Language Brokering and Self-Concept

Abstract

This exploratory study examined the relationships among individual characteristics, language brokering experiences and attitudes, and multiple dimensions of self-concept among a sample of Latino adolescents. The sample was comprised of 66 Latino students in 6th through 11th grades who were proficient in both Spanish and English. Results from regression analyses and correlational analyses showed that language brokering frequency was negatively associated with academic self-concept and perceived popularity at school, language brokering difficulty was a positive predictor of academic selfconcept, and language brokering attitudes were positively related to academic self-concept, perceived popularity with peers, and confidence in one's physical appearance. Students who were first-generation immigrants not only reported brokering more frequently, brokering in more difficult situations, and feeling more positive about language brokering, but also reported lower emotional well-being as compared to students born in the United States. Implications of the findings and directions for future research are discussed.

Testing Multiple Goals Theory With Low-Income, Mother-Child Spanish-Speakers: Language Brokering Interaction Goals and Relational Satisfaction

“…Scholars have increasingly noted the importance of the parent-child relationship within brokering interactions, given that parents and children “share” the brokering experience (Corona et al, 2012; Hua & Costigan, 2012; Katz, 2014). Extant research has focused on the mother-child relationship, as children most frequently broker for their mother (Chao, 2006; Niehaus & Kumpiene, 2014), and a positive mother-child relationship is crucial to youth development and adjustment (Davidson & Cardemil, 2009). Brokering is intertwined with parent-child conflict (Trickett & Jones, 2007), power dynamics and authority in parent-child decision making (De Ment et al, 2005), family stress (Kam & Lazarevic, 2014b), and parenting practices (Martinez, McClure, & Eddy, 2009), although contentions about whether brokering associates with desirable or undesirable parent-child relational aspects are mixed.…”

Communal Coping Among Spanish-Speaking Mother–Child Dyads Engaging in Language Brokering: A Latent Class Analysis

“…Young brokers and their family members can have a variety of positive experiences; however, under certain conditions, brokering may function as a stressor that can threaten the mental health of immigrant children (Buriel, Love, & Villanueva, 2011; Kam & Lazarevic, 2014a, 2014b; Niehaus & Kumpiene, 2014). Although past research has primarily focused on the children’s perspectives, brokering is an interpersonal communication process that affects both the parent and the child.…”

“…In general, brokers report having positive feelings toward culturally and linguistically interpreting for family members, and brokering frequency has been linked to positive experiences such as efficacy, empathy, and perspective taking (Guan, Greenfield, & Orellana, 2014; Niehaus & Kumpiene, 2014; Weisskirch, 2013). Nevertheless, under certain conditions, brokering can be stressful, and past studies have found links between brokering frequency and depressive symptoms (Kam & Lazarevic, 2014b; Love & Buriel, 2007).…”

Stress of Language Brokering and Mexican American Adolescents’ Adjustment: The Role of Cumulative Risk

“…In line with the theoretical prediction, prior research seems to suggest both developmental costs and benefits of language brokering. For example, some studies found that frequent brokering is associated with more psychological and behavioral adjustment problems among Latino youth, including internalizing symptoms (Chao, 2006; Love & Buriel, 2007; Martinez, McClure, & Eddy, 2009), lower levels of perceived peer acceptance (Niehaus & Kumpiene, 2014), and more substance use (Martinez et al, 2009). At least one other study, in contrast, found no correlation between language brokering frequency and depression for Latina adolescents (Buriel, Love, & de Ment, 2006).…”

“…For example, previous studies found that negative feelings about language brokering, such as subjective burden, are predictive of adolescents’ internalizing (i.e., depressive and anxious) symptoms (Kim et al, 2014; Shen, Seo, Hu, Zhang, & Chao, 2019). In terms of behavioral outcomes, positive subjective feelings about brokering have been found to be associated positively with peer competence (Niehaus & Kumpiene, 2014) and negatively with cigarette use (Kam, 2011). Together, these studies suggest that prior mixed findings about the effect of language brokering may be due, in part, to different levels of stress adolescents’ experience.…”