Influence of kinship social support on the parenting experiences and psychosocial adjustment of African-American adolescents.

Taylor, Ronald D.; Casten, Robin J.; Flickinger, Susanne M.

doi:10.1037/0012-1649.29.2.382

Cited by 192 publications

(139 citation statements)

References 37 publications

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“…Social support has proven to be an important predictor of delinquent behavior, where we can see the greatest negative relations between social support from parents, teachers, classmates and friends and crimes against property, while social support from significant people and public disorder connect in a lesser degree. The results are consistent with previous studies (e. g. Gorman-Smith et al, 1998; Simons et al, 1994;Steinberg, 2001;Taylor et al, 1993;Wright and Cullen, 2001), in which was found that adolescents who receive more assistance, support and care, much rarely develop delinquent behavior. Adolescents who have thus more social support from important others will be less likely to participate in the delinquent activities; this applies to crimes against person, crimes against property, public disorder and to the total factor of delinquency as well.…”

Section: Discussionsupporting

confidence: 83%

Personality Traits Social Intelligence Social Support and Juvenile Delinquency

Jug¹

2015

Third International Conference on Advances in Social Science, Economics and Management Study- SEM 2015

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Abstract-In present research the author examined the relationship between personality dimensions, social intelligence, level of social support, and juvenile delinquency. She used personality questionnaire BFI, scale of social intelligence TSIS, scale of social support CASSS, and self-report delinquency scale SLP on a sample of 264 adolescents aged 14 to 20 years. The author found out that extraversion and neuroticism do not connect importantly with the juvenile delinquency; pleasantness and conscientiousness significantly negatively predict the level of juvenile delinquency, processing of social information as one of the dimensions of social intelligence positively predicts juvenile delinquency, on the other hand, social awareness is negatively associated with delinquent behavior. Social support from significant people, especially parents and good friends, negatively predicts juvenile delinquency.

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Section: Discussionsupporting

confidence: 83%

Personality Traits Social Intelligence Social Support and Juvenile Delinquency

Jug¹

2015

Third International Conference on Advances in Social Science, Economics and Management Study- SEM 2015

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“…Such resources are increasingly being recognized as important variables to consider in investigations on physical aggression during childhood and adolescence (Cassidy & Stevenson, 2005;Uberto & Tremblay, 2005). Given the importance of extended and fictive kinship in many African American communities (McCullough-Chavis & Waites, 2004;Taylor, Casten, & Flickinger, 1993), consideration of coping skills acquired through youths' socialization experiences with social networks embedded in their neighborhoods to deal with school-related challenges could be helpful.…”

Section: Implications For Research and School-based Practicementioning

confidence: 99%

Racial and emotional factors predicting teachers' perceptions of classroom behavioral maladjustment for urban African American male youth

Thomas

Coard

Stevenson

et al. 2008

Psychology in the Schools

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The present study investigated the predictive influence of students' reactive emotional coping and racial socialization experiences on teachers' perceptions of classroom behavior adjustment problems. Participants were 148 African American male youth attending a secondary school in a large northeastern city. Behavioral outcomes included teacher ratings of student behavioral overactivity in different classroom situations. Results using hierarchical regression analyses show that measures of social rejection sensitivity, anger expression, and racial socialization predict teacher-observed behavioral overactivity, with overt anger expression being the most powerful predictor. Findings suggest that racial socialization and particular styles of emotional coping are important determinants for teachers' impressions of classroom behavior for some African American adolescent males. Implications for future research and interventions with African American male youth in urban secondary schools are discussed. C 2008 Wiley Periodicals, Inc.Behavioral adjustment problems in the classroom, particularly in the form of overactive, aggressive, and disruptive behaviors, present formidable challenges for educators and mental health professionals in secondary schools (U.S. Department of Education, National Center for Education Statistics, 2004). Students who demonstrate a persistent pattern of such behaviors are at high risk for a host of negative outcomes, including engagement in serious and chronic antisocial behaviors (Broidy et al., 2003). Given these consequences, it is important to investigate factors related to the occurrence of classroom behavior maladjustment, especially for subgroups of students most at risk. African American male youth from urban, economically disadvantaged backgrounds appear particularly vulnerable because they disproportionately receive higher reports of classroom adjustment problems and are overrepresented for emotional support services at school (Irving & Hudley, 2005).Among the factors posited to increase risk for behavioral difficulties in the classroom for African American males are fallacies and biases in teachers' perceptions and examinations of their behaviors (Roderick, 2003). The misinterpretation of the emotional expressions and behaviors of African American male students by teachers in secondary-school settings as dysfunctional is no small issue (Neal, McCray, Webb-Johnson, & Bridgest, 2003), but the relationship between teachers' perceptions and the behavioral coping strategies used by African American male youth to adjust to social challenges are not well understood nor have they been the topic of much empirical research. The present study explores three factors posited to influence teacher perceptions of behavioral adjustment for African American adolescent males within the classroom setting: a) rejection sensitivity, b) anger expression, and c) racial socialization.

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“…Given the changing demography of adolescence and the relative increase in the proportion of adolescents from ethnic minority groups in which extended family members are especially important, research on the variations and impact of relationships with grandparents, aunts, uncles, and cousins would be a valuable addition to the literature. Extant research on African American adolescents indicates that, for example, social support from extended family members is an important resource for inner-city adolescents growing up in singleparent homes (Mason, Cauce, Gonzales, & Hiraga, 1994;Salem, Zimmerman, & Notaro, 1998;Taylor, 1996;Taylor, Casten, & Flickinger, 1993;Taylor & Roberts, 1995). Support from kin, in particular, appears to increase single parents' effectiveness in child rearing, and this, in turn, tends to limit adolescents' misbehavior.…”

Section: Familial Relationships and Inf Luencesmentioning

confidence: 99%