A growing body of research has examined how family dynamics shape residential mobility, highlighting the social—as opposed to economic—drivers of mobility. However, few studies have examined kin ties as both push and pull factors in mobility processes or revealed how the influence of kin ties on mobility varies across sociodemographic groups. Using data on local residential moves from the Panel Study of Income Dynamics (PSID) from 1980 to 2013, we find that location of noncoresident kin influences the likelihood of moving out of the current neighborhood and the selection of a new destination neighborhood. Analyses of out-mobility reveal that parents and young adult children living near each other as well as low-income adult children living near parents are especially deterred from moving. Discrete-choice models of neighborhood selection indicate that movers are particularly drawn to neighborhoods close to aging parents, white and higher-income households tend to move close to parents and children, and lower-income households tend to move close to extended family. Our results highlight the social and economic trade-offs that households face when making residential mobility decisions, which have important implications for broader patterns of inequality in residential attainment.

This study examines the associations between school racial/ethnic and socioeconomic composition and school engagement levels among Mexican-origin Latinos/as, African Americans, and non-Latino/a whites. Prior research suggests that whiter and more affluent schools should promote engagement, but some studies reveal paradoxes of school segregation whereby minority and socioeconomically disadvantaged students exhibit worse outcomes in schools with white and socioeconomically advantaged peers. Using data from the Education Longitudinal Study of 2002, this study examines the associations between the percent of non-minority students in the school, average school socioeconomic status, and three engagement outcomes: Liking school, involvement in school-sponsored activities, and coursework engagement. The findings reveal an affective-behavioral trade-off for students in schools with higher proportions of white students. Students who attend whiter schools are less likely to report that they like school, but they are more engaged in coursework. This affective-behavioral paradox is not unique to any particular racial/ethnic group.

For decades, researchers and the general public have debated whether children without siblings differ from children with siblings in ways that are meaningful for development. One area that is underexplored in the literature on only children versus children with siblings concerns time use and emotional states in alone time and in social interactions. Resource dilution theory and the prior literature suggests that adolescent only children and adolescents with siblings may differ in some social interactions, such as in time with parents, but not in others, such as in time alone, due to offsetting effects or the universality of certain experiences among adolescents. This study tested these arguments by comparing companionship patterns and four emotional states (happiness, sadness, stress, and meaningfulness) among adolescents (ages 15-18) without siblings (N = 465) and adolescents with siblings (N = 2513) in the nationally representative American Time Use Survey (2003)(2004)(2005)(2006)(2007)(2008)(2009)(2010)(2011)(2012)(2013)(2014)(2015)(2016)(2017). Relative to adolescents with siblings, adolescents without siblings spent more time alone, similar amounts of time with peers, and more time exclusively with parents. Only children were not as happy when spending time alone and with peers as adolescents with siblings, but their emotions in these settings were not more negative or less meaningful. In most other social interactions, emotional states were similar between adolescents with and without siblings. These findings show that adolescents with and without siblings differed mainly in their companionship patterns within the household and in their levels of happiness when alone and with peers.

Adolescents of Mexican origin have higher than average school dropout rates, but the risk of school non-enrollment among this subgroup varies substantially across geographic areas. This study conducts a multilevel logistic regression analysis of data from the 2005-2009 American Community Survey to evaluate whether spatial heterogeneity in school non-enrollment rates among Mexican-origin youth (n = 71,269) can be attributed to the histories of states and local areas as Mexican Latino/a receiving gateways. This study also determines whether the association between new destinations and school non-enrollment varies within the Mexicanorigin population by nativity and duration of residence. Net of background controls, the risk of non-enrollment does not differ significantly between Mexican-origin youth living in states that are newer Mexican Latino/a gateways versus those in more established destinations, in part because Mexican-origin school non-enrollment rates are heterogeneous across newer destination states. At the more local Public Use Microdata Area level, however, Mexican-origin youth in newer gateways have a higher risk of non-enrollment than those in established destinations, revealing the importance of local-level contexts as venues for integration. The disparity in non-enrollment between Mexican-origin youth in new versus established destination PUMAs is apparent for all generational groups, but is widest among 1.25-generation adolescents who arrived in the country as teenagers, suggesting that local new destinations are particularly ill-equipped to deal with the educational needs of migrant newcomers.

Objective This study examined differences in time with family among Latino/a, White, and Black youth and variation among Latino/a youth by gender and immigrant household status. Background Familismo and differences in socio‐structural characteristics suggest that Latino/a youth will spend more time with family than White and Black peers. Gender socialization norms, especially marianismo, could also promote family time for Latina girls. Finally, theories of immigrant incorporation suggest that Latino/a family time will be highest in immigrant households. Method This study used the nationally representative American Time Use Survey (2003–2019) to analyze household family contact patterns among Latino/a, White, and Black youth (ages 15–18; n = 9501). The study further examined differences by gender and, among Latinos/as, by immigrant household status. Results Latino/a youth spent more time with siblings than White and Black peers due to a higher number of siblings in the household. Latina girls spent substantially more unadjusted and adjusted time with parents and siblings than White and Black girls and Latino boys. There was little variation in family time patterns among Latinos/as by gender‐by‐immigrant household status. Conclusion Family contact patterns suggest that both familismo and marianismo are salient in the lives of Latino/a youth, which has key implications for these youths' lives and transitions to adulthood.