican-origin families.

  View details for DOI 10.1111/famp.12127

  View details for Web of Science ID 000355998300005

  View details for PubMedID 25615441

  View details for PubMedCentralID PMC4520808

• An Idiographic and Nomothetic Approach to the Study of Mexican-Origin Adolescent Mothers' Socio-cultural Stressors and Adjustment PREVENTION SCIENCE Zeiders, K. H., Umana-Taylor, A. J., Updegraff, K. A., Jahromi, L. B. 2015; 16 (3): 386-396

  Abstract

  The current study examined the longitudinal relations of socio-cultural stressors (i.e., acculturative stressors, enculturative stressors, ethnic discrimination) and Mexican-origin adolescent mothers' depressive symptoms and risk-taking behaviors. Utilizing an idiographic and nomothetic approach, we conducted lagged analyses to examine how individuals' fluctuations in stressors predicted subsequent adjustment. Further, we investigated potential threshold effects by examining if the impact of fluctuations in stressors differed at varying levels of stressors. Mexican-origin adolescent females (N = 184) participated in yearly in-home assessments across 5 years and reported on their experiences of acculturative and enculturative stressors, ethnic discrimination, depressive symptoms, and risk-taking behaviors. Findings revealed that within-person fluctuations in acculturative stressors and, to a lesser extent, perceived discrimination related to youths' depressive symptoms. For risk-taking behaviors, however, only within-person fluctuations in enculturative stressors emerged as significant. Further, a threshold effect emerged in the link between enculturative stressors and risk-taking behaviors, suggesting that fluctuations in enculturative stressors predicted changes in risk-taking behaviors at high levels of enculturative stressors but not low levels. Our findings highlight the differential relations between socio-cultural stressors and adolescent females' adjustment and suggest that prevention programs aimed at reducing depressive symptoms should attend to any degree of change in socio-cultural stressors, whereas programs focused on risk-taking behaviors should be especially attuned to levels of enculturative stress.

  View details for DOI 10.1007/s11121-014-0502-2

  View details for Web of Science ID 000351211000004

  View details for PubMedID 25099084

  View details for PubMedCentralID PMC4320987

• Acculturative and enculturative stress, depressive symptoms, and maternal warmth: examining within-person relations among Mexican-origin adolescent mothers DEVELOPMENT AND PSYCHOPATHOLOGY Zeiders, K. H., Umana-Taylor, A. J., Updegraff, K. A., Jahromi, L. B. 2015; 27 (1): 293-308

  Abstract

  Mexican-origin adolescent mothers face numerous social challenges during dual-cultural adaptation that are theorized to contribute to greater depressive symptoms. Alongside challenges, there are familial resources that may offer protection. As such, the current study examined the trajectories of depressive symptoms among 204 Mexican-origin adolescent mothers (M age = 16.80, SD = 1.00) across a 4-year period (third trimester of pregnancy, and 10, 24, and 36 months postpartum). Further, we examined the within-person relations of two unique sources of stress experienced during dual-cultural adaptation, acculturative and enculturative stress, and youths' depressive symptoms; we also tested whether adolescent mothers' perceptions of warmth from their own mothers emerged as protective. Adolescent mothers reported a decline in depressive symptoms after the transition to parenthood. Acculturative and enculturative stress emerged as significant positive within-person predictors of depressive symptoms. Maternal warmth emerged as a protective factor in the relation between enculturative stressors and depressive symptoms; however, for acculturative stressors, the protective effect of maternal warmth only emerged for US-born youth. Findings illustrate the multidimensionality of stress experienced during the cultural adaptation process and a potential mechanism for resilience among Mexican-origin adolescent mothers.

  View details for DOI 10.1017/S0954579414000637

  View details for Web of Science ID 000354106300021

  View details for PubMedID 25004391

  View details for PubMedCentralID PMC4772659

• Mexican American Adolescents' Sleep Patterns: Contextual Correlates and Implications for Health and Adjustment in Young Adulthood JOURNAL OF YOUTH AND ADOLESCENCE Kuo, S., Updegraff, K. A., Zeiders, K. H., McHale, S. M., Umana-Taylor, A. J., De Jesus, S. 2015; 44 (2): 346-361

  Abstract

  Late adolescence is a period of substantial risk for unhealthy sleep patterns. This study investigated the contextual correlates and health and adjustment implications of sleep patterns among Mexican American youth (N = 246; 51% female). We focused on Mexican American youth because they represent a large and rapidly increasing subgroup of the US population that is at higher risk for health and adjustment problems; this higher risk may be explained, in part, by sleep patterns. Using data from seven phone diary interviews conducted when youth averaged 18 years of age, we assessed average nighttime sleep duration and night-to-night variability in sleep duration. Guided by socio-ecological models, we first examined how experiences in the family context (time spent and quality of relationships with parents, parents' familism values) and in extra-familial contexts (school, work, peers) were related to sleep duration and variability. The findings revealed that time spent in school, work, and with peers linked to less sleep. Further, conflict with mothers was related to greater sleep variability. Next, we tested the implications of sleep in late adolescence for health (perceived physical health, body mass index) and adjustment (depressive symptoms, risky behaviors) in young adulthood. These findings indicated that more sleep variability predicted relative decreases in health and increases in risky behaviors, and shorter sleep duration predicted relative decreases in poorer perceived health for males. The discussion highlights the significance of the transition to young adulthood as a target for sleep research and the importance of studying sleep within its socio-cultural context.

  View details for DOI 10.1007/s10964-014-0156-1

  View details for Web of Science ID 000347876100007

  View details for PubMedID 25047598

  View details for PubMedCentralID PMC4294970

• Trajectories of Problem Behavior Among Mexican-Origin Adolescent Mothers JOURNAL OF LATINA-O PSYCHOLOGY Toomey, R. B., Umana-Taylor, A. J., Updegraff, K. A., Jahromi, L. B. 2015; 3 (1): 1-10

  Abstract

  Engagement in problem behaviors during adolescence has important implications for academic achievement and psychosocial well-being. The current study examined engagement in problem behavior across the transition from pregnancy to parenthood among a sample of 204 Mexican-origin adolescent mothers (ages 15-18 years; Mage = 16.8 at Time 1) to better understand the behaviors in which this sample engaged and how engagement changed over this period of transition. Descriptively, this sample engaged in relatively low levels of problem behaviors. Frequently endorsed problem behaviors included missing school or work without an excuse, lying or disobeying parents, and engagement in dangerous behaviors for a thrill; notably, substance use was not a frequently endorsed behavior until the final waves of the study, when most of the mothers were of legal age for these behaviors. Further, latent growth curve modeling revealed a non-linear pattern of change in problem behaviors, such that engagement decreased substantially from the third trimester of pregnancy to 36 months postpartum, but then leveled off between 36 and 48 months postpartum. Findings suggest a need for future research to better understand how engagement in problem behaviors changes pre- to post-pregnancy, and how to best support the decrease in problem behaviors once a pregnancy has been detected.

  View details for DOI 10.1037/lat0000028

  View details for Web of Science ID 000419301200001

  View details for PubMedID 25893152

  View details for PubMedCentralID PMC4399825

• A Brief Form of the Ethnic Identity Scale: Development and Empirical Validation IDENTITY-AN INTERNATIONAL JOURNAL OF THEORY AND RESEARCH Douglass, S., Umana-Taylor, A. J. 2015; 15 (1): 48-65

  View details for DOI 10.1080/15283488.2014.989442

  View details for Web of Science ID 000374310100003

• Latino Adolescents' Perceived Discrimination in Online and Offline Settings: An Examination of Cultural Risk and Protective Factors DEVELOPMENTAL PSYCHOLOGY Umana-Taylor, A. J., Tynes, B. M., Toomey, R. B., Williams, D. R., Mitchell, K. J. 2015; 51 (1): 87-100

  Abstract

  Guided by a risk and resilience framework, the current study examined the associations between Latino adolescents' (n = 219; Mage = 14.35; SD = 1.75) perceptions of ethnic discrimination in multiple settings (e.g., online, school) and several domains of adjustment (e.g., mental health, academic), and tested whether developmentally salient cultural assets (i.e., ethnic identity) directly promoted youth adjustment or moderated the negative impact of discrimination on adjustment. Each of the 3 ethnic identity components (i.e., exploration, resolution, affirmation) demonstrated evidence of promoting positive outcomes among Latino youth; furthermore, there was some evidence that the promotive effects of affirmation and resolution were significantly stronger for older versus younger adolescents. In addition, with the exception of experiences with discrimination from adults outside of the school setting, there was evidence of ethnic identity interacting with each type of discrimination to predict Latino adolescents' self-esteem, depressive symptoms, and externalizing problems. Findings suggest directions for future research and identify potential targets for intervention that may prove fruitful in programming efforts with Latino adolescents.

  View details for DOI 10.1037/a0038432

  View details for Web of Science ID 000346908900010

  View details for PubMedID 25546597

  View details for PubMedCentralID PMC4752111

• Do Dimensions of Ethnic Identity Mediate the Association Between Perceived Ethnic Group Discrimination and Depressive Symptoms? CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY Brittian, A. S., Kim, S., Armenta, B. E., Lee, R. M., Umana-Taylor, A. J., Schwartz, S. J., Villalta, I. K., Zamboanga, B. L., Weisskirch, R. S., Juang, L. P., Castillo, L. G., Hudson, M. L. 2015; 21 (1): 41-53

  Abstract

  Ethnic group discrimination represents a notable risk factor that may contribute to mental health problems among ethnic minority college students. However, cultural resources (e.g., ethnic identity) may promote psychological adjustment in the context of group-based discriminatory experiences. In the current study, we examined the associations between perceptions of ethnic group discrimination and depressive symptoms, and explored dimensions of ethnic identity (i.e., exploration, resolution, and affirmation) as mediators of this process among 2,315 ethnic minority college students (age 18 to 30 years; 37% Black, 63% Latino). Results indicated that perceived ethnic group discrimination was associated positively with depressive symptoms among students from both ethnic groups. The relationship between perceived ethnic group discrimination and depressive symptoms was mediated by ethnic identity affirmation for Latino students, but not for Black students. Ethnic identity resolution was negatively and indirectly associated with depressive symptoms through ethnic identity affirmation for both Black and Latino students. Implications for promoting ethnic minority college students' mental health and directions for future research are discussed.

  View details for DOI 10.1037/a0037531

  View details for Web of Science ID 000348364300005

  View details for PubMedID 25090147

  View details for PubMedCentralID PMC7872098

• Person-Environment Fit: Everyday Conflict and Coparenting Conflict in Mexican-Origin Teen Mother Families CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY Derlan, C. L., Umana-Taylor, A. J., Toomey, R. B., Updegraff, K. A., Jahromi, L. B. 2015; 21 (1): 136-145

  Abstract

  The current study examined whether a match or mismatch between teen mothers' cultural orientation and the cultural context of the family (i.e., familial ethnic socialization) predicted mother-daughter everyday and coparenting conflict, and in turn, teen mothers' adjustment. Participants were 204 Mexican-origin teen mothers (M age = 16.81 years; SD = 1.00). Consistent with a person-environment fit perspective, findings indicated that a mismatch between teen mothers' cultural orientation (i.e., high mainstream cultural involvement) and the cultural context of the family (i.e., higher levels of familial ethnic socialization) predicted greater mother-daughter everyday conflict and coparenting conflict 1 year later. However, when there was a match (i.e., high levels of familial ethnic socialization for teen mothers with high Mexican orientation), familial ethnic socialization was not associated with mother-daughter conflict. In addition, mother-daughter conflict was positively associated with depressive symptoms and engagement in risky behaviors 1 year later among all teen mothers.

