Sibling Behaviors and Mexican-Origin Adolescents’ After-School Activities

Abstract

iii ACKNOWLEDGMENTS

The Relationship between Birth Order and Marital Communication Patterns in Conflict Resolution among Women in Nakuru West Constituency, Nakuru County, Kenya

“…Later, Alfred Adler studied birth order in relation to personality, believing that personality is influenced by one's position of birth. The system in which a child is born might have an effect on different variables, such as (Barclay, 2015), income (Bertoni, & Brunello, 2016) and after-school activities (Price, et al, 2017): the birth order effect. Wong (Michele, et al, 2017) stated that other personality characteristics that are influenced by birth order are sociability, dominance, and assertiveness.…”

Families and organized after-school activities for youth.

“…In fact, activities are a common topic in adolescent sibling conversations and are often shared interests among siblings (Tucker & Winzeler, 2007;Whiteman, McHale, & Crouter, 2007). Because siblings typically navigate the same contexts (e.g., family, school, activities), they are able to influence each other' s activities in ways parents cannot (Price, Simpkins, & Menjívar, 2017). Perhaps most relevant, siblings can participate in the same type of organized activity (e.g., sports) or the same specific organized activity together.…”

“…There are several mechanisms by which siblings can encourage and discourage youth' s organized activities. Siblings can encourage youth' s activities by teaching skills, providing access to peer networks with particular interests, talking about activities, providing information or materials, role modeling, and inspiring a youth to work harder to match their siblings' advanced skills (Price et al, 2017;Tucker & Winzeler, 2007;Whiteman et al, 2007). At the same time, siblings can discourage youth' s activities through teasing, making degrading comments, or other negative behaviors (Price et al, 2017;Trussell, 2014).…”

“…Siblings can encourage youth' s activities by teaching skills, providing access to peer networks with particular interests, talking about activities, providing information or materials, role modeling, and inspiring a youth to work harder to match their siblings' advanced skills (Price et al, 2017;Tucker & Winzeler, 2007;Whiteman et al, 2007). At the same time, siblings can discourage youth' s activities through teasing, making degrading comments, or other negative behaviors (Price et al, 2017;Trussell, 2014). Social comparisons can discourage youth from taking up the same activity if they feel their talents do not measure up to their siblings' talents and they need to find their own niche (McHale et al, 2012;Price et al, 2017;Trussell, 2014).…”

“…Social comparisons can discourage youth from taking up the same activity if they feel their talents do not measure up to their siblings' talents and they need to find their own niche (McHale et al, 2012;Price et al, 2017;Trussell, 2014). Because siblings are part of a larger family system, siblings can indirectly influence youth' s activities if younger siblings need babysitting or if the activities of one sibling limit the resources (e.g., transportation, money) families can devote to another sibling' s activities (McHale et al, 2012;Price et al, 2017;Trussell, 2014). Yet, very little is known about how families handle issues of equity, coordination of resources (e.g., time and money devoted to activities), or preferential treatment across siblings (McHale et al, 2012;Trussell, 2014).…”