Exposure to violence and socioemotional adjustment in low-income youth: an examination of protective factors

This study investigated the potential moderating effect of participation in extracurricular activities, school climate, positive parent-child relations, and family routines on the relation between exposure to violence (i.e., witnessing violence and violent victimization) and adolescent socioemotional adjustment (i.e., internalizing and externalizing problems) in low-income youth. Exposure to violence was related to both internalizing and externalizing problems among girls but only externalizing problems among boys. There was a stronger relation between exposure to violence and externalizing problems for older adolescents compared to younger adolescents. Participation in activities moderated the association between exposure to violence and externalizing problems, such that the relation between exposure to violence and externalizing problems was weakest at high levels of participation in activities. School climate moderated the relation between exposure to violence and externalizing problems among boys. Specifically, the association between exposure to violence and externalizing problems was weakest for boys with high positive perceptions of school climate. Contrary to prediction, family routines and positive parent-child relations did not moderate associations between exposure to violence and socioemotional adjustment. Further, none of the hypothesized protective factors moderated the association between exposure to violence and internalizing problems

Exposure to Violence and Socioemotional Adjustment in Low‐Income Youth: An Examination of Protective Factors

Using a sample of 391 low‐income youth ages 13–17, this study investigated the potential moderating effects of school climate, participation in extracurricular activities, and positive parent–child relations on associations between exposure to violence (i.e., witnessing violence and violent victimization) and adolescent socioemotional adjustment (i.e., internalizing and externalizing problems). Exposure to violence was related to both internalizing and externalizing problems. High levels of participation in extracurricular activities and positive parent–child relations appeared to function as protective factors, weakening the positive association between exposure to violence and externalizing problems. Contrary to prediction, school climate did not moderate associations between exposure to violence and socioemotional adjustment. Further, none of the hypothesized protective factors moderated the association between exposure to violence and internalizing problems.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/117213/1/ajcp9440.pd

Escaping Poverty and Securing Middle Class Status: How Race and Socioeconomic Status Shape Mobility Prospects for African Americans During the Transition to Adulthood

This article draws on extant research from the disciplines of psychology, sociology, and economics to identify linkages between individual, family, community, and structural factors related to social mobility for African Americans during the transition to adulthood. It considers how race and class together affect opportunities for social mobility through where African Americans live, whom they associate with, and how they are impacted by racial and class-related stigma. Of particular interest is social mobility as accomplished through academic achievement, educational attainment, employment, economic independence, and homeownership. Research on five issues is reviewed and discussed: (a) the unique vulnerabilities of newly upwardly mobile African Americans, (b) wealth as a source of inequality, (c) racism and discrimination, (d) the stigma associated with lower-class status, and (e) social and cultural capital. The article concludes with a summary and directions for future research

Beyond role strain: Work–family sacrifice among underrepresented minority faculty

Objective This study describes the perceived work demands and family caregiving obligations associated with work–family life among URM faculty and the coping strategies used to negotiate the integration of roles. Background Past research on families focuses primarily on professional majority-culture families and often fails to include traditionally and historically underrepresented minority (URM) families. The study of how URM professionals negotiate work and family obligations and economic and institutional constraints remains relatively absent in the family science discourse. Method In-depth individual and group interviews (N = 58) were conducted with US-born African American, Mexican American, and Puerto Rican faculty at research universities. Results The overarching theorizing anchor that grounded the themes was sacrifice. Three themes emerged: excessive work demands/role strain; commitments and caregiving obligations to family of origin and nuclear family; and few coping strategies and resources to maintain a balanced life. Conclusion This analysis offers insight into the multiple factors that affect the experiences of URM academics in their workplaces that deeply influence work roles and self-care and its impact on family roles. These data fill a gap by applying alternative frameworks to explore the work–family nexus among racialized groups. Implications New research frontiers are offered to study the work–family nexus for URM faculty and how higher education can respond to alleviate excessive work demands and work–family life conflicts.https://doi.org/10.1111/jomf.1286