  View details for DOI 10.1037/a0037069

  View details for Web of Science ID 000348364300014

  View details for PubMedID 25111551

  View details for PubMedCentralID PMC6495600

• Emotional Closeness in Mexican-Origin Adolescents' Relationships with Mothers, Fathers, and Same-Sex Friends JOURNAL OF YOUTH AND ADOLESCENCE Rodriguez, S. A., Perez-Brena, N. J., Updegraff, K. A., Umana-Taylor, A. J. 2014; 43 (12): 1953-1968

  Abstract

  Research on the associations between parent-adolescent relationships and friendships among Latinos is limited. Drawing on developmental and ecological perspectives, we examined bidirectional associations between parental warmth and friendship intimacy with same-sex peers from early to late adolescence using a longitudinal cross-lag panel design. Parent-adolescent immigration status and adolescent gender were examined as moderators of these associations. Home interviews were conducted with 246 Mexican American adolescents (51 % female) when they were in early (M = 12.55; SD = .60 years), middle (M = 14.64; SD = .59 years), and late adolescence (M = 17.67; SD = .57 years). Modest declines in paternal warmth were evident from early to late adolescence, but maternal warmth was high and stable across this time period. Girls' intimacy with same-sex friends also was high and stable from early to late adolescence, but boys' intimacy with same-sex friends increased over this time period. In general, findings revealed that adolescents' perceptions of parents' warmth in early adolescence were associated positively with friendship intimacy in middle adolescence, and friendship intimacy in middle adolescence was associated positively with parental warmth in late adolescence. Some associations were moderated by adolescent gender and parent-adolescent immigration status. For example, there was an association from maternal warmth in early adolescence to friendship intimacy in late adolescence only for immigrant youth. These findings suggest that among Mexican American adolescents, their relationships with their mothers, fathers, and same-sex friends are intertwined closely and that gender and immigration status shape some of these associations during adolescence.

  View details for DOI 10.1007/s10964-013-0004-8

  View details for Web of Science ID 000345336000001

  View details for PubMedID 23999997

  View details for PubMedCentralID PMC4053492

• Mexican-American Adolescents' Gender Role Attitude Development: The Role of Adolescents' Gender and Nativity and Parents' Gender Role Attitudes JOURNAL OF YOUTH AND ADOLESCENCE Updegraff, K. A., McHale, S. M., Zeiders, K. H., Umana-Taylor, A. J., Perez-Brena, N. J., Wheeler, L. A., De Jesus, S. 2014; 43 (12): 2041-2053

  Abstract

  Gender development has long term implications for education and career endeavors and family formation behaviors, but we know very little about the role of sociocultural factors in developmental and individual differences. In this study, we investigated one domain of gender development, gender role attitudes, in Mexican-American adolescents (N = 246; 51 % female), using four phases of longitudinal data across 8 years. Data were collected when adolescents averaged 12.51 years (SD = 0.58), 14.64 years (SD = 0.59), 17.72 years (SD = 0.57), and 19.60 years of age (SD = 0.66). Mothers' and fathers' gender role attitudes also were assessed in Phases 1, 3, and 4. Findings revealed that gender attitude development varied as a function of the interaction between adolescents' nativity and gender. Among Mexico-born adolescents, females exhibited significant declines in traditional attitudes from early to late adolescence, but males' attitudes were stable over time. U.S.-born females and males, in contrast, did not differ in their gender attitude trajectories. Examining the links between mothers', fathers', and adolescents' gender role attitudes revealed within-person associations between mothers' and adolescents' gender role attitudes: on occasions when mothers reported more traditional attitudes relative to their own cross-time average, adolescents also reported more traditional attitudes than usual. In addition, fathers' more traditional gender role attitudes were associated with daughters', but not sons', more traditional gender role attitudes at the between-person level. The discussion focuses on the interpretation of Mexican-American adolescents' gender role attitude development from a cultural ecological perspective.

  View details for DOI 10.1007/s10964-014-0128-5

  View details for Web of Science ID 000345336000007

  View details for PubMedID 24777649

  View details for PubMedCentralID PMC4213322

• Trajectories of Mexican American and Mainstream Cultural Values Among Mexican American Adolescents JOURNAL OF YOUTH AND ADOLESCENCE Knight, G. P., Basilio, C. D., Cham, H., Gonzales, N. A., Liu, Y., Umana-Taylor, A. J. 2014; 43 (12): 2012-2027

  Abstract

  Mexican Americans are one of the largest and fastest growing ethnic groups in the United States, yet we have limited knowledge regarding changes (i.e., developmental trajectories) in cultural orientation based upon their exposure to the Mexican American and mainstream cultures. We examined the parallel trajectories of Mexican American and mainstream cultural values in a sample of 749 Mexican American adolescents (49 % female) across assessments during the fifth grade (approximately 11 years of age), the seventh grade (approximately 13 years of age) and the tenth grade (approximately 16 years of age). We expected that these values would change over this developmental period and this longitudinal approach is more appropriate than the often used median split classification to identify distinct types of acculturation. We found four distinct acculturation trajectory groups: two trajectory groups that were increasing slightly with age in the endorsement of mainstream cultural values, one of which was relatively stable in Mexican American cultural values while the other was declining in their endorsement of these values; and two trajectory groups that were declining substantially with age in their endorsement of mainstream cultural values, one of which was also declining in Mexican American cultural values and the other which was stable in these values. These four trajectory groups differed in expected ways on a number of theoretically related cultural variables, but were not highly consistent with the median split classifications. The findings highlight the need to utilize longitudinal data to examine the developmental changes of Mexican American individual's adaptation to the ethnic and mainstream culture in order to understand more fully the processes of acculturation and enculturation.

  View details for DOI 10.1007/s10964-013-9983-8

  View details for Web of Science ID 000345336000005

  View details for PubMedID 23877194

  View details for PubMedCentralID PMC3855645

• Youths' Imitation and De-identification from Parents: A Process Associated with Parent-Youth Cultural Incongruence in Mexican-American Families JOURNAL OF YOUTH AND ADOLESCENCE Perez-Brena, N. J., Updegraff, K. A., Umana-Taylor, A. J. 2014; 43 (12): 2028-2040

  Abstract

  Cultural adaptation and parent-youth cultural incongruence have strong implications for individuals' social adaptation and family dynamics. This study highlighted adolescents' active role in parent-youth cultural incongruence through their decision to imitate or de-identify from parents, parent-youth warmth, and demographic similarities. Longitudinal data, spanning 8 years, from 246 Mexican-American families (mothers, fathers, and an early adolescent child), were used to address two study goals. The first goal was to link parent-youth relationship qualities and demographic similarities (i.e., gender, immigration status) at Wave 1 to adolescents' imitation and de-identification from parents at Wave 2. Findings revealed that adolescents who reported more parent-youth warmth reported more imitation and less de-identification. Also, adolescents who belonged to U.S.-raised dyads reported less de-identification. The second goal tested adolescents' reports of imitation and de-identification as predictors of parent-youth cultural incongruence in Mexican and Anglo cultural orientations at Wave 3. Results indicated that more imitation was associated with less mother-youth Anglo incongruence and that more de-identification was associated with more father-youth Anglo and Mexican incongruence. The unique relationship dynamics of mother-youth and father-youth dyads and the implications for intervention programming focused on reducing cultural incongruence and increasing family cohesion are discussed.

  View details for DOI 10.1007/s10964-014-0101-3

  View details for Web of Science ID 000345336000006

  View details for PubMedID 24531867

  View details for PubMedCentralID PMC4749317

• Virtual Environments, Online Racial Discrimination, and Adjustment among a Diverse, School-Based Sample of Adolescents INTERNATIONAL JOURNAL OF GAMING AND COMPUTER-MEDIATED SIMULATIONS Tynes, B. M., Rose, C. A., Hiss, S., Umana-Taylor, A. J., Mitchell, K., Williams, D. 2014; 6 (3): 1-16

  Abstract

  Given the recent rise in online hate activity and the increased amount of time adolescents spend with media, more research is needed on their experiences with racial discrimination in virtual environments. This cross-sectional study examines the association between amount of time spent online, traditional and online racial discrimination and adolescent adjustment, including depressive symptoms, anxiety and externalizing behaviors. The study also explores the role that social identities, including race and gender, play in these associations. Online surveys were administered to 627 sixth through twelfth graders in K-8, middle and high schools. Multiple regression results revealed that discrimination online was associated with all three outcome variables. Additionally, a significant interaction between online discrimination by time online was found for externalizing behaviors indicating that increased time online and higher levels of online discrimination are associated with more problem behavior. This study highlights the need for clinicians, educational professionals and researchers to attend to race-related experiences online as well as in traditional environments.

  View details for DOI 10.4018/ijgcms.2014070101

  View details for Web of Science ID 000214581400002

  View details for PubMedID 27134698

  View details for PubMedCentralID PMC4851344

• Familism, Family Ethnic Socialization, and Mexican-Origin Adolescent Mothers' Educational Adjustment CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY Bravo, D. Y., Umana-Taylor, A. J., Guimond, A. B., Updegraff, K. A., Jahromi, L. B. 2014; 20 (3): 389-400

  Abstract

  The current longitudinal study examined how familism values and family ethnic socialization impacted Mexican-origin adolescent mothers' (N = 205) educational adjustment (i.e., educational expectations, educational utility), and whether these associations were moderated by adolescent mothers' ethnic centrality. Findings indicated that adolescent mothers' reports of familism values and family ethnic socialization were positively associated with their beliefs about educational utility, but not educational expectations. Ethnic centrality moderated the association between adolescent mothers' familism values and educational utility, such that adolescent mothers' endorsement of familism values during pregnancy were associated with significant increases in educational utility after their transition to parenthood, but only when adolescents reported high levels of ethnic centrality. Moreover, ethnic centrality was positively associated with adolescent mothers' educational expectations. Results highlight the importance of familism, ethnic socialization, and ethnic centrality for promoting Mexican-origin adolescent mothers' educational outcomes. Findings are discussed with respect to understanding adolescent mothers' educational adjustment in the context of family and culture.

  View details for DOI 10.1037/a0036527

  View details for Web of Science ID 000349441100009

  View details for PubMedID 25045950

  View details for PubMedCentralID PMC5047055

• Perceived Discrimination and Ethnic Affirmation: Anglo Culture Orientation as a Moderator Among Mexican-Origin Adolescent Mothers CHILD DEVELOPMENT Derlan, C. L., Umana-Taylor, A. J., Toomey, R. B., Updegraff, K. A., Jahromi, L. B., Flores, L. I. 2014; 85 (4): 1357-1365

  Abstract

  This study examined whether Anglo culture orientation modified the association between adolescents' perceived ethnic discrimination and ethnic identity affirmation over time in a sample of Mexican-origin adolescent mothers (N = 205, Mage  = 16.24 years). Results indicated that perceived ethnic discrimination was significantly associated with decreases in ethnic identity affirmation over time for adolescents reporting high Anglo culture orientation, but no relation existed for adolescents reporting low Anglo culture orientation. Findings suggest that a person-environment mismatch (i.e., between adolescents' perceptions of their connection to Anglo culture and the messages they receive from others regarding that connection in terms of perceived ethnic discrimination) may be detrimental to adolescents' development of positive feelings about their ethnicity.

  View details for DOI 10.1111/cdev.12191

  View details for Web of Science ID 000340603400003

  View details for PubMedID 24308319

  View details for PubMedCentralID PMC4047203

• The Mexican American Biculturalism Scale: Bicultural Comfort, Facility, and Advantages for Adolescents and Adults PSYCHOLOGICAL ASSESSMENT Basilio, C. D., Knight, G. P., O'Donnell, M., Roosa, M. W., Gonzales, N. A., Umana-Taylor, A. J., Torres, M. 2014; 26 (2): 539-554

  Abstract

  Empirical research on biculturalism is limited, in part because of the lack of quality measures of biculturalism. The currently available measures have limitations due to scoring procedures and sampling of only a narrow range of behaviors and attitudes. We present a measure of biculturalism that captures a broader range of the bicultural experience and uses a scoring system that better represents the wide ranging levels of biculturalism that exist in the diverse population of Mexican American adolescents, mothers, and fathers born in either Mexico or the United States. The Mexican American Biculturalism Scale (27 items) includes 3 subscales: bicultural comfort (9 items), bicultural facility (9 items), and bicultural advantages (9 items). We report on the reliability and construct validity of test scores and present confirmatory factor analyses findings for a diverse sample of 316 Mexican American families from a large southwestern metropolitan city. The Mexican American Biculturalism Scale is available in English and in Spanish. The use of the scale has implications for future research studying how biculturalism is related to psychological outcomes for Mexicans/Mexican Americans.

