Marital quality is a broad measurement of perceptions of satisfaction, happiness, and stability by partners in an established relationship. Marital quality has been relatively understudied among Mexican Americans, a population that warrants the inclusion of cultural constructs in any model concerning relationship outcomes. Therefore, acculturation differences between Mexican American couples were conceptualized as a distal context for understanding marital quality. Traditional gender role values and communication style (warmth and hostility) were included as proximal contexts. Data from Conger’s California Families Project were utilized; results indicated that while most measures of acculturation did not impact marital quality, language use interacted with gender roles values and communication style to influence husbands’ marital quality. Warmth, hostility, and traditional gender role values all exhibited a significant direct influence on marital quality for both husbands and wives. Potential explanations and recommendations for future directions are discussed.

Parental involvement practices in education have traditionally referred to overt forms of involvement such as attending school meetings, parent teacher conferences, and volunteering at the school. Research suggests that Latinx parents do not utilize these approaches as much as they do subtler practices. These practices are manifested in parents’ communication with their children, their parenting styles, and the academic expectations they place on their children. The current study intended to recognize the parental practices used by Latinx parents that contribute to educational attainment and combat fixed beliefs regarding their lack of involvement in their children’s education. The data collection was completed via Qualtrics panel and funded by the CEHS Graduate Student Research Award grant. The final sample consisted of 252 Latinx parents (age 18 or older) nationwide who had a child or children in kindergarten through sixth grades. Respondents reported being more involved in their children’s education than their parents. Each parenting variable was significantly associated with respondents’ academic outcomes with the exception of parental pressure. Results suggest intergenerational transmission of parenting practices regardless of acculturation level and support for a nuanced examination of predictors of academic achievement for Latinxs. Results also reflect vi Latinx parents’ involvement in their children’s education in meaningful ways. Parents’ level of acculturation played a role in the relationship between their self-reports and what they recalled about how they were parented. Specifically, the relationship between self-report and retrospective report of authoritarian parenting and parental pressure was strongest for respondents at the highest levels of Latinx acculturation and lowest at the lowest levels of Latinx acculturation. Overall, Latinx respondents appear to be following their parents’ parenting practices regardless of their level of acculturation, and these practices predict Latinxs’ educational attainment. Understanding how Latinx parents involve themselves in their children’s education debunks the myth that they are not involved and opens pathways to collaboration and support between these parents and the U.S. education system

This study examined relationships between acculturation and acculturative stress, as well as links to self-esteem, depression, and substance use related problems of Latina/o adolescents. Self-report data were collected from 206 Latina/o adolescents in three public high schools in a small city in the Western United States. Different patterns were observed for Latino males and females in their acculturation processes and experiences of acculturative stress as they relate to psychosocial functioning. Experiences of acculturative stress are found to be the driving force that predicts the psychosocial functioning for these Latina/o adolescents, especially for Latino males. For Latino males, experiences of acculturative stress were related to lower self-esteem and higher depression. For Latinas, experiences of acculturative stress were related to higher depression scores. Tests of moderation and mediation suggested that pathways to psychosocial outcomes may be best understood in Latino youth by examining the interplay between acculturation levels and acculturative stress experiences. (114 pages)

There is an extensive amount of research on career development, but most of the constructs studied have focused on content-oriented variables rather than process-oriented variables. While some of the studies have examined samples from ethnic minority populations, the majority of studies use ethnic minority populations as comparison groups, studying between-group differences as opposed to within-group differences. The literature is especially deficient in the are of Latino career development. The current study will examine how family and culture influence the career development of Latino emerging adults. This study will explore the influence of socioeconomic status and acculturation on the career salience and career maturity of Latino emerging adults. The quality of the parent-emerging adult relationship will also be explored for its influence on career development outcomes in this population. One hundred fifty Latino undergraduate students ages 18-24 will be recruited for participation in this study. The participants will complete questionnaires regarding demographic information, acculturation, the quality of the parent-emerging adult relationship, career salience, and career maturity.

This paper seek to roughly outline a new way for Swedish authorities and institutions to better and more successfully handle the integration process, by pointing towards the Erasmus+ project SIMPLE and a method that address trauma in immigrants. Moreover importance is placed on the viewpoint of decoloniality and acculturation. And how to keep stereotyping at bay.

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