Close relationships between Asian American and European American college students.

The authors examined attitudes and behaviors regarding close relationships between European and Asian Americans, with a particular emphasis on 5 major subgroups of Asian Americans (Chinese, Japanese, Korean, Vietnamese, and Filipino Americans). Participants were 218 Asian American college students and 171 European American college students attending a culturally diverse university. The European Americans did not differentiate among the various subgroups of Asian Americans. Their attitudes regarding close relationships were less positive toward Asian Americans than toward Mexican and African Americans, a finding contrary to the prediction of social exchange theory (H. Tajfel, 1975). In contrast to the European Americans' view of homogeneity among Asian Americans, the 5 major subgroups of Asian Americans expressed a distinctive hierarchy of social preference among themselves. Results are discussed in terms of their implications for future research on interethnic relations involving Asian Americans.

Family, peer, and individual correlates of depressive symptomatology among U.S. and Chinese adolescents.

This study examined the correlates of symptoms of depressed mood among adolescents in 2 dramatically different cultures (n = 502 in Tianjin, People's Republic of China; n = 201 in greater Los Angeles). Gender, stressful life events, perceived parental warmth, and conflict with parents were associated in the expected direction with depressive symptoms in each cultural setting. As predicted, regression analyses showed that the quality of family relationships and grades in school had significantly stronger associations with depressive symptoms among Chinese youths than among U.S. youths, whereas gender differences in depressive symptoms were greater among the U.S. youths. Peer warmth moderated the effects of particular risk factors for depressive symptoms in each cultural setting.

No safe haven. II: The effects of violence exposure on urban youth.

OBJECTIVES: To examine the moderating effects of gender, grade level, and ethnicity on the associations between violence exposure and adolescents' internalizing symptoms and externalizing behavior and to explore whether such relationships persist over time. METHOD: A survey of adolescents' exposure to violence, internalizing symptoms, and externalizing behavior was administered to 2 cross-sectional samples of 6th, 8th, and 10th graders (N = 2,748 in 1994 and 2,600 in 1996) in an urban school system. Approximately 1,100 adolescents participated in both surveys and served as the longitudinal sample. RESULTS: Structural equation models indicated that violence exposure was closely associated with both externalizing behavior (r = 0.74-0.79) and internalizing symptoms (r = 0.36-0.38). The strength of association was similar across gender and ethnic groups. However, violence exposure was more closely related with internalizing symptoms for younger adolescents than their older counterparts. The longitudinal analysis suggested that exposure to violence reported at time 1 was related to adolescents' internalizing symptoms and externalizing behavior 2 years later. CONCLUSIONS: These results document high levels of violence exposure for urban youths and indicate links to a range of psychiatric symptoms and indicators of poor adjustment. Such findings carry implications for direct clinical work with young people, as well as for program development and public policy.

A cross-cultural study of family and peer correlates of adolescent misconduct.

Participants were 4 groups of early adolescents from middle-class backgrounds (European and Chinese Americans in southern California and Chinese in Taipei, Taiwan, and Beijing, China). The 591 adolescents (M age = 13.8 years) completed questionnaires about their involvement in misconduct and about family and peer characteristics. Mothers of a subsample of adolescents (n = 405) also completed a questionnaire about their relationships with their adolescents. The 4 groups of adolescents reported significantly different mean levels of family and peer correlates but showed strikingly similar levels and patterns of self-reported misconduct. Structural equation models revealed that 2 latent variables (family relationships and peer sanctions) accounted for more variance in misconduct among European and Chinese American adolescents (51%-62%) than among the 2 Chinese groups (15%-24%), mainly because of a greater contribution of peer factors in the former groups.

Maternal employment and perceptions of young children: Bronfenbrenner et al. revisited.