  View details for DOI 10.1037/a0035951

  View details for Web of Science ID 000337706000017

  View details for PubMedID 24548151

  View details for PubMedCentralID PMC4041836

• Mexican-Origin Parents' Latent Occupational Profiles: Associations With Parent-Youth Relationships and Youth Aspirations DEVELOPMENTAL PSYCHOLOGY Wheeler, L. A., Updegraff, K. A., Umana-Taylor, A., Tein, J. 2014; 50 (3): 772-783

  Abstract

  This study used an ecological, person-centered approach to identify subgroups of families who had similar profiles across multiple dimensions of Mexican-origin mothers' and fathers' occupational characteristics (i.e., self-direction, hazardous conditions, physical activity) and to relate these subgroups to families' sociocultural characteristics and youth adjustment. The study included 160 dual-earner Mexican-origin families from the urban Southwest. Mothers' and fathers' objective work characteristics and families' sociocultural characteristics were assessed when youth were in early to middle adolescence; adjustment was assessed during late adolescence and early adulthood for 2 offspring in each family. A latent profile analysis identified 3 profiles that evidenced distinct patterns of occupational characteristics: a differentiated high physical activity profile characterized by high levels of physical activity and low levels of self-direction; an incongruent profile characterized by large differences between parents on self-direction, hazards, and physical activity; and a congruent highly self-directed profile characterized by congruence across parents on occupational characteristics. These profiles were linked to sociocultural characteristics (i.e., family income, educational attainment, and acculturation) and to relational adjustment (i.e., mother- and father-youth conflict, father warmth) and educational aspirations. Results are discussed with respect to implications of parents' work for youths' future family relationships and attainment.

  View details for DOI 10.1037/a0034170

  View details for Web of Science ID 000334523400012

  View details for PubMedID 23957822

  View details for PubMedCentralID PMC4131761

• Family Context, Mexican-Origin Adolescent Mothers' Parenting Knowledge, and Children's Subsequent Developmental Outcomes CHILD DEVELOPMENT Jahromi, L. B., Guimond, A. B., Umana-Taylor, A. J., Updegraff, K. A., Toomey, R. B. 2014; 85 (2): 593-609

  Abstract

  This study examined parenting knowledge among Mexican-origin adolescent mothers (N = 191; Mage = 16.26 years), family contextual factors associated with adolescents' parenting knowledge, and toddlers' (Mage = 2.01 years) subsequent developmental outcomes. Data came from home interviews and direct child assessments. Adolescents both underestimated and overestimated children's developmental timing, and showed differences in their knowledge of specific developmental domains. Instrumental support from mother figures was positively linked to adolescents' knowledge accuracy, whereas emotional support was negatively related to adolescents' knowledge confidence. Furthermore, whereas mother figures' autonomy granting was positively linked to knowledge confidence, psychological control was associated with less accurate adolescent parenting knowledge. Toddlers of adolescents with more accurate knowledge showed positive developmental functioning. Intervention implications are discussed.

  View details for DOI 10.1111/cdev.12160

  View details for Web of Science ID 000332847900017

  View details for PubMedID 24004448

  View details for PubMedCentralID PMC4003876

• US Latinas/os' Ethnic Identity: Context, Methodological Approaches, and Considerations Across the Life Span COUNSELING PSYCHOLOGIST Acevedo-Polakovich, I., Chavez-Korell, S., Umana-Taylor, A. J. 2014; 42 (2): 154-169

  View details for DOI 10.1177/0011000013476959

  View details for Web of Science ID 000330775400001

• Mexican-Origin Early Adolescents' Ethnic Socialization, Ethnic Identity, and Psychosocial Functioning COUNSELING PSYCHOLOGIST Umana-Taylor, A. J., O'Donnell, M., Knight, G. P., Roosa, M. W., Berkel, C., Nair, R. 2014; 42 (2): 170-200

  Abstract

  The current study examined how parental ethnic socialization informed adolescents' ethnic identity development and, in turn, youths' psychosocial functioning (i.e., mental health, social competence, academic efficacy, externalizing behaviors) among 749 Mexican-origin families. In addition, school ethnic composition was examined as a moderator of these associations. Findings indicated that mothers' and fathers' ethnic socialization were significant longitudinal predictors of adolescents' ethnic identity, although fathers' ethnic socialization interacted significantly with youths' school ethnic composition in 5th grade to influence ethnic identity in 7th grade. Furthermore, adolescents' ethnic identity was significantly associated with increased academic self-efficacy and social competence, and decreased depressive symptoms and externalizing behaviors. Findings support theoretical predictions regarding the central role parents play in Mexican-origin adolescents' normative developmental processes and adjustment and, importantly, underscore the need to consider variability that is introduced into these processes by features of the social context such as school ethnic composition.

  View details for DOI 10.1177/0011000013477903

  View details for Web of Science ID 000330775400002

  View details for PubMedID 24465033

  View details for PubMedCentralID PMC3899240

• Impact of Arizona's SB 1070 Immigration Law on Utilization of Health Care and Public Assistance Among Mexican-Origin Adolescent Mothers and Their Mother Figures AMERICAN JOURNAL OF PUBLIC HEALTH Toomey, R. B., Umana-Taylor, A. J., Williams, D. R., Harvey-Mendoza, E., Jahromi, L. B., Updegraff, K. A. 2014; 104: S28-S34

  Abstract

  We examined the impact of Arizona's "Supporting Our Law Enforcement and Safe Neighborhoods Act" (SB 1070, enacted July 29, 2010) on the utilization of preventive health care and public assistance among Mexican-origin families.Data came from 142 adolescent mothers and 137 mother figures who participated in a quasi-experimental, ongoing longitudinal study of the health and development of Mexican-origin adolescent mothers and their infants (4 waves; March 2007-December 2011). We used general estimating equations to determine whether utilization of preventive health care and public assistance differed before versus after SB 1070's enactment.Adolescents reported declines in use of public assistance and were less likely to take their baby to the doctor; compared with older adolescents, younger adolescents were less likely to use preventive health care after SB 1070. Mother figures were less likely to use public assistance after SB 1070 if they were born in the United States and if their post-SB 1070 interview was closer to the law's enactment.Findings suggest that immigration policies such as SB 1070 may contribute to decreases in use of preventive health care and public assistance among high-risk populations.

  View details for DOI 10.2105/AJPH.2013.301655

  View details for Web of Science ID 000341361700009

  View details for PubMedID 24354823

  View details for PubMedCentralID PMC3924594

• Methodological Issues in Ethnic and Racial Identity Research With Ethnic Minority Populations: Theoretical Precision, Measurement Issues, and Research Designs CHILD DEVELOPMENT Schwartz, S. J., Syed, M., Yip, T., Knight, G. P., Umana-Taylor, A. J., Rivas-Drake, D., Lee, R. M., Ethnic Racial Identity 21st 2014; 85 (1): 58-76

  Abstract

  This article takes stock of research methods employed in the study of racial and ethnic identity with ethnic minority populations. The article is presented in three parts. The first section reviews theories, conceptualizations, and measurement of ethnic and racial identity (ERI) development. The second section reviews theories, conceptualizations, and measurement of ERI content. The final section reviews key methodological and analytic principles that are important to consider for both ERI development and content. The article concludes with suggestions for future research addressing key methodological limitations when studying ERI.

  View details for DOI 10.1111/cdev.12201

  View details for Web of Science ID 000331218800004

  View details for PubMedID 24490892

• Feeling Good, Happy, and Proud: A Meta-Analysis of Positive Ethnic-Racial Affect and Adjustment CHILD DEVELOPMENT Rivas-Drake, D., Syed, M., Umana-Taylor, A., Markstrom, C., French, S., Schwartz, S. J., Lee, R., Ethnic Racial Identity 21st 2014; 85 (1): 77-102

  Abstract

  One point of intersection in ethnic and racial identity research is the conceptual attention paid to how positively youth feel about their ethnicity or race, or positive ethnic-racial affect. This article reports results of a series of meta-analyses based on 46 studies of this dimension and psychosocial, academic, and health risk outcomes among ethnic and racial minority youth. The overall pattern of results suggests that positive ethnic-racial affect exhibited small to medium associations (r range = |.11| to |.37|) with depressive symptoms, positive social functioning, self-esteem, well-being, internalizing, externalizing, academic achievement, academic attitudes, and health risk outcomes. Implications for theory and research about the role of positive ethnic-racial affect among youth growing up in an increasingly diverse society are discussed.

  View details for DOI 10.1111/cdev.12175

  View details for Web of Science ID 000331218800005

  View details for PubMedID 24490893

• Ethnic and Racial Identity During Adolescence and Into Young Adulthood: An Integrated Conceptualization CHILD DEVELOPMENT Umana-Taylor, A. J., Quintana, S. M., Lee, R. M., Cross, W. E., Rivas-Drake, D., Schwartz, S. J., Syed, M., Yip, T., Seaton, E., Ethnic Racial Identity 21st 2014; 85 (1): 21-39

  Abstract

  Although ethnic and racial identity (ERI) are central to the normative development of youth of color, there have been few efforts to bring scholars together to discuss the theoretical complexities of these constructs and provide a synthesis of existing work. The Ethnic and Racial Identity in the 21st Century Study Group was assembled for this purpose. This article provides an overview of the interface of ERI with developmental and contextual issues across development, with an emphasis on adolescence and young adulthood. It proposes a metaconstruct to capture experiences that reflect both individuals' ethnic background and their racialized experiences in a specific sociohistorical context. Finally, it presents milestones in the development of ERI across developmental periods.

  View details for DOI 10.1111/cdev.12196

  View details for Web of Science ID 000331218800002

  View details for PubMedID 24490890

  View details for PubMedCentralID PMC6673642

• Ethnic and Racial Identity in Adolescence: Implications for Psychosocial, Academic, and Health Outcomes CHILD DEVELOPMENT Rivas-Drake, D., Seaton, E. K., Markstrom, C., Quintana, S., Syed, M., Lee, R. M., Schwartz, S. J., Umana-Taylor, A. J., French, S., Yip, T., Ethnic Racial Identity 21st 2014; 85 (1): 40-57

  Abstract

  The construction of an ethnic or racial identity is considered an important developmental milestone for youth of color. This review summarizes research on links between ethnic and racial identity (ERI) with psychosocial, academic, and health risk outcomes among ethnic minority adolescents. With notable exceptions, aspects of ERI are generally associated with adaptive outcomes. ERI are generally beneficial for African American adolescents' adjustment across all three domains, whereas the evidence is somewhat mixed for Latino and American Indian youth. There is a dearth of research for academic and health risk outcomes among Asian American and Pacific Islander adolescents. The review concludes with suggestions for future research on ERI among minority youth.

  View details for DOI 10.1111/cdev.12200

  View details for Web of Science ID 000331218800003

  View details for PubMedID 24490891

  View details for PubMedCentralID PMC6673646

• Mexican-Origin Youths' Trajectories of Depressive Symptoms: The Role of Familism Values JOURNAL OF ADOLESCENT HEALTH Zeiders, K. H., Updegraff, K. A., Umana-Taylor, A. J., Wheeler, L. A., Perez-Brena, N. J., Rodriguez, S. A. 2013; 53 (5): 648-654

  Abstract

  To describe Mexican-origin youths' trajectories of depressive symptoms from early to late adolescence and examine the role of three aspects of familism values: supportive, obligation, and referent.Mexican-origin adolescents (N = 492) participated in home interviews and provided self-reports of depressive symptoms and cultural values at four assessments across an 8-year span. Using a cohort sequential design and accounting for the nesting within the 246 families (two youths per family), we examined depressive symptoms from ages 12 to 22 years and the within-person, between-sibling, and between-family effects of familism values.Mexican-origin males' depressive symptoms decreased across adolescence, whereas females' symptoms exhibited a cubic pattern of change. Results revealed that increases in supportive and referent familism values within individuals and across families were related to lower levels of depressive symptoms. Findings were most pronounced for referent familism values, as a between-sibling effect also emerged. Obligation familism values were not associated with depressive symptoms.Our findings provide important descriptive information about Mexican-origin youths' depressive symptoms and highlight the promotive role of familism values.

