Personality stability and change: A meta-analysis of longitudinal studies.

Past research syntheses provided evidence that personality traits are both stable and changeable throughout the life span. However, early meta-analytic estimates were constrained by a relatively small universe of longitudinal studies, many of which tracked personality traits in small samples over moderate time periods using measures that were only loosely related to contemporary trait models such as the Big Five. Since then, hundreds of new studies have emerged allowing for more precise estimates of personality trait stability and change across the life span. Here, we updated and extended previous research syntheses on personality trait development by synthesizing novel longitudinal data on rank-order stability (total k = 189, total N = 178,503) and mean-level change (total k = 276, N = 242,542) from studies published after January 1, 2005. Consistent with earlier meta-analytic findings, the rank-order stability of personality traits increased significantly throughout early life before reaching a plateau in young adulthood. These increases in stability coincide with mean-level changes in the direction of greater maturity. In contrast to previous findings, we found little evidence for increasing rank-order stabilities after Age 25. Moreover, cumulative mean-level trait changes across the life span were slightly smaller than previously estimated. Emotional stability, however, increased consistently and more substantially across the life span than previously found. Moderator analyses indicated that narrow facet-level and maladaptive trait measures were less stable than broader domain and adaptive trait measures. Overall, the present findings draw a more precise picture of the life span development of personality traits and highlight important gaps in the personality development literature. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Systems of Oppression: The Impact of Discrimination on Latinx Immigrant Adolescents' Well-Being and Development.

With over 400 harmful immigration policy changes in the past 4 years, Latinx adolescents and families nationwide are developing within a context of extreme anti-immigrant sentiment (Dismantling and reconstructing the U.S. immigration system: A catalog of changes under the Trump presidency, Migration Policy Institute, 2020). This paper introduces the Multitiered Model of Oppression and Discrimination (MMOD), a conceptual model for understanding the impacts of multiple levels of discrimination on the well-being and development of Latinx immigrant adolescents. Interpersonal discrimination (Hispanic Journal of Behavioral Sciences, 2010, 32, 259), community-held stereotypes (Social Psychology of Education, 2001, 5, 201), institutional policies (Children and Youth Services Review, 2018, 87, 192), and structural practices (Journal of Criminal Justice, 2020, 66, 1) can negatively impact well-being and development among these adolescents. Culturally sustaining interventions, civic engagement and mobilization, and policies targeting inequitable policies and practices will provide healing and an avenue for liberation.

The impact of COVID-19 on immigrant and refugee families: Qualitative perspectives from newcomer students and parents.

COVID-19 has exacerbated the challenges that newcomer refugee and immigrant families face. While many of the supports that schools typically offer were disrupted by the pandemic, school-based assistance remains critical in this challenging context. In addition to education-related challenges, many newcomer families have been disproportionately impacted across financial, employment, and health contexts. The present study highlights the perspectives of newcomer families to understand their experiences, stressors, and ability to cope during the pandemic, as well as how their school communities can offer support to mitigate the potential for increased disparities. Qualitative interviews were conducted with 14 parents (Mage = 38.68) and 13 students (Mage = 14.31) engaged in a school-based intervention for newcomer students. Among students, 71.4% were identified as male, and the majority of caregivers were mothers (85.7%). Newcomer families reported significant challenges due to COVID-19, including difficult social-emotional adjustment, financial challenges, and significant academic difficulties. Themes also emerged related to sources of support and coping. Implications for how schools can further support newcomer families given these challenges and strengths are considered. (PsycInfo Database Record (c) 2021 APA, all rights reserved).