The cross-ethnic measurement equivalence of the Center for Epidemiologic Studies Depression Scale (CES-D; L. S. Radloff, 1977) was examined using a subsample of adolescents (N=10,691) from the National Longitudinal Study of Adolescent Health. Configural and metric invariance, as well as functional and scalar equivalence, were examined for Anglo American, Mexican American, Cuban American, and Puerto Rican American youths age 12-18 years. Confirmatory factor analysis (CFA) in each group provided evidence of configural invariance for European and Mexican American adolescents but not for Cuban and Puerto Rican youths. A 2-group CFA for Anglo and Mexican Americans demonstrated partial metric invariance for these groups. Multigroup structural equation modeling indicated similar relations between CES-D scores and self-esteem for all 4 groups, supporting cross-ethnic functional and scalar equivalence. The results have implications for using the CES-D in cross-ethnic research and, more broadly, for the assessment and treatment of depression in Latinos.

Mastery, or the feeling of power or control over one's life, is a vital yet understudied covariate of wellbeing in adolescence and adulthood. The goal of the current study was to explore the effects of demographic characteristics (i.e., sex, age, race/ethnicity, and socioeconomic status (SES)), maternal mastery, and supportive-involved mothering on children's mastery at ages 16-17 years. 855 teens (47.6% female) and their mothers provided study data as part of the 1992 and 1998 waves of National Longitudinal Survey of Youth-1979 (NLSY-79; 24.1% Hispanic, 36.6% Black). Hybrid path models indicated that only maternal parenting during middle childhood was linked directly to levels of children's mastery in middle adolescence; a small portion of the association between parenting and adolescent mastery was attributable to SES. The discussion centers on significance of these findings for future research and theory development.

Grandparent behaviors in the United States and the Republic of China are examined to identify curriculum themes for helping them adjust to their changing role. The 3,286 non-consanguineous subjects included Chinese (n = 751), African Americans (n = 777), Caucasian Americans (n = 1,086), and Mexican Americans (n = 672). Analyses were performed using 1) Generation with three levels (grandparent, parent, and grandchild) and 2) Culture with four levels (Chinese, African American, Caucasian American, and Mexican American). The results revealed significant differences in perceptions about grandparents across cultures as well as between generations within cultures. All three generations reported grandparent strengths and needs. Specific guidelines and curriculum topics are recommended for education to support grandparent development.

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Grandparents in the Republic of China want to remain influential, but social policy has not provided them with education to fulfill their changing role. The performance of grandparents was examined to determine suitable content for an intervention program. A sample of 751 non-consanguineous participants from urban and rural Taiwan included 234 grandparents, 241 parents, and 276 grandchildren. Each generation was administered a separate version of the Grandparent Strengths and Needs Inventory that was translated into Mandarin. Respondents identified favorable qualities of grandparents as well as aspects of their relationships in which growth was necessary. Multivariate analysis of variance, univariate analysis of variance, Scheffé and t-tests were used to analyze scores, confirm results, and facilitate interpretation. All three generations described aspects of grandparent success and specific realms of learning they should acquire to become more effective. Significant main effects that influenced responses about grandparent performance were generation, gender of grandchild, age of grandchild, frequency of grandchild care by grandparent, generations living together, and amount of time grandparent and grandchild spent together. Considerations were recommended to improve behavior of grandparents and guide the development of educational programs for them.