  View details for DOI 10.1016/j.jadohealth.2013.06.008

  View details for Web of Science ID 000325751800017

  View details for PubMedID 23886552

  View details for PubMedCentralID PMC4126584

• Ethnic identity development and ethnic discrimination: Examining longitudinal associations with adjustment for Mexican-origin adolescent mothers JOURNAL OF ADOLESCENCE Toomey, R. B., Umana-Taylor, A. J., Updegraff, K. A., Jahromi, L. B. 2013; 36 (5): 825-833

  Abstract

  Few studies examine normative developmental processes among teenage mothers. Framed from a risk and resilience perspective, this prospective study examined the potential for ethnic identity status (e.g., diffuse, achieved), a normative developmental task during adolescence, to buffer the detrimental effects of discrimination on later adjustment and self-esteem in a sample of 204 Mexican-origin adolescent mothers. Ethnic discrimination was associated with increases in depressive symptoms and decreases in self-esteem over time, regardless of ethnic identity status. However, ethnic discrimination was only associated with increases in engagement in risky behavior among diffuse adolescents, suggesting that achieved or foreclosed identities buffered the risk of ethnic discrimination on later risky behavior. Findings suggest that ethnic identity resolution (i.e., the component shared by those in foreclosed and achieved statuses) may be a key cultural factor to include in prevention and intervention efforts aimed to reduce the negative effects of ethnic discrimination on later externalizing problems.

  View details for DOI 10.1016/j.adolescence.2013.06.004

  View details for Web of Science ID 000342471000005

  View details for PubMedID 24011098

  View details for PubMedCentralID PMC3780972

• Mothers' Trajectories of Depressive Symptoms Across Mexican-Origin Adolescent Daughters' Transition to Parenthood JOURNAL OF FAMILY PSYCHOLOGY Updegraff, K. A., Perez-Brena, N. J., Umana-Taylor, A. J., Jahromi, L. B., Harvey-Mendoza, E. C. 2013; 27 (3): 376-386

  Abstract

  This study draws from a life-course perspective in examining trajectories of mothers' depressive symptoms across their adolescent daughters' adjustment to parenthood in 204 Mexican-origin families using latent class growth analysis. Four distinct trajectories were identified based on mothers' depressive symptoms before the birth and 10 and 24 months postpartum. Two trajectories were characterized by stable levels of depressive symptoms but were differentiated in their levels of symptoms (i.e., High/Stable and Low/Stable). The remaining two trajectories were characterized by changes from pre- to post-birth, with one group exhibiting increases in depressive symptoms (i.e., Low/Post-Birth Increase) and the other group characterized by decreases in depressive symptoms (i.e., Low/Post-Birth Decrease). Consistent with a risk and resilience perspective, mothers with more disadvantaged socioeconomic circumstances and fewer intrapersonal resources (i.e., self-esteem, ethnic identity affirmation) were more likely to be members of the High/Stable group. In addition, daughters of mothers in the High/Stable group were more likely to have lower self-esteem as compared with daughters in the other three groups. Collectively, these findings suggested that the High/Stable group was at risk for adjustment difficulties from the third trimester to two years postpartum. In contrast, membership in the Low/Post-Birth Decrease trajectory group was associated with lower depressive symptoms and higher self-esteem for mothers and daughters. Findings point to the need to identify mothers who are at risk for depressive symptoms during their adolescent daughters' pregnancy and offer prevention and intervention programs that reduce risks and enhance protective factors.

  View details for DOI 10.1037/a0032909

  View details for Web of Science ID 000320065600004

  View details for PubMedID 23750520

  View details for PubMedCentralID PMC3840906

• A Longitudinal Examination of Support, Self-Esteem, and Mexican-Origin Adolescent Mothers' Parenting Efficacy JOURNAL OF MARRIAGE AND FAMILY Umana-Taylor, A. J., Guimond, A. B., Updegraff, K. A., Jahromi, L. B. 2013; 75 (3): 746-759

  Abstract

  Guided by a risk and resilience framework, this study used a prospective longitudinal, multiple-reporter design to examine how social support from a mother figure during pregnancy interacted with Mexican-origin adolescent mothers' self-esteem to inform their parenting efficacy when their children were 10 months old. Using reports of perceived social support by adolescent mothers (Mage = 16.24, SD =099) and their mother figures (Mage = 40.84, SD = 7.04) in 205 dyads, and controlling for demographic factors (i.e., adolescent age, adolescent nativity, family income, mothers' educational attainment, adolescent-mother coresidence) and adolescents' social support from a significant other, findings indicated that social support during pregnancy was positively associated with adolescent mothers' future parenting efficacy when adolescent mothers had relatively lower self-esteem. Findings were consistent for adolescents' and mothers' reports, and emphasize the value of social support from a mother figure among adolescent mothers with lower self-esteem. Implications for interventions are presented.

  View details for DOI 10.1111/jomf.12019

  View details for Web of Science ID 000319286800016

  View details for PubMedID 24244049

  View details for PubMedCentralID PMC3828037

• Measuring Social Support From Mother Figures in the Transition From Pregnancy to Parenthood Among Mexican-Origin Adolescent Mothers HISPANIC JOURNAL OF BEHAVIORAL SCIENCES Toomey, R. B., Umana-Taylor, A. J., Jahromi, L. B., Updegraff, K. A. 2013; 35 (2): 194-212

  Abstract

  Social support for adolescent mothers, particularly from mother figures, can buffer risks and promote well-being. To date, no longitudinal research has investigated how the dimensions of social support may change during the transition from pregnancy to parenthood for adolescent mothers. This study examined stability and change in dimensions of social support from the third trimester of pregnancy to two years postpartum among 191 dyads of Mexican-origin adolescent first-time mothers and their mother figures. Perceptions of social support received from a mother figure shifted from a single dimension (i.e., global support) to three distinct factors (instrumental, emotional, and companionship support) during this transition; however, social support provision as reported by mother figures remained stable. Measurement equivalence was established across interview language (English and Spanish) and across two time points postpartum. Bivariate correlations provided support for the convergent and divergent validity of these measures. Implications for future research and practice are discussed.

  View details for DOI 10.1177/0739986312470636

  View details for Web of Science ID 000318868800004

  View details for PubMedID 23729988

  View details for PubMedCentralID PMC3667162

• Trajectories of Depressive Symptoms and Self-Esteem in Latino Youths: Examining the Role of Gender and Perceived Discrimination DEVELOPMENTAL PSYCHOLOGY Zeiders, K. H., Umana-Taylor, A. J., Derlan, C. L. 2013; 49 (5): 951-963

  Abstract

  The current longitudinal study examined changes in Latino adolescents' (N = 323, M age = 15.31 years) self-esteem and depressive symptoms across the high school years. Differences in trajectories were examined by gender and perceived ethnic discrimination. Findings revealed that self-esteem increased across high school for both male adolescents and female adolescents. Depressive symptoms, however, showed differences by gender, with female adolescents reporting a decline in depressive symptoms across high school and male adolescents reporting no change. Perceived ethnic discrimination emerged as an important predictor of male adolescents' self-esteem in early high school and predicted changes in self-esteem growth for male adolescents and female adolescents across the high school years. Perceived ethnic discrimination also emerged as a significant predictor of adolescents' depressive symptoms in early high school but did not relate to changes in symptoms across time. Together, findings suggest that Latino adolescents experience positive changes in psychological adjustment across this developmental time. Experiences of ethnic discrimination, however, have the potential of placing adolescents at risk for maladjustment over time. These findings inform our understanding of Latino youth development and point to the importance of early high school years in youths' psychological functioning.

  View details for DOI 10.1037/a0028866

  View details for Web of Science ID 000318131800012

  View details for PubMedID 22686175

• An Examination of Biracial College Youths' Family Ethnic Socialization, Ethnic Identity, and Adjustment: Do Self-Identification Labels and University Context Matter? CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY Brittian, A. S., Umana-Taylor, A. J., Derlan, C. L. 2013; 19 (2): 177-189

  Abstract

  This study examined family ethnic socialization, ethnic identity, and adjustment among Latino/White and Asian/White biracial college students (n = 507), with special attention to how ethnic self-identification and university ethnic composition informed the ethnic identity process. Findings indicated that family ethnic socialization was positively related to participants' ethnic identity exploration and resolution, but not ethnic identity affirmation. Furthermore, ethnic identity resolution and affirmation were associated with higher self-acceptance and self-esteem, and lower depressive symptoms. Importantly, university ethnic composition moderated the association between ethnic identity resolution and anxiety, such that resolution promoted adjustment in contexts that were relatively more ethnically diverse. University ethnic composition also moderated the association between ethnic identity affirmation and both self-esteem and self-acceptance, such that affirmation was associated with better adjustment but only in schools that were less ethnically diverse.

  View details for DOI 10.1037/a0029438

  View details for Web of Science ID 000318524400006

  View details for PubMedID 22905967

  View details for PubMedCentralID PMC4005377

• A Two-Factor Model of Ethnic Identity Exploration: Implications for Identity Coherence and Well-Being CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY Syed, M., Walker, L. H. M., Lee, R. M., Umana-Taylor, A. J., Zamboanga, B. L., Schwartz, S. J., Armenta, B. E., Que-Lam Huynh 2013; 19 (2): 143-154

  Abstract

  The purpose of this cross-sectional study was to investigate the multidimensional nature of ethnic identity exploration and its relevance for a broader sense of identity and well-being. Participants were 3,637 ethnic minority college students who completed survey measures of ethnic identity exploration, general identity coherence, general identity confusion, and well-being. Consistent with our 3 hypotheses, the results indicated that (a) ethnic identity exploration comprised 2 dimensions, participation and search; (b) participation was positively associated with well-being, whereas search was negatively associated with well-being; and (c) identity coherence and identity confusion mediated the associations between participation and search, respectively, and well-being. These findings have important theoretical implications for conceptualization and measurement of ethnic identity exploration and its association with well-being.

  View details for DOI 10.1037/a0030564

  View details for Web of Science ID 000318524400003

  View details for PubMedID 23647328

• Acculturation and Well-Being Among College Students From Immigrant Families JOURNAL OF CLINICAL PSYCHOLOGY Schwartz, S. J., Waterman, A. S., Umana-Taylor, A. J., Lee, R. M., Kim, S., Vazsonyi, A. T., Huynh, Q., Whitbourne, S., Park, I. J. K., Hudson, M., Zamboanga, B. L., Bersamin, M. M., Williams, M. K. 2013; 69 (4): 298-318

  Abstract

  OBJECTIVE: The present study was designed to ascertain the associations between acculturation and well-being in first-generation and second-generation immigrant college students. Acculturation was operationalized as a multidimensional construct comprised of heritage and American cultural practices, values (individualism and collectivism), and identifications, and well-being was operationalized in terms of subjective, psychological, and eudaimonic components. METHOD: Participants were 2,774 first-generation and second-generation immigrant students (70% women), from 6 ethnic groups and from 30 colleges and universities around the United States. Participants completed measures of heritage and American cultural practices, values, and identifications, as well as of subjective, psychological, and eudaimonic well-being. RESULTS: Findings indicated that individualistic values were positively related to psychological and eudaimonic well-being, and positively, although somewhat less strongly, linked with subjective well-being. American and heritage identifications were both modestly related to psychological and eudaimonic well-being. These findings were consistent across gender, immigrant generation (first versus second), and ethnicity. CONCLUSIONS: Psychological and eudaimonic well-being appear to be inherently individualistic conceptions of happiness, and endorsement of individualistic values appears linked with these forms of well-being. Attachments to a cultural group-the United States, one's country of origin, or both-appear to promote psychological and eudaimonic well-being as well. The present findings suggest that similar strategies can be used to promote well-being for both male and female students, for students from various ethnic backgrounds, and for both first-generation and second-generation immigrant students. © 2012 Wiley Periodicals, Inc. J. Clin. Psychol. 00:1-21, 2012.

