Journal of Adolescent Research

This study examined how adolescents recall and interpret caregivers’ personal stories about a difficult time. Respondents were 49 ethnically diverse adolescents (M = 15.76 years; 63% girls; 53% from immigrant families). Analyses examined story features (topic, narrator, elaboration, and meaning) and variations due to gender, age, and immigrant background. Four overarching topic categories were identified: family hardship (39.5%), caregiver’s personal problems (25.6%), family interactions and dynamics (20.9%), and interpersonal situations outside family (14%). Youth extracted a variety of personal lessons from caregiver stories, with meanings differing across some topic categories (e.g., stories about family hardship typically emphasized that youth should persevere/work hard). Story features differed based on characteristics of storyteller and listener, particularly gender and immigrant background. For example, adolescents (particularly girls) were most likely to narrate a story heard from their mother, and more boys than girls retold stories emphasizing perseverance and hard work. Adolescents from immigrant families told stories that were more elaborated than those told by nonimmigrant youth, and stories told by caregivers reflected unique life experiences and goals. Findings contribute to the literature on family storytelling and have implications for future research and practice with diverse populations.

Intergroup attitudes of Muslim immigrant youth and native youth in the Netherlands were examined in relation to perceived parental socialization. Our aim was to gain insights into parent-child (dis)similarity in antagonistic and egalitarian attitudes and to understand differences between these two groups in this respect. Data come from qualitative interviews with 22 Turkish Dutch, Moroccan Dutch, and native Dutch youth (aged 16-22) who were prone either to intergroup antagonism (i.e., held hostile and negative attitudes toward out-groups) or to egalitarianism (held egalitarian attitudes). Interviews were analyzed using the constant comparison method. Results show that in the majority youth group, egalitarianism as well as intergroup antagonism were quite comparable across two generations. The attitudes of Muslim minority youth diverged more from those of their parents and appeared to be related to the pedagogic relationship between parents and children. Minority youth prone to antagonism perceived a lack of adequate parental responses to their negative experiences in the context of Islamophobia. Egalitarian minority youth reported that their parents were quite sensitive to their communications about perceived exclusion and that they responded with advice and support. Findings are discussed with reference to the social learning theory and the ethnic socialization strategies identified by Hughes et al.

In settings of intergroup conflict, identifying contextually relevant risk factors for youth development is an important task. In Vukovar, Croatia, a city devastated during the war in former Yugoslavia, ethno-political tensions remain. The current study utilized a mixed-methods approach to identify two salient community-level risk factors (ethnic tension and general antisocial behavior) and related emotional insecurity responses (ethnic and nonethnic insecurity) among youth in Vukovar. In Study 1, focus group discussions (N = 66) with mothers, fathers, and adolescents of age 11 to 15 years old were analyzed using the constant comparative method, revealing two types of risk and insecurity responses. In Study 2, youth (N = 227, 58% male, M = 15.88, SD = 1.12 years) responded to quantitative scales developed from the focus groups, discriminate validity was demonstrated, and path analyses established predictive validity between each type of risk and insecurity. First, community ethnic tension (i.e., threats related to war/ethnic identity) significantly predicted ethnic insecurity for all youth (β = .41, p < .001). Second, experience with community antisocial behavior (i.e., general crime found in any context) predicted nonethnic community insecurity for girls (β = .32, p < .05) but not for boys. These findings are the first to show multiple forms of emotional insecurity at the community level; implications for future research are discussed.

This study used a focus group methodology to explore the experiences of stress and coping among 40 Hispanic, Caribbean Black, Haitian, and African American cisgender sexual minority girls living in the southeastern United States. An analysis of the data using grounded theory strategies revealed that participants were part of a cultural context in which few boundaries existed between family, religion, and culture, and that they tended to believe that they were betraying family and culture because of their sexual minority identities. Participants described (a) real or perceived transgressions of gender expectations and roles, (b) violating religious doctrine, and (c) emotional exclusion and taunting by family members. In the same context, the theme of HERoic Coping described participants’ resilience that manifested as (a) serving as the family educator, (b) being “out” in the open with family, and (c) creating safety. This study found that the negotiation of complex family, religious, and community environments is critical to understanding resilience in ethnoracial sexual minority girls.

Despite the high prevalence of mental health concerns in university populations, students are unlikely to seek formal help. The current study examined help-seeking behaviors among emerging adults in a university setting using a mental health literacy framework. Responses from 122 university undergraduates were examined. Students ranged in age from 17 to 25 years (M = 20.67 years, SD = 2.03 years). Quantitative data were collected to determine students’ knowledge and use of campus services and to compare students’ awareness and appraisal of common mental health symptoms. Narrative data were collected to identify the key symptoms that are appraised to be “early warning signs” versus “early action signs,” and to identify barriers and facilitators to help-seeking. Mental health symptoms were more likely to be assessed as warning signs than signs warranting action. Lack of knowledge and stigma were barriers to help-seeking, while urging from family and friends, increased knowledge, and confidentiality were identified as facilitators to help-seeking. Emerging adults in a university setting tend to make distinctions between warning and action signs. Although demonstrating good awareness of the signs of declining mental health, students may respond reactively rather than proactively to symptoms.