Monitoring, Scaffolding, Intervening, and Overriding: Adult Children's Perspectives on Supporting Older Parents.

When older parents experience age-related functional limitations, adult children may begin to monitor and try to control their parents' behavior. This shift can lead to tension due to differences in values both generations share, with parents prioritizing autonomy and self-sufficiency and adult children prioritizing safety and convention. Although a great deal of research on the transition from adolescence to adulthood focuses on governance transfer and changing boundaries of autonomy, monitoring, and control, less is known about how this happens in later life. The current study used qualitative methodology to explore the dynamic balance of autonomy, safety, and care between older parents and adult children who provide assistance in their daily lives. It focused on which areas adult children were most likely to monitor and try to control and how they did so, how parents respond to those efforts, and the dynamics of information management. Sixteen adult children who had at least one living parent (M age = 53, SD = 6.1) discussed the challenges of managing two conflicting caregiving goals: respecting parents' autonomy and ensuring parents' moral well-being, health, and safety. Data were analyzed using directive content analysis. Although participants were concerned about the negative consequences of their parents' current behaviors and health conditions, they rarely impinged on their parents' autonomy until they were prompted by an authority figure or had clear evidence that their parents' health or safety were threatened. Parents often kept information about their activities and well-being from their children in order to protect their autonomy. Implications for balancing parents and adult children's goals of governance transfer are discussed.

Interaction effect of familism and socioeconomic status on academic outcomes of adolescent children of Latino immigrant families.

INTRODUCTION: Previous research has shown inconsistent findings of the effect of familism on academic outcomes among adolescents from Latino immigrant families. Guided by social capital theory and the concept of gendered familism, the current study examined differential effects of family obligation and family cohesion as subcomponents separately. This study also investigated the moderating effect of familial SES on the association of each component of familism and academic outcomes by gender. METHODS: Participants were 1801 adolescents from Latino immigrant families (Mage = 14.1 years, SD = 0.83, range = 14-17) drawn from the Children of Immigrant Longitudinal Studies. The current study employed a series of multiple regression analyses to examine the effects of familism, assessed by family obligation and family cohesion, on adolescents' grade point average (GPA), educational expectations and aspirations. Multigroup analyses were also conducted to examine gender differences in the effect of familism on adolescents' academic outcomes. RESULTS: Analyses revealed the positive main effect of family cohesion and the negative effect of family obligations on Latino and Latina adolescents' GPA and educational expectations. For Latino adolescents, negative effect of family obligation on GPA was stronger for adolescents from high-SES families than those from low-SES families. CONCLUSION: It is imperative for researchers to conceptualize familism and operationalize the construct clearly. The effect of differences in family context and gender role expectation also needs to be considered in examining the association between familism and the academic outcomes of adolescents from immigrant families.

Naturally occurring mentoring in Japan and the United States: social roles and correlates.

Although the word "mentor"has traditionally been used to describe a relationship between an older adult and a younger person, recent work has extended its usage to relationships with peers and groups rather than with individuals and uncoupled the instrumental and affective qualities of the role. This paper examines (a) the extent to which adolescents' relationships with significant others in different social roles are characterized by mentoring and (b) the extent to which mentoring and other relationship functions covary. Adolescents' naturally occurring social relationships are explored in two very different contexts-Japan and the United States-that differ in the norms and patterning of social interactions. College students (N = 365) used questionnaires to describe the extent to which relations with significant others were characterized by mentoring. Results indicate striking similarity in the patterning of results in the two countries and support the traditional view of mentoring. Mentoring is most likely to occur in relationships with adults (especially parents), rather than with peers, and with same-gender, rather than other-gender associates. Mentoring by parents appears to covary with other aspects of positive relationships, but be more independent in relationships with unrelated adults or peers. Although more of the variability in experienced mentoring is attributed to differences between associates than to differences between adolescents in both the United States and Japan, this is especially true of the United States. Results suggest that although "classic" mentoring is most common in both countries, mentoring is somewhat less constrained by social role differences in Japan than is in the United States.