238 mothers and 116 fathers provided checklist descriptions of their 3-4-year-old's behavior; a smaller sample of parents and teachers also assessed the child's behavior 2 years later. There was no evidence of a key finding from a related study by Bronfenbrenner, Alvarez, and Henderson linking part-time employment with more positive maternal perceptions of sons. Indeed, maternal employment (typically, conditioned by mothers' level of education and child gender) was more strongly associated with fathers' and teachers' perceptions of children than with mothers' perceptions, and, in some cases, especially with fathers' and teachers' perceptions of daughters. Fathers perceived their 5-6-year-old as having more problem behaviors when mothers were currently employed full time; fathers and teachers viewed children's behavior as more problematic when less-educated mothers had been employed during more years of the child's lifetime. Interpreting these and other findings, we emphasize differences between samples and changes in the ecology of family life. This study underscores the notion that socially "relevant" research is likely to be highly responsive to time and social context.

Contributions of a supportive work environment to parents' well-being and orientation to work.

Examined the joint and unique contributions of informal social support in the workplace and formal, family-responsive benefits and policies provided by employers to the job-related attitudes and personal well-being of employed parents with a young child. Eighty married men, 169 married women, and 72 single women with a preschool child completed a survey concerning social support from co-workers and supervisor, utilization of family-responsive benefits and policies, readiness to leave the employer for additional benefits, job satisfaction, organizational commitment, role strain, and health symptoms. Among the findings: (a) Fathers and mothers expressed equal levels of job satisfaction and organizational commitment, but mothers reported more role strain and health symptoms; (b) nearly 48% of married women's organizational commitment was accounted for by measures of support in the workplace; (c) informal social support at work was significantly more important to men's well-being than that of women; and (d) formal, family-responsive policies appeared more consequential for the prediction of women's role strain, perhaps because of women's greater responsibility for adjusting work life to meet the demands of family roles.

Cultural differences in the predictors of depression.

This study examined a number of psychosocial factors thought likely to contribute to depression among ethnic Korean and Caucasian students. As hypothesized, Koreans (n = 61) were more depressed than Caucasians (n = 69). Stepwise multiple regression analysis revealed different models for predicting depression in the two groups. Value orientations, a neglected element in the prevailing stress paradigm, contributed substantially to variation in depression, especially among Koreans. Two measures of parental values and three coping strategies accounted for a striking 44% of the variance in Korean youths' depression. Perceived parental traditionalism, the strongest predictor, was associated with higher depression; and perceived parental modernism, with lower depression. For Caucasians, in contrast, only 13% of the variance in depression could be accounted for; and the two significant predictors were academic stress and respondents' own modern values (the latter associated with fewer symptoms). The findings of this study argue for greater attention to the importance of values in studying adaptation to stress.

Person-environment congruence as a predictor of adolescent health and behavioral problems.

Most research on health and behavioral outcomes of stressors has focused on adults. One stressor identified in this literature is lack of "fit," or congruence, between individual needs and environmental opportunities. This study examines relations between person-environment congruence in three settings (home, school, and peer group) and several indices of health and behavioral disorder among adolescents. We also examine whether person-environment congruence contributes to the prediction of health and behavioral disorder once the effects of stressful life events have been taken into account. Using self-report data from 531 high school students, we find (a) person-environment congruence has relatively little impact on youngsters' health and well-being; and (b) although the contribution of congruence is small it is independent of the contribution of life events. Problems in the measurement of congruence are noted.

Early work experience: A partial antidote for adolescent egocentrism.

One of the most important lessons a young person may learn from working is how to interact effectively with others. This potential outcome of work experience has received virtually no attention from proponents of the early integration of adolescents into the workplace. In this paper we suggest that working may contribute to the development of more advanced social understanding (i.e., social sensitivity, social insight, and effective social communication and manipulation) by requiring youngsters to (a) shift back and forth between diverse roles and (b) interact frequently with strangers. Illustrative material is presented from interviews with 100 working adolescents and their parents.

The workplace as a context for the socialization of youth.