  View details for DOI 10.1002/jclp.21847

  View details for Web of Science ID 000316681800002

  View details for PubMedID 22549290

• The Moderating Role of Centrality on Associations Between Ethnic Identity Affirmation and Ethnic Minority College Students' Mental Health JOURNAL OF AMERICAN COLLEGE HEALTH Brittian, A. S., Umana-Taylor, A. J., Lee, R. M., Zamboanga, B. L., Kim, S., Weisskirch, R. S., Castillo, L. G., Whitbourne, S., Hurley, E. A., Huynh, Q., Brown, E. J., Caraway, S. 2013; 61 (3): 133-140

  Abstract

  Prior literature has shown that ethnic affirmation, one aspect of ethnic identity, is positively associated with mental health. However, the associations between ethnic affirmation and mental health may vary depending how much importance individuals place on their ethnic group membership (ie, centrality).Using path analysis, the current study examined the relations between ethnic affirmation and indices of mental health problems (ie, anxiety and depressive symptoms), and tested whether the process was moderated by ethnic centrality among 3,659 college students representing 3 ethnic groups (41% Latino/a, 35% Asian American, and 24% African American) who participated in a large, multisite university study.Results suggested that the associations between ethnic affirmation and mental health were stronger for Latino/a and Asian American students who reported higher levels of ethnic centrality. For African Americans, higher levels of ethnic affirmation predicted better mental health, but this association did not vary as a function of ethnic centrality.

  View details for DOI 10.1080/07448481.2013.773904

  View details for Web of Science ID 000317283900001

  View details for PubMedID 25158010

  View details for PubMedCentralID PMC7869585

• Associations Between Adolescents' Perceived Discrimination and Prosocial Tendencies: The Mediating Role of Mexican American Values JOURNAL OF YOUTH AND ADOLESCENCE Brittian, A. S., O'Donnell, M., Knight, G. P., Carlo, G., Umana-Taylor, A. J., Roosa, M. W. 2013; 42 (3): 328-341

  Abstract

  Experiences with perceived discrimination (e.g., perceptions of being treated unfairly due to race or ethnicity) are expected to impact negatively youths' prosocial development. However, resilience often occurs in light of such experiences through cultural factors. The current longitudinal study examined the influence of perceived discrimination on the emergence of Mexican American adolescents' later prosocial tendencies, and examined the mediating role of Mexican American values (e.g., familism, respect, and religiosity). Participants included 749 adolescents (49 % female) interviewed at 5th, 7th, and 10th grade. Results of the current study suggested that, although perceived discrimination was associated negatively with some types of prosocial tendencies (e.g., compliant, emotional, and dire) and related positively to public prosocial helping, the associations were mediated by youths' Mexican American values. Directions for future research are presented and practical implications for promoting adolescents' resilience are discussed.

  View details for DOI 10.1007/s10964-012-9856-6

  View details for Web of Science ID 000314715300002

  View details for PubMedID 23152074

  View details for PubMedCentralID PMC3570711

• Family Ethnic Socialization and Ethnic Identity: A Family-Driven, Youth-Driven, or Reciprocal Process? JOURNAL OF FAMILY PSYCHOLOGY Umana-Taylor, A. J., Zeiders, K. H., Updegraff, K. A. 2013; 27 (1): 137-146

  Abstract

  The current study examined the longitudinal associations between family ethnic socialization and youths' ethnic identity among a sample of Mexican-origin youth (N = 178, Mage = 18.17, SD = .46). Findings from multiple-group cross lagged panel models over a 2-year period indicated that for U.S.-born youth with immigrant parents, the process appeared to be family driven: Youths' perceptions of family ethnic socialization in late adolescence were associated with significantly greater ethnic identity exploration and resolution in emerging adulthood, while youths' ethnic identity during late adolescence did not significantly predict youths' future perceptions of family ethnic socialization. Conversely, for U.S.-born youth with U.S. born parents, youths' ethnic identity significantly predicted their future perceptions of family ethnic socialization but perceptions of family ethnic socialization did not predict future levels of youths' ethnic identity, suggesting a youth-driven process. Findings were consistent for males and females.

  View details for DOI 10.1037/a0031105

  View details for Web of Science ID 000315047900016

  View details for PubMedID 23421841

  View details for PubMedCentralID PMC3652612

• Mexican-Origin Mothers' and Fathers' Involvement in Adolescents' Peer Relationships: A Pattern-Analytic Approach JOURNAL OF MARRIAGE AND FAMILY Updegraff, K. A., Perez-Brena, N. J., Baril, M. E., McHale, S. M., Umana-Taylor, A. J. 2012; 74 (5): 1069-1083

  Abstract

  Using latent profile analysis, this study examined patterns of mother-father involvement in adolescents' peer relationships along three dimensions, support, guidance, and restrictions, in 240 Mexican-origin families. Three profiles were identified: (a) High Mother Involvement (mothers higher than fathers on all three dimensions); (b) High Support/Congruent (mothers and fathers reported the highest levels of peer support and similar levels of guidance and restrictions); and (c) Differentiated (more guidance and restrictions by fathers than by mothers, similar levels of parent support). These profiles were linked to mothers' and fathers' familism values, traditional patriarchal gender role attitudes, and socioeconomic status, and to adolescents' friendship intimacy and risky behaviors measured longitudinally from early to late adolescence. Adolescent gender moderated the linkages between parents' involvement in adolescents' peer relationships and youth adjustment.

  View details for DOI 10.1111/j.1741-3737.2012.01009.x

  View details for Web of Science ID 000309201900012

  View details for PubMedID 24092949

  View details for PubMedCentralID PMC3786187

• Strength in Numbers? Cognitive Reappraisal Tendencies and Psychological Functioning Among Latinos in the Context of Oppression CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY Soto, J. A., Armenta, B. E., Perez, C. R., Zamboanga, B. L., Umana-Taylor, A. J., Lee, R. M., Schwartz, S. J., Park, I. J. K., Huynh, Q., Whitbourne, S., Le, T. N., Ham, L. S. 2012; 18 (4): 384-394

  Abstract

  The typically positive relationship between cognitive reappraisal and psychological functioning may be nullified for Latinos embedded within multiple contexts of oppression (Perez & Soto, 2011). Multiply oppressive contexts are characterized by exposure to oppression at a societal level (distal oppression), in the immediate environment (proximal oppression), and at an individual level (personal oppression). We replicated and extended Perez and Soto's (2011) findings by examining whether the reappraisal-psychological functioning association was moderated by (a) relative numerical representation of Latinos within the environment (proximal oppression) and (b) personal perceptions of discrimination (personal oppression) among 425 Latino college students throughout the United States. For Latinos in high-Latino counties, greater use of reappraisal was associated with better psychological functioning, regardless of perceived discrimination; this relationship was absent for Latinos in low-Latino counties who perceived greater discrimination. Findings highlight the importance of considering how contextual factors can alter the adaptive functions of emotion regulation strategies.

  View details for DOI 10.1037/a0029781

  View details for Web of Science ID 000310094300007

  View details for PubMedID 23066643

• Mexican-Origin Youth's Cultural Orientations and Adjustment: Changes From Early to Late Adolescence CHILD DEVELOPMENT Updegraff, K. A., Umana-Taylor, A. J., McHale, S. M., Wheeler, L. A., Perez-Brena, N. J. 2012; 83 (5): 1655-1671

  Abstract

  Drawing from developmental and cultural adaptation perspectives and using a longitudinal design, this study examined: (a) mean-level changes in Mexican-origin adolescents' cultural orientations and adjustment from early to late adolescence and (b) bidirectional associations between cultural orientations and adjustment using a cross-lag panel model. Participants included 246 Mexican-origin, predominantly immigrant families that participated in home interviews and a series of nightly phone calls when target adolescents were 12 and 18years of age. Girls exhibited more pronounced declines in traditional gender role attitudes than did boys, and all youth declined in familism values, time spent with family, and involvement in Mexican culture. Bidirectional relations between cultural orientations and adjustment emerged, and some associations were moderated by adolescent nativity and gender.

  View details for DOI 10.1111/j.1467-8624.2012.01800.x

  View details for Web of Science ID 000308636100015

  View details for PubMedID 22966929

  View details for PubMedCentralID PMC3579579

• The Promise of Racial and Ethnic Protective Factors in Promoting Ethnic Minority Youth Development CHILD DEVELOPMENT PERSPECTIVES Neblett, E. W., Rivas-Drake, D., Umana-Taylor, A. J. 2012; 6 (3): 295-303

  View details for DOI 10.1111/j.1750-8606.2012.00239.x

  View details for Web of Science ID 000307582600013

• Ethnic identity and gender as moderators of the association between discrimination and academic adjustment among Mexican-origin adolescents JOURNAL OF ADOLESCENCE Umana-Taylor, A., Wong, J. J., Gonzales, N. A., Dumka, L. E. 2012; 35 (4): 773-786

  Abstract

  Existing work has identified perceived discrimination as a risk factor that may contribute to the relatively poorer academic outcomes exhibited by Mexican-origin adolescents in the U.S. The current study examined the longitudinal associations among perceived discrimination and three indices of adolescent adjustment in the school setting (i.e., grade point average, teacher reports of externalizing, adolescents' deviant peer associations) among 178 Mexican-origin adolescents (53% female). Ethnic identity affirmation was examined as a protective factor expected to reduce the negative effects of discrimination on adolescents' adjustment, and gender was examined as a potential moderator of the associations of interest. Findings indicated that the deleterious effects of discrimination on adolescents' adjustment in school were particularly salient for Mexican-origin male adolescents. Importantly, ethnic identity affirmation emerged as a protective factor for Mexican-origin male adolescents by buffering the negative effects of discrimination on their externalizing behaviors in school.

  View details for DOI 10.1016/j.adolescence.2011.11.003

  View details for Web of Science ID 000307906900001

  View details for PubMedID 22152761

  View details for PubMedCentralID PMC3360999

• Behavioral autonomy age expectations among Mexican-origin mother-daughter dyads: An examination of within-group variability JOURNAL OF ADOLESCENCE Bamaca-Colbert, M. Y., Umana-Taylor, A. J., Espinosa-Hernandez, G., Brown, A. M. 2012; 35 (3): 691-700

  Abstract

  This study examined differences in behavioral autonomy age expectations between Mexican-origin mothers and their adolescent daughters (N = 319 dyads); variability in behavioral autonomy age expectations as a function of nativity and maternal educational attainment also was examined. Findings indicated significant differences between mothers and daughters, such that mothers reported later expectations for the timing of behavioral autonomy than did daughters. Follow-up analyses indicated that findings appeared to be driven by maternal nativity, with dyads comprised of Mexico-born mothers reporting the latest age expectations for behavioral autonomy when compared with dyads comprised of U.S. born mothers. Findings underscore the need to examine normative development among Latino adolescents and their families with a specific focus on how sociocultural characteristics can contribute to within-family differences.

