Suchergebnisse

Using a latent class analysis (LCA) with data from a subsample of children in stepfamilies ( N = 6,637) from the 2009 High School Longitudinal Study (HSLS), this study examined how stepfamily involvement in their (step)child's education in and outside of school influenced their (step)child's college preparation. Stepfamily involvement in their (step)child's education in school (e.g., help with homework) and outside of school (e.g., educational experiences such as going to a museum) may help overcome challenges associated with academic and college preparation for children in stepfamilies. Results broadly indicate students with higher stepfamily involvement in education in and out of school had (step)parents who believed that college was attainable, students engaged in more activities that would prepare them for their future, and students took more AP/IB level courses and tests. Together, findings suggest that stepfamily involvement in education both in and out of school is important for their (step)child's college preparation behaviors.

Limited research has examined intrapersonal psychological empowerment (PE) among Black girls solely. This study aims to fill a gap in empowerment literature by examining the factor structure of the Sociopolitical Control Scale for Youth (SPCS-Y) among Black girls ( N = 377) between the ages of 14–17 years old. We also examine the association with ethnic identity as a conceptually related variable. Structural equation modeling (SEM) was used to examine the factorial validity of the abbreviated, eight-item SPCS-Y among Black girls. Results support the two-dimensional factor structure of the abbreviated SPCS-Y among Black girls, as well as the association intrapersonal PE has with ethnic identity. Findings provide preliminary support for the empirical and theoretical relationship between intrapersonal PE and ethnic identity among Black girls.

Using intersectionality theory as a theoretical framework, this qualitative study uncovered the protective factors present among black and Hispanic adolescent girls living in an urban, underresourced neighborhood in the Northeastern United States. The sample used in this study includes eight focus groups that consisted of adolescent females only ( N = 57). Female participants were sampled through six youth-serving summer programs throughout the target city. The female participants were between 11 and 17 years of age, with 73% self-identifying as black ( n = 45) and 26% ( n = 12) as Hispanic. Thematic analysis using an intersectional approach was used to analyze the narratives of participants in the study. Three main themes arose: environmental context, parent–child communication about drug use, and parental modeling. Participants were critically aware of their environmental context which normalized drug use. However, participants identified protective factors such as parents communicating about drug use and parental modeling to girls in the sample as the most salient factors against substance use in their community. Findings provide insight for researchers, social workers, and interventionists to create and implement family-centered, strengths-based substance-abuse prevention programs that are racial, ethnic, and gender specific for black and Hispanic adolescent girls.

Despite the broader academic gains experienced by Hispanic students, who represent the largest minority group in the United States, they remain the least educated of all major ethnic groups, and our understanding of their academic needs and strengths remains woefully inadequate. Therefore, this study examined the risk (e.g., sexual risk taking) and protective factors (e.g., family support, supportive peer networks, and ethnic identity) associated with school importance among Hispanic teens ( N = 587) residing in a high-risk, resource poor urban community and the ways in which these relationships vary between adolescent males (46.5%) and adolescent females (53.5%). Schools that are able to harness the numerous assets embedded within the Hispanic community are well positioned to create learning environments that are encouraging, are culturally responsive, and can potentially reduce risk involvement that may interfere with valuing the role of school importance. Implications for school-based personnel are discussed.

ObjectiveThrough the voices of racially ethnically marginalized adolescents (N = 85), the present study highlights the ways in which youth access drugs and alcohol within their immediate environmental contexts, while simultaneously underscoring youth's sense of individualism in abstaining from substance use—both a cause and consequence of their socioecological circumstances.MethodsThe current study was part of a larger Drug Free Communities (DFC) grant initiative that focused on preventing the use of alcohol, tobacco, and other drugs among urban adolescents through environmental-community based strategies. A sample of 85 youth were recruited from existing summer programs throughout the target city. Youth participants were engaged in 11 focus groups that were guided by five semi-structured interview questions. Data were analyzed using a constant comparative approach.FindingsFindings illustrated three overarching themes: (1)"People Get Ahold of Drugs": Numerous Environmental Access Points;(2)"The Cops Won't Do Anything": The Limits of Perceived Support;and (3)"You Gotta Be Strong Minded": The Embrace and Reality of Individualism. Through these themes, youth described the accessibility of drugs and alcohol in their community, while simultaneously juxtaposing these narratives with discussions of strategies in abstaining from substances. Data suggested that youth were exposed to numerous access points to substances and described minimal social support to abstain from drugs and alcohol. Youth embraced a narrative of individualism and viewed themselves as solely responsible for staying away from substances.ConclusionFindings provide useful insights for mental health and social work practice and are discussed within the context of neoliberal policies that limit access to resources and place the blame of substance use on the individual. Recommendations emphasize the significance of enhancing youth's community connection and the perception that others, such as social workers and other adult allies, are also interested in their success.