A number of respected social critics, including the President's Science Advisory Committee (PSAC), have recommended the earlier integration of adolescents into the workplace. The PSAC Panel on Youth (1973) claims that work settings provide opportunities for developing and exercising personal responsibility, taking responsibility for the welfare of others, and establishing more extensive instrumental and social relations with nonfamilial adults. This study of "naturally occurring" employment among high school students examines these claims about the nature of the workplace. Drawing on interview, questionnaire, and observational data, we argue that the PSAC's expectations are somewhat optimistic. With respect to personal responsibility taking, although many adolescent workers have opportunities for self-management and report performing assigned tasks dependably, very few report going "beyond the call of duty." With respect to social responsibility, workers experience only modest levels of task interdependence and centrality to a team effort; yet substantial numbers of adolescent workers feel that their work serves a socially useful purpose. Finally, with respect to intergenerational contact, the workplace fails to induce meaningful interaction with adults. Taken together, the results of this study suggest that if the workplace is to become a truly vital context for adolescent socialization, it needs to be designed more deliberately with such aims in mind.

Adolescents who work: Effects of part-time employment on family and peer relations.

Research on adolescents has ignored a setting in which significant numbers of young people spend significant amounts of time: the workplace. The increasing participation of high school students in the part-time labor force raises a number of questions about the impact of such employment on family and peer relations. Questionnaire data from a descriptive study of 531 tenth- and eleventh- graders indicate that (a) working attenuates time spent with family, but not with peers; (b) girls, but not boys, may enter the work force in part as a result of weaker emotional ties to their parents; (c) working has negligible impact on the quality of family and peer relationships; (d) despite substantial incomes, workers do not have complete autonomy over their expenditures, nor do working and money-making lead to increased autonomy in other areas; and (e) the workplace is not a source of close personal relationships with others. Taken together, these findings suggest that working does not have a substantial immediate impact on the adolescent's relations with others. Possible long-range effects are briefly noted.

Phenomenological aspects of psychosocial maturity in adolescence. Part I. Boys.

This paper explores the phenomenological and psychodynamic differences between adolescent boys who score at the high and low extremes of the Psychosocial Maturity Inventory. The development of psychosocial maturity is viewed against the background of adolescent ego development. The freedom from impulse, the gains in self-esteem, the resolution of sexual identity, and the growth of autonomy that are the outcomes of the adolescent process all contribute to a higher degree of individual and social adequacy. The growth of heterosexuality, however, is shown to have a complex and nonlinear relationship to psychosocial maturity.

Phenomenological aspects of psychosocial maturity in adolescence. Part II. Girls.

This paper explores the phenomenological and psychodynamic differences between girls who score at the high and low extremes of the Psychosocial Maturity Inventory. Ability to tolerate anxiety and the developmental use of interpersonal relationships are discussed as central to identity formation among these girls.

The measurement and structure of psychosocial maturity.

The educational community lacks tools for assessing the nonacademic growth of students - their growth as persons and as social beings. This paper describes the development of an attitude inventory based on an interdisciplinary model of psychosocial maturity. The Psychosocial Maturity Inventory, a self-report instrument, is comprised of nine subscales and is suited for the assessment of youngsters in the approximate age range 11-18. Among the studies reviewed are ones which (1) specify at various age levels the internal consistency of the subscales, (2) report the association between the subscales and various measures of academic achievement, and (3) describe the relationship of the subscales to other measures of personality such as "faking good," anxiety, and self-esteem. Factor analyses of the Inventory provide an empirical base for testing the proposed theoretical structure of psychosocial maturity.

Toward a concept of psychosocial maturity.

Schools below the college level traditionally have been preoccupied with only one outcome of education: growth in measurable cognitive skills. While there is at present a growing recognition of the school's actual and potential role in promoting personal and social growth, a convincing model of nonacademic objectives is lacking, as is a tool for assessing children's progress toward nonacademic objectives. To this end, the authors construct a model of psychosocial maturity which specifies measurable attitudes and dispositions. The model of psychosocial maturity integrates sociological and psychological views of the person; that is, it takes into account the requirements of societies as well as the healthy development of individuals. The model outlines three general dimensions of maturity which are likely to be relevant in all societies. These are (1) the capacity to function adequately on one's own, (2) the capacity to interact adequately with others, and (3) the capacity to contribute to social cohesion. Nine attributes judged pertinent to these capacities in this society are then defined. The final sections of the paper discuss problems in the measurement of psychosocial maturity, describe the form of an instrument presently being devised, and suggest research uses of the instrument.