  View details for DOI 10.1016/j.adolescence.2011.10.005

  View details for Web of Science ID 000305820500020

  View details for PubMedID 22093152

  View details for PubMedCentralID PMC3292666

• Father- and Mother-Adolescent Decision-Making in Mexican-Origin Families JOURNAL OF YOUTH AND ADOLESCENCE Perez-Brena, N. J., Updegraff, K. A., Umana-Taylor, A. J. 2012; 41 (4): 460-473

  Abstract

  Understanding the prevalence and correlates of decisional autonomy within specific cultural contexts is necessary to fully comprehend how family processes are embedded within culture. The goals of this study were to describe mothers' and fathers' decision-making with adolescents (M = 12.51 years, SD = 0.58; 51% female), including parent-unilateral, joint, and youth-unilateral decision-making, and to examine the socio-cultural and family characteristics associated with these different types of decision-making in 246 Mexican-origin families. Mothers reported more joint and youth-unilateral decision-making and less parent-unilateral decision-making than did fathers. Fathers reported more youth-unilateral decision-making with sons than with daughters. Further, for mothers, more traditional gender role attitudes and higher levels of mother-adolescent conflict were associated with more parent-unilateral and less joint decision-making. In contrast, for fathers, lower levels of respect values were associated with more youth-unilateral decision-making with sons, and higher levels of parent-adolescent warmth were associated with more youth-unilateral decision-making with daughters. The importance of understanding the different correlates of mothers' and fathers' decision-making with sons versus daughters is discussed.

  View details for DOI 10.1007/s10964-011-9660-8

  View details for Web of Science ID 000301303600006

  View details for PubMedID 21484288

  View details for PubMedCentralID PMC3579587

• A Prospective Study of Mexican American Adolescents' Academic Success: Considering Family and Individual Factors JOURNAL OF YOUTH AND ADOLESCENCE Roosa, M. W., O'Donnell, M., Cham, H., Gonzales, N. A., Zeiders, K. H., Tein, J., Knight, G. P., Umana-Taylor, A. 2012; 41 (3): 307-319

  Abstract

  Mexican American youth are at greater risk of school failure than their peers. To identify factors that may contribute to academic success in this population, this study examined the prospective relationships from 5th grade to 7th grade of family (i.e., human capital [a parent with at least a high school education], residential stability, academically and occupationally positive family role models, and family structure) and individual characteristics (i.e., externalizing symptoms, bilingualism, gender, and immigrant status) to the academic performance of 749 Mexican American early adolescents (average age = 10.4 years and 48.7% were girls in 5th grade) from economically and culturally diverse families as these youth made the transition to junior high school. Results indicated that while controlling for prior academic performance, human capital and positive family role models assessed when adolescents were in 5th grade positively related to academic performance in 7th grade. Further, being a girl also was related to greater 7th grade academic success, whereas externalizing symptoms were negatively related to 7th grade academic performance. No other variables in the model were significantly and prospectively related to 7th grade academic performance. Implications for future research and interventions are discussed.

  View details for DOI 10.1007/s10964-011-9707-x

  View details for Web of Science ID 000301304200006

  View details for PubMedID 21863379

  View details for PubMedCentralID PMC3244570

• Online Racial Discrimination and the Protective Function of Ethnic Identity and Self-Esteem for African American Adolescents DEVELOPMENTAL PSYCHOLOGY Tynes, B. M., Umana-Taylor, A. J., Rose, C. A., Lin, J., Anderson, C. J. 2012; 48 (2): 343-355

  Abstract

  A growing body of literature has shown that being victimized online is associated with poor mental health. Little is known about the factors that protect youth from the negative outcomes that may result from these victimization experiences, particularly those related to race. Using a risk and resilience framework, this study examined the protective function of ethnic identity and self-esteem among African Americans who experience online racial discrimination. For the sample of 125 adolescents, hierarchical regression results revealed that higher levels of ethnic identity and self-esteem significantly moderated the negative impact of online racial discrimination on anxiety levels. These findings show that ethnic identity and self-esteem can buffer the negative mental health outcomes associated with online racial discrimination, at least with respect to adolescents' anxiety. Findings from the current study have significant implications for adolescent adjustment given the increased time youth spend doing online activities.

  View details for DOI 10.1037/a0027032

  View details for Web of Science ID 000300961400006

  View details for PubMedID 22369340

• A Developmental-Contextual Model of Depressive Symptoms in Mexican-Origin Female Adolescents DEVELOPMENTAL PSYCHOLOGY Bamaca-Colbert, M. Y., Umana-Taylor, A. J., Gayles, J. G. 2012; 48 (2): 406-421

  Abstract

  The current study tested a developmental-contextual model of depressive symptomatology among Mexican-origin, female early and middle adolescents and their mothers. The final sample comprised 271 dyads. We examined the interrelations among cultural (i.e., acculturation dissonance), developmental (i.e., pubertal development and autonomy expectation discrepancies), and interpersonal (i.e., mother-daughter conflict and maternal supportive parenting) factors in predicting adolescents' depressive symptoms. For both early and middle adolescents, maternal support was negatively associated with mother-daughter conflict and depressive symptoms. Mother-daughter autonomy expectation discrepancies were positively associated with mother-daughter conflict, but this association was found only among early adolescents. Further, mother-daughter acculturation dissonance was positively associated with mother-daughter conflict but only among middle adolescents. Findings call for concurrently examining the interface of developmental, relational, and cultural factors in predicting female adolescents' depressive symptomatology and the potential differences by developmental stage (e.g., early vs. middle adolescence).

  View details for DOI 10.1037/a0025666

  View details for Web of Science ID 000300961400012

  View details for PubMedID 21967564

  View details for PubMedCentralID PMC3601748

• Birth characteristics and developmental outcomes of infants of Mexican-origin adolescent mothers: Risk and promotive factors INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT Jahromi, L. B., Umana-Taylor, A. J., Updegraff, K. A., Lara, E. E. 2012; 36 (2): 146-156

  Abstract

  Infants of adolescent mothers are at increased risk for negative developmental outcomes. Given the high rate of pregnancy among Mexican-origin adolescent females in the US, the present study examined health characteristics at birth and developmental functioning at 10 months of age in a sample of 205 infants of Mexican-origin adolescent mothers. Infants were relatively healthy at birth and had near average developmental functioning at 10 months. The educational attainment of adolescents and their mothers, and infants' temperamental regulation, promoted positive developmental functioning, while the combination of low adolescent parental self-efficacy and high infant temperamental negativity was associated with greater developmental delay. Findings are discussed with respect to implications for prevention with this at-risk population of mothers and infants.

  View details for DOI 10.1177/0165025411430777

  View details for Web of Science ID 000301287800008

  View details for PubMedID 22723720

  View details for PubMedCentralID PMC3378667

• Mother-Daughter Confl ict and Adjustment in Mexican-Origin Families: Exploring the Role of Family and Sociocultural Context FAMILY CONFLICT AMONG CHINESE- AND MEXICAN-ORIGIN ADOLESCENTS AND THEIR PARENTS IN THE U.S. Updegraff, K. A., Umana-Taylor, A. J., Perez-Brena, N. J., Pflieger, J. edited by Juang, L. P., UmanaTaylor, A. J. 2012; 135: 59-81

  Abstract

  This study examined the role of mother-daughter conflict in both mothers' and daughters' adjustment. Drawing from ecologically oriented and person-environment fit models, the authors investigated how the family context, as defined by the transition to adolescent motherhood, and the sociocultural context, as measured by mother-daughter discrepancies in cultural orientations, shaped the associations between conflict and adjustment in Mexican-origin families. Overall, conflict was positively related to mothers' and adolescents' depressive symptoms and adolescents' risky behaviors. This relation was strongest when daughters were more Mexican-oriented than their mothers, and weakest when mothers were more Mexican-oriented than their daughters.

  View details for DOI 10.1002/cd.20004

  View details for Web of Science ID 000322316300004

  View details for PubMedID 22407882

  View details for PubMedCentralID PMC12765238

• Family Conflict Among Chinese- and Mexican-Origin Adolescents and Their Parents in the US: An Introduction FAMILY CONFLICT AMONG CHINESE- AND MEXICAN-ORIGIN ADOLESCENTS AND THEIR PARENTS IN THE U.S. Juang, L. P., Umana-Taylor, A. J. edited by Juang, L. P., UmanaTaylor, A. J. 2012; 135: 1-12

  Abstract

  This volume explores how cultural and family contexts inform parent-adolescent conflict and adjustment among Chinese- and Mexican-origin families in the United States. Collectively, the chapters examine outcomes associated with family conflict and provide an in-depth analysis of how and for whom conflict is related to adjustment. Findings, for example, illustrate how cultural factors (e.g., acculturation) modify the links between conflict and adjustment. Furthermore, the collection allows for a simultaneous examination of normative, everyday parent-adolescent conflict and conflict that is specific to the process of cultural adaptation, and furthers our understanding of how both developmental and cultural sources of conflict are linked to adjustment.

  View details for DOI 10.1002/cd.20001

  View details for Web of Science ID 000322316300001

  View details for PubMedID 22407879

• The American Identity Measure: Development and Validation across Ethnic Group and Immigrant Generation IDENTITY-AN INTERNATIONAL JOURNAL OF THEORY AND RESEARCH Schwartz, S. J., Park, I. J. K., Huynh, Q., Zamboanga, B. L., Umana-Taylor, A. J., Lee, R. M., Rodriguez, L., Kim, S., Whitbourne, S., Castillo, L. G., Weisskirch, R. S., Vazsonyi, A. T., Williams, M. K., Agocha, V. 2012; 12 (2): 93-128

  View details for DOI 10.1080/15283488.2012.668730

  View details for Web of Science ID 000217446600001

• Language Measurement Equivalence of the Ethnic Identity Scale With Mexican American Early Adolescents JOURNAL OF EARLY ADOLESCENCE White, R. M. B., Umana-Taylor, A. J., Knight, G. P., Zeiders, K. H. 2011; 31 (6): 817-852

  Abstract

  The current study considers methodological challenges in developmental research with linguistically diverse samples of young adolescents. By empirically examining the cross-language measurement equivalence of a measure assessing three components of ethnic identity development (i.e., exploration, resolution, and affirmation) among Mexican American adolescents, the study both assesses the cross-language measurement equivalence of a common measure of ethnic identity and provides an appropriate conceptual and analytical model for researchers needing to evaluate measurement scales translated into multiple languages. Participants are 678 Mexican-origin early adolescents and their mothers. Measures of exploration and resolution achieve the highest levels of equivalence across language versions. The measure of affirmation achieves high levels of equivalence. Results highlight potential ways to correct for any problems of nonequivalence across language versions of the affirmation measure. Suggestions are made for how researchers working with linguistically diverse samples can use the highlighted techniques to evaluate their own translated measures.

  View details for DOI 10.1177/0272431610376246

  View details for Web of Science ID 000296647500003

  View details for PubMedID 22116736

  View details for PubMedCentralID PMC3221281

• The Familial Socialization of Culturally Related Values in Mexican American Families JOURNAL OF MARRIAGE AND FAMILY Knight, G. P., Berkel, C., Umana-Taylor, A. J., Gonzales, N. A., Ettekal, I., Jaconis, M., Boyd, B. M. 2011; 73 (5): 913-925

  Abstract

  Research has documented a relation between parents' ethnic socialization and youth's ethnic identity, yet there has been little research examining the transmission of cultural values from parents to their children through ethnic socialization and ethnic identity. This study examines a prospective model in which mothers' and fathers' Mexican American values and ethnic socialization efforts are linked to their children's ethnic identity and Mexican American values, in a sample of 750 families (including 467 two-parent families) from an ongoing longitudinal study of Mexican American families (Roosa, Liu, Torres, Gonzales, Knight, & Saenz, 2008). Findings indicated that the socialization of Mexican American values was primarily a function of mothers' Mexican American values and ethnic socialization, and that mothers' Mexican American values were longitudinally related to children's Mexican American values. Finally, these associations were consistent across gender and nativity groups.

  View details for DOI 10.1111/j.1741-3737.2011.00856.x

  View details for Web of Science ID 000295327400003

  View details for PubMedID 22021936

  View details for PubMedCentralID PMC3196592

• Developing and Testing a Measure of Social Support With Mexican-Origin Pregnant Adolescents and Their Mother Figures HISPANIC JOURNAL OF BEHAVIORAL SCIENCES Umana-Taylor, A. J., Updegraff, K. A., White, R. M. B., Herzog, M. J., Pflieger, J. C., Madden-Derdich, D. 2011; 33 (3): 377-397

  View details for DOI 10.1177/0739986311412930

  View details for Web of Science ID 000294607000005

• Examining the role of physical appearance in Latino adolescents' ethnic identity JOURNAL OF ADOLESCENCE Gonzales-Backen, M. A., Umana-Taylor, A. J. 2011; 34 (1): 151-162

  Abstract

  Guided by ecological theory, the current study examined physical appearance as a moderator of the relation between familial ethnic socialization (FES) and ethnic identity among 167 Latino adolescents. Results indicated that FES was positively associated with ethnic identity exploration and resolution. Furthermore, as expected, physical appearance moderated the relation between FES and ethnic identity affirmation such that this relation was positive among adolescents who were rated as having a more Latino appearance, a less European appearance, and darker skin, and it was non-significant among adolescents with a less Latino appearance, a more European appearance, and lighter skin. Findings underscore the importance of considering within-group variation when studying ethnic identity. In addition, this study highlights the importance of examining ethnic identity as a multidimensional construct.

  View details for DOI 10.1016/j.adolescence.2010.01.002

  View details for Web of Science ID 000287463800015

  View details for PubMedID 20167356

• Mothers, Fathers, Peers, and Mexican-Origin Adolescents' Sexual Intentions JOURNAL OF MARRIAGE AND FAMILY Killoren, S. E., Updegraff, K. A., Christopher, F., Umana-Taylor, A. J. 2011; 73 (1): 209-220

  Abstract

  Drawing on a symbolic-interaction perspective and a compensation model, the processes linking mother-and father-adolescent relationship qualities, deviant peer affiliations, and adolescents' sexual intentions were investigated for 246 Mexican-origin youths born in the United States and in Mexico using multiple-group structural equation models. Deviant peer affiliations significantly mediated the relations between paternal acceptance and sexual intentions and between disclosure to mothers and sexual intentions for U.S.-born youths but not for Mexico-born youths. Findings highlight the importance of examining variability as a function of youth nativity.

  View details for DOI 10.1111/j.1741-3737.2010.00799.x

  View details for Web of Science ID 000286055800018

  View details for PubMedID 21278903

  View details for PubMedCentralID PMC3026176

• Mexican-Origin Adolescent Mothers' Stressors and Psychosocial Functioning: Examining Ethnic Identity Affirmation and Familism as Moderators JOURNAL OF YOUTH AND ADOLESCENCE Umana-Taylor, A. J., Updegraff, K. A., Gonzales-Backen, M. A. 2011; 40 (2): 140-157

  Abstract

  Mexican-origin adolescent mothers are at increased risk for poor psychosocial functioning as a result of various stressors with which they must contend; however, existing theory suggests that cultural strengths may help mitigate the negative effects of stress. As such, the current study examined the associations between cultural and economic stressors and Mexican-origin adolescent mothers' (N = 207; M age = 16.23 years, SD = 1.0) internalizing and externalizing behaviors, as well as the degree to which ethnic identity affirmation and familism values moderated these links. Adolescent mothers who reported higher levels of discrimination, acculturative stress, and economic stress also reported higher depressive symptoms and greater involvement in risky behaviors. Importantly, ethnic identity affirmation minimized the negative associations between cultural stressors and adolescents' involvement in risky behaviors, with the associations being weakest among adolescents with high levels of ethnic identity. Familism appeared to serve a protective function under conditions of low levels of discrimination, but not under conditions of high levels of discrimination. Findings are discussed with special attention to the developmental and cultural contexts in which these adolescent mothers' lives are embedded, and implications for future research and practice are presented.

  View details for DOI 10.1007/s10964-010-9511-z

  View details for Web of Science ID 000286114500002

  View details for PubMedID 20148359

• Discrimination and Mexican-Origin Adolescents' Adjustment: The Moderating Roles of Adolescents', Mothers', and Fathers' Cultural Orientations and Values JOURNAL OF YOUTH AND ADOLESCENCE Delgado, M. Y., Updegraff, K. A., Roosa, M. W., Umana-Taylor, A. J. 2011; 40 (2): 125-139

  Abstract

  Drawing on García Coll et al.'s integrative framework and the risk and resilience model, this study examined the relationships between adolescents' perceived discrimination and psychosocial adjustment and the moderating roles of adolescents', mothers', and fathers' cultural orientations and values, and adolescent gender in a sample of 246 Mexican-origin families. Using multilevel modeling with data from mothers, fathers, seventh graders (M (age) = 12.8 years; SD = .57 year) and older siblings (M (age) = 15.7 years; SD = 1.5 years), findings revealed that perceived discrimination was positively related to depression, risky behaviors, and deviant peer affiliations. In addition, parents' cultural orientations and values and adolescent gender moderated the relationships between perceived discrimination and some indicators of adjustment. These findings suggest that parents' cultural orientations and values can serve as protective and vulnerability factors in the associations between Mexican-origin adolescents' perceived discrimination and their psychosocial adjustment.

  View details for DOI 10.1007/s10964-009-9467-z

  View details for Web of Science ID 000286114500001

  View details for PubMedID 19882238

  View details for PubMedCentralID PMC3579580

• Ethnic Identity HANDBOOK OF IDENTITY THEORY AND RESEARCH, VOLS 1 AND 2 Umana-Taylor, A. J. edited by Schwartz, S. J., Luyckx, K., Vignoles, V. L. 2011: 791-809

  View details for DOI 10.1007/978-1-4419-7988-9_33

  View details for Web of Science ID 000301158300033

• Cultural Influences for College Student Language Brokers CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY Weisskirch, R. S., Kim, S., Zamboanga, B. L., Schwartz, S. J., Bersamin, M., Umana-Taylor, A. J. 2011; 17 (1): 43-51

  Abstract

  Children from immigrant families often translate communication for parents, a process known as language brokering (LB). LB begins in childhood, but may continue through emerging adulthood, even when individuals are in college. We surveyed 1,222 university students with two immigrant parents and compared non-language brokers, infrequent language brokers, and frequent language brokers on a variety of ethnic, cultural, and identity measures. Significant differences emerged for cultural heritage value orientation, ethnic identity, and dimensions of acculturation with frequent language brokers scoring highest, infrequent language brokers scoring in the middle, and non-language brokers scoring the lowest on these measures. There were no significant differences on acculturative stress among these three groups. These results suggest that LB experiences may contribute to the development of psychological assets for ethnic minority, emerging adults from immigrant families.

  View details for DOI 10.1037/a0021665

  View details for Web of Science ID 000287559300005

  View details for PubMedID 21341896

  View details for PubMedCentralID PMC7869139

• Latino Adolescents' Academic Motivation: The Role of Siblings HISPANIC JOURNAL OF BEHAVIORAL SCIENCES Alfaro, E. C., Umana-Taylor, A. J. 2010; 32 (4): 549-570

  View details for DOI 10.1177/0739986310383165

  View details for Web of Science ID 000283378500004

• Communalism, Familism, and Filial Piety: Are They Birds of a Collectivist Feather? CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY Schwartz, S. J., Weisskirch, R. S., Hurley, E. A., Zamboanga, B. L., Park, I. J. K., Kim, S., Umana-Taylor, A., Castillo, L. G., Brown, E., Greene, A. D. 2010; 16 (4): 548-560

  Abstract

  The present studies examined the extent to which (a) communalism, familism, and filial piety would pattern onto a single family/relationship primacy construct; (b) this construct would be closely related to indices of collectivism; and (c) this construct would be related to positive psychosocial functioning and psychological distress. In Study 1, 1,773 students from nine colleges and universities around the United States completed measures of communalism, familism, and filial piety, as well as of individualistic and collectivistic values. Results indicated that communalism, familism, and filial piety clustered onto a single factor. This factor, to which we refer as family/relationship primacy, was closely and positively related to collectivism but only weakly and positively related to individualism and independence. In Study 2, 10,491 students from 30 colleges and universities in 20 U.S. states completed measures of communalism, familism, and filial piety, as well as of positive psychosocial functioning and psychological distress. The family/relationship primacy factor again emerged and was positively associated with both positive psychosocial functioning and psychological distress. Clinical implications and future directions for the study of cultural values are discussed.

  View details for DOI 10.1037/a0021370

  View details for Web of Science ID 000284237500012

  View details for PubMedID 21058818

  View details for PubMedCentralID PMC7869140

• A Longitudinal Examination of Parenting Behaviors and Perceived Discrimination Predicting Latino Adolescents' Ethnic Identity DEVELOPMENTAL PSYCHOLOGY Umana-Taylor, A. J., Guimond, A. B. 2010; 46 (3): 636-650

  Abstract

  Characteristics of the familial and societal context were examined as predictors of Latino adolescents' (N = 323; 49.5% female) ethnic identity. Consistent with previous work, familial ethnic socialization significantly predicted future levels of ethnic identity exploration, resolution, and affirmation for both male adolescents and female adolescents, although the association was significantly stronger for female adolescents than male adolescents for exploration and resolution. Furthermore, for male adolescents, higher levels of familial ethnic socialization were significantly associated with a faster rate of growth for ethnic identity resolution. In addition, paternal warmth-support emerged as a significant longitudinal predictor of male adolescents', but not female adolescents', ethnic identity exploration. Finally, perceived discrimination was significantly associated with male adolescents', but not female adolescents', ethnic identity exploration and affirmation. Significant gender differences in the relations of interest highlight the need to consider variability in the process of ethnic identity formation by gender.

  View details for DOI 10.1037/a0019376

  View details for Web of Science ID 000277105500007

  View details for PubMedID 20438176

• Identity Consolidation and Health Risk Behaviors in College Students AMERICAN JOURNAL OF HEALTH BEHAVIOR Schwartz, S. J., Forthun, L. F., Ravert, R. D., Zamboanga, B. L., Umana-Taylor, A. J., Filton, B. J., Kim, S., Rodriguez, L., Weisskirch, R. S., Vernon, M., Shneyderman, Y., Williams, M. K., Agocha, V., Hudson, M. 2010; 34 (2): 214-224

  Abstract

  To investigate the protective role of personal identity consolidation against health risk behaviors in college-attending emerging adults.A multisite sample of 1546 college students completed measures of personal identity consolidation and recent risk behavior engagement.Multivariate Poisson regression indicated that personal identity consolidation was negatively related to binge drinking, illicit drug use, sexual risk behaviors, and risky driving. These findings were consistent across gender, ethnicity, and place of residence.A consolidated sense of personal identity may protect college-attending emerging adults from health-compromising behaviors. Health professionals could incorporate an identity development component into college health programming.

  View details for Web of Science ID 000291932800009

  View details for PubMedID 19814601

  View details for PubMedCentralID PMC7891901

• Latino adolescents' academic success: The role of discrimination, academic motivation, and gender JOURNAL OF ADOLESCENCE Alfaro, E. C., Umana-Taylor, A. J., Gonzales-Backen, M. A., Bamaca, M. Y., Zeiders, K. H. 2009; 32 (4): 941-962

  Abstract

  Guided by the academic resilience perspective, the current longitudinal study examined whether academic motivation mediated the relation between Latino adolescents' (N=221) experiences with discrimination and their academic success. The potential moderating role of gender was also examined. Using multiple group analysis in structural equation modeling, findings indicated that perceived discrimination at Wave 2 significantly predicted academic motivation at Waves 2 and 3 for boys but not girls. Additionally, for boys, academic motivation significantly mediated the relation between perceived discrimination and academic success. Findings underscore the importance of considering the long-term implications of discrimination for Latino boys' academic success. Furthermore, findings encourage moving beyond the examination of gender differences in specific academic outcomes (e.g., academic success) and focusing on how the processes leading to academic success vary by gender.

  View details for DOI 10.1016/j.adolescence.2008.08.007

  View details for Web of Science ID 000268937900012

  View details for PubMedID 18973937

• Cultural Processes in Parenting and Youth Outcomes: Examining a Model of Racial-Ethnic Socialization and Identity in Diverse Populations CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY Rodriguez, J., Umana-Taylor, A., Smith, E., Johnson, D. J. 2009; 15 (2): 106-111

  Abstract

  We review and summarize the findings across 7 studies contained in the special section titled, "Racial-Ethnic Socialization, Identity, and Youth Outcomes: Excavating Culture." These studies represent a significant advance for research in issues related to the impact of racial-ethnic socialization and identity on child outcomes. All 7 studies attempted to test in whole or part a hypothetical model in which ethnic-racial socialization in families of color is related to child psychosocial and academic outcomes directly and indirectly through effects on self-system variables such as racial-ethnic identity and self-esteem. Two types of racial socialization messages were of particular interest: messages that promote cultural pride (referred to as ethnic or cultural socialization) and messages that address children's exposure to discrimination (referred to as racial socialization). Collectively, the studies suggest that ethnic-racial socialization processes are related to youth outcomes through indirect associations with ethnic-racial identity and self-esteem. Findings were most consistent in the studies with African American youth and some aspects of the model were not supported for American Indian and Chinese youth. Ethnic and racial group differences and directions for future research are discussed.

  View details for DOI 10.1037/a0015510

  View details for Web of Science ID 000265311700002

  View details for PubMedID 19364197

• Latino Adolescents' Ethnic Identity: Is There a Developmental Progression and Does Growth in Ethnic Identity Predict Growth in Self-Esteem? CHILD DEVELOPMENT Umana-Taylor, A. J., Gonzales-Backen, M. A., Guimond, A. B. 2009; 80 (2): 391-405

  Abstract

  The current longitudinal study of 323 Latino adolescents (50.5% male; M age = 15.31 years) examined whether ethnic identity exploration, resolution, and affirmation demonstrated significant growth over a 4-year period and whether growth in ethnic identity predicted growth in self-esteem. Findings from multiple-group latent growth curve models revealed that exploration, resolution, and affirmation all increased significantly from middle to late adolescence for Latina girls. For Latino boys, only affirmation increased significantly. Furthermore, only growth in exploration predicted growth in boys' and girls' self-esteem. This research indicates that patterns of growth in ethnic identity vary by adolescent sex. Furthermore, findings underscore the need to examine the unique contributions of each ethnic identity component, rather than using a composite ethnic identity score.

  View details for DOI 10.1111/j.1467-8624.2009.01267.x

  View details for Web of Science ID 000265707900006

  View details for PubMedID 19466999

• Research With Latino Early Adolescents Strengths, Challenges, and Directions for Future Research JOURNAL OF EARLY ADOLESCENCE Umana-Taylor, A. J. 2009; 29 (1): 5-15

  View details for DOI 10.1177/0272431608324481

  View details for Web of Science ID 000262611700001

• The Central Role of Familial Ethnic Socialization in Latino Adolescents' Cultural Orientation JOURNAL OF MARRIAGE AND FAMILY Umana-Taylor, A. J., Alfaro, E. C., Bamaca, M. Y., Guimond, A. B. 2009; 71 (1): 46-60

  View details for DOI 10.1111/j.1741-3737.2008.00579.x

  View details for Web of Science ID 000262782000004

• A longitudinal examination of Latino adolescents' ethnic identity, coping discrimination, and self-esteem JOURNAL OF EARLY ADOLESCENCE Uniaha-Taylor, A. J., Vargas-Chanes, D., Garcia, C. D., Gonzales-Backen, M. 2008; 28 (1): 16-50

  View details for DOI 10.1177/0272431607308666

  View details for Web of Science ID 000252479200002

• Latino adolescents' mental health:: Exploring the interrelations among discrimination, ethnic identity, cultural orientation, self-esteem, and depressive symptoms JOURNAL OF ADOLESCENCE Umana-Taylor, A. J., Updegraff, K. A. 2007; 30 (4): 549-567

  Abstract

  Guided by a risk and resilience framework, the current study used cross-sectional data to examine the degree to which Latino adolescents' (N=274; M age=16.3; 47.1% female) self-esteem, ethnic identity, and cultural orientations mediated or moderated the relation between perceived discrimination and depressive symptoms. Utilizing a multiple group comparison approach, path analyses indicated that higher levels of ethnic identity exploration and resolution significantly predicted higher levels of self-esteem for both boys and girls. Furthermore, self-esteem partially mediated the relation between perceived discrimination and adolescents' depressive symptoms. Additional analyses revealed that boys' cultural orientations moderated the relation between perceived discrimination and both self-esteem and depressive symptoms. Taken together, findings indicated that various aspects of the self (i.e. self-esteem, ethnic identity, cultural orientations) can protect and/or enhance the risks associated with discrimination.

  View details for DOI 10.1016/j.adolescence.2006.08.002

  View details for Web of Science ID 000248809400002

  View details for PubMedID 17056105

• Adolescent mothers' perceptions of fathers' parental involvement:: Satisfaction and desire for involvement FAMILY RELATIONS Herzog, M. J., Umana-Taylor, A. J., Madden-Derdich, D. A., Leonard, S. A. 2007; 56 (3): 244-257

  View details for DOI 10.1111/j.1741-3729.2007.00456.x

  View details for Web of Science ID 000247225700002

• An examination of ethnic identity and self-esteem with diverse populations: exploring variation by ethnicity and geography. Cultural diversity & ethnic minority psychology Umana-Taylor, A. J., Shin, N. 2007; 13 (2): 178-86

  Abstract

  The current study examined the relationships among ethnic identity and self-esteem across multiple ethnic groups within two distinct geographical locations (N = 1,344). In the current study, for same ethnic group members, the components of ethnic identity (i.e., exploration, resolution, and affirmation) were differentially related to self-esteem based on geographical context. Furthermore, within each geographical context, the strength of the relation between each ethnic identity component and self-esteem varied based on group membership, suggesting that the variables may be more or less influential on self-esteem depending on one's group membership. Based on these results, the exploration and resolution subscales of the Ethnic Identity scale (EIS) appear to be valid and reliable with diverse samples, whereas support for the affirmation subscale of the EIS is more tenuous. Finally, these findings suggest that ethnic identity may have varying salience and meaning for same ethnic group members in different geographical contexts (e.g., Asian Americans in California vs. Asian Americans in the Midwest).

  View details for DOI 10.1037/1099-9809.13.2.178

  View details for PubMedID 17500607

• Testing a model of resistance to peer pressure among Mexican-Origin adolescents JOURNAL OF YOUTH AND ADOLESCENCE Bamaca, M. Y., Umana-Taylor, A. J. 2006; 35 (4): 631-645

  View details for DOI 10.1007/s10964-006-9055-4

  View details for Web of Science ID 000239563700012

• The influence of academic support on Latino adolescents' academic motivation FAMILY RELATIONS Alfaro, E. C., Umana-Taylor, A. J., Bamaca, M. Y. 2006; 55 (3): 279-291

  View details for DOI 10.1111/j.1741-3729.2006.00402.x

  View details for Web of Science ID 000238253900003

• Generational differences and similarities among Puerto Rican and Mexican mothers' experiences with familial ethnic socialization JOURNAL OF SOCIAL AND PERSONAL RELATIONSHIPS Umana-Taylor, A. J., Yazedjian, A. 2006; 23 (3): 445-464

  View details for DOI 10.1177/0265407506064214

  View details for Web of Science ID 000239688700007

• Ethnic identity formation during adolescence - The critical role of families JOURNAL OF FAMILY ISSUES Umaña-Taylor, A. J., Bhanot, R., Shin, N. 2006; 27 (3): 390-414

  View details for DOI 10.1177/0192513X05282960

  View details for Web of Science ID 000235870600006

• Familial ethnic socialization among adolescents of Latino and European descent - Do Latina mothers exert the most influence? JOURNAL OF FAMILY ISSUES González, A. G., Umaña-Taylor, A. J., Bámaca, M. Y. 2006; 27 (2): 184-207

  View details for DOI 10.1177/0192513X05279987

  View details for Web of Science ID 000235527900003

• Latino adolescents' perception of parenting behaviors and self-esteem: Examining the role of neighborhood risk FAMILY RELATIONS Bámaca, M. Y., Umaña-Taylor, A. J., Shin, N., Alfaro, E. C. 2005; 54 (5): 621-632

  View details for DOI 10.1111/j.1741-3729.2005.00346.x

  View details for Web of Science ID 000233693600006

• The ethnic identity scale Umaña-Taylor, A. J. edited by Moore, K. A., Lippman, L. H. SPRINGER. 2005: 75-91

  View details for Web of Science ID 000229284800006

• Conducting focus groups with Latino populations: Lessons from the field FAMILY RELATIONS Umaña-Taylor, A. J., Bámaca, M. Y. 2004; 53 (3): 261-272

  View details for DOI 10.1111/j.0022-2445.2004.0002.x

  View details for Web of Science ID 000220891900002

• Ethnic identity and self-esteem: examining the role of social context JOURNAL OF ADOLESCENCE Umaña-Taylor, A. J. 2004; 27 (2): 139-146

  Abstract

  This study explored ethnic identity and self-esteem among 1062 Mexican-origin adolescents who were attending one of three schools, which varied in their ethnic composition (i.e., predominantly Latino, predominantly non-Latino, and balanced Latino/non-Latino). Significant relationships emerged between ethnic identity and self-esteem among adolescents in all school settings. Furthermore, controlling for generation and maternal education, adolescents attending the predominantly non-Latino school reported significantly higher levels of ethnic identity than adolescents in the other schools. Consistent with ecological theory, these findings challenge researchers to design future studies in ways such that multiple layers of context and their influence on development can be examined.

  View details for DOI 10.1016/j.adolescence.2003.11.006

  View details for Web of Science ID 000220702400002

  View details for PubMedID 15023513

• Examining ethnic identity and self-esteem among biracial and monoracial adolescents JOURNAL OF YOUTH AND ADOLESCENCE Bracey, Bámaca, M. Y., Umaña-Taylor, A. J. 2004; 33 (2): 123-132

  View details for DOI 10.1023/B:JOYO.0000013424.93635.68

  View details for Web of Science ID 000188456200004

• Examining ethnic identity among Mexican-origin adolescents living in the United States HISPANIC JOURNAL OF BEHAVIORAL SCIENCES Umaña-Taylor, A. J., Fine, M. A. 2004; 26 (1): 36-59

  View details for DOI 10.1177/0739986303262143

  View details for Web of Science ID 000188465900003

• Generational differences in resistance to peer pressure among Mexican-origin adolescents YOUTH & SOCIETY Umaña-Taylor, A. J., Bámaca-Gómez, M. Y. 2003; 35 (2): 183-203

  View details for DOI 10.1177/0044118X03256661

  View details for Web of Science ID 000186372900003

• Predicting commitment to wed among Hispanic and Anglo partners JOURNAL OF MARRIAGE AND FAMILY Umaña-Taylor, A. J., Fine, M. A. 2003; 65 (1): 117-129

  View details for DOI 10.1111/j.1741-3737.2003.00117.x

  View details for Web of Science ID 000180889500008

• Ethnic identity and self-esteem of Latino adolescents:: Distinctions among the Latino populations JOURNAL OF ADOLESCENT RESEARCH Umaña-Taylor, A. J., Diversi, M., Fine, M. A. 2002; 17 (3): 303-327

  View details for DOI 10.1177/0743558402173005

  View details for Web of Science ID 000174845100005

• Methodological implications of grouping Latino adolescents into one collective ethnic group HISPANIC JOURNAL OF BEHAVIORAL SCIENCES Umaña-Taylor, A. J., Fine, M. A. 2001; 23 (4): 347-362

  View details for DOI 10.1177/0739986301234001

  View details for Web of Science ID 000176963700001

• Challenges family scholars may face in studying family diversity -: A focus on Latino families, stepfamilies, and reproductive technology JOURNAL OF FAMILY ISSUES Weaver, S. E., Umaña-Taylor, A. J., Hans, J. D., Malia, S. E. 2001; 22 (7): 922-939

  View details for DOI 10.1177/019251301022007007

  View details for Web of Science ID 000170924200007