Skip to main content Accessibility help
×
Hostname: page-component-cd9895bd7-q99xh Total loading time: 0 Render date: 2024-12-19T06:15:42.108Z Has data issue: false hasContentIssue false

10 - Influences of Sense of Social Responsibility, Immigrant Bargain, and Immigrant Optimism on Critical Consciousness Development among Immigrant Youth of Color

from Part III - Societal Contexts

Published online by Cambridge University Press:  11 May 2023

Erin B. Godfrey
Affiliation:
New York University
Luke J. Rapa
Affiliation:
Clemson University, South Carolina
Get access

Summary

Critical consciousness theory suggests that engaging in social change behaviors is particularly important for the positive development and empowerment of youth of color. This literature has paid little attention to potential variations in critical consciousness development among youth of color with immigrant backgrounds. This chapter represents an effort to integrate acculturation and critical consciousness literatures to advance theory and improve our understanding of what promotes or hinders the critical consciousness development and liberation of immigrant youth of color. A focus of this chapter is on youths’ sense of social responsibility, or sense of duty to the systems within which they are embedded. We explore ways in which this sense of responsibility influences and is influenced by immigration phenomena, such as the immigrant bargain and the immigrant optimism hypothesis, which first emerge within families and might later transfer to more distal systems. We offer recommendations for further integration of these literatures.

Type
Chapter
Information
Developing Critical Consciousness in Youth
Contexts and Settings
, pp. 292 - 317
Publisher: Cambridge University Press
Print publication year: 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Aldoney, D., & Cabrera, N. J. (2016). Raising American citizens: Socialization goals of low-income immigrant Latino mothers and fathers of young children. Journal of Child and Family Studies, 25(12), 36073618. https://doi.org/10.1007/s10826-016-0510-x.Google Scholar
Anyiwo, N., Bañales, J., Rowley, S. J., Watkins, D. C., & Richards, S. K. (2018). Sociocultural influences on the sociopolitical development of African American youth. Child Development Perspectives, 12(3), 165170. https://doi.org/10.1111/cdep.12276.Google Scholar
Anyiwo, N., Palmer, G. J., Garrett, J. M., Starck, J. G., & Hope, E. C. (2020). Racial and political resistance: An examination of the sociopolitical action of racially marginalized youth. Current Opinion in Psychology, 35, 8691. https://doi.org/10.1016/j.copsyc.2020.03.005.Google Scholar
Arce, M. A. (2021). Civic action among immigrant youth of color in the US: Contributions of critical reflection, sociopolitical efficacy, and immigrant optimism. Unpublished doctoral dissertation. Georgia State University.Google Scholar
Arce, M. A., Kumar, J. L., Kuperminc, G. P., & Roche, K. M. (2020). “Tenemos que ser la voz”: Exploring resilience among Latina/o immigrant families in the context of restrictive immigration policies and practices. International Journal of Intercultural Relations, 79, 106120. https://doi.org/10.1016/j.ijintrel.2020.08.006.Google Scholar
Ballard, P. J. (2013). The civic lives of immigrant-origin youth. Unpublished doctoral dissertation. Stanford University.Google Scholar
Ballard, P. J. (2016). Longitudinal links between discrimination and civic development among Latino and Asian adolescents. Journal of Research on Adolescence, 26(4), 723737. https://doi.org/10.1111/jora.12221.Google Scholar
Ballard, P. J., Malin, H., Porter, T. J., Colby, A., & Damon, W. (2015). Motivations for civic participation among diverse youth: More similarities than differences. Research in Human Development, 12(1–2), 6383. https://doi.org/10.1080/15427609.2015.1010348.CrossRefGoogle Scholar
Barajas-Gonzalez, R. G., Ayón, C., & Torres, F. (2018). Applying a community violence framework to understand the impact of immigration enforcement threat on Latino children. Social Policy Report, 31(3), 124. https://doi.org/10.1002/sop2.1.Google Scholar
Batalova, J., Hanna, M., & Levesque, C. (2021, February 11). Frequently requested statistics on immigrants and immigration in the United States. Migration Policy Institute. www.migrationpolicy.org/article/frequently-requested-statistics-immigrants-and-immigration-united-states-2020.Google Scholar
Borjian, A. (2018). Academically successful Latino undocumented students in college: Resilience and civic engagement. Hispanic Journal of Behavioral Sciences, 40(1), 2236. https://doi.org/10.1177/0739986317754299.Google Scholar
Branscombe, N. R., Schmitt, M. T., & Harvey, R. D. (1999). Perceiving pervasive discrimination among African Americans: Implications for group identification and well-being. Journal of Personality and Social Psychology, 77(1), 135149. https://doi.org/10.1037/0022-3514.77.1.135.Google Scholar
Buckingham, S. L., Langhout, R. D., Rusch, D. et al. (2021). The roles of settings in supporting immigrants’ resistance to injustice and oppression: A policy position statement by the society for community research and action. American Journal of Community Psychology, 68(3–4), 269291. https://doi.org/10.1002/ajcp.12515.CrossRefGoogle ScholarPubMed
Cadenas, G. A., Bernstein, B. L., & Tracey, T. J. G. (2018). Critical consciousness and intent to persist through college in DACA and US citizen students: The role of immigration status, race, and ethnicity. Cultural Diversity and Ethnic Minority Psychology, 24(4), 564575. https://doi.org/10.1037/cdp0000200.CrossRefGoogle ScholarPubMed
Cadenas, G. A., Liu, L., Li, K. M., & Beachy, S. (2021). Promoting critical consciousness, academic performance, and persistence among graduate students experiencing class-based oppression. Journal of Diversity in Higher Education, 15(1), 2636. https://doi.org/10.1037/dhe0000250.CrossRefGoogle Scholar
Cadenas, G. A., Lynn, N., Li, K. M. et al. (2020). Racial/ethnic minority community college students’ critical consciousness and social cognitive career outcomes. The Career Development Quarterly, 68(4), 302317. https://doi.org/10.1002/cdq.12238.Google Scholar
Chan, W. Y. (2011). An exploration of Asian American college students’ civic engagement. Asian American Journal of Psychology, 2(3), 197204. https://doi.org/10.1037/a0024675.Google Scholar
Chan, W. Y., & Latzman, R. D. (2015). Racial discrimination, multiple group identities, and civic beliefs among immigrant adolescents. Cultural Diversity and Ethnic Minority Psychology, 21(4), 527532. https://doi.org/10.1037/cdp0000021.Google Scholar
Cherng, H.-Y. S., & Liu, J.-L. (2017). Academic social support and student expectations: The case of second-generation Asian Americans. Asian American Journal of Psychology, 8(1), 1630. https://doi.org/10.1037/aap0000072.Google Scholar
Crookes, D. M., Stanhope, K. K., Kim, Y. J., Lummus, E., & Suglia, S. F. (2021). Federal, state, and local immigrant-related policies and child health outcomes: A systematic review. Journal of Racial and Ethnic Health Disparities, 9(2), 478488. https://doi.org/10.1007/s40615-021-00978-w.Google Scholar
De Feyter, J. J., Parada, M. D., Hartman, S. C., Curby, T. W., & Winsler, A. (2020). The early academic resilience of children from low-income, immigrant families. Early Childhood Research Quarterly, 51, 446461. https://doi.org/10.1016/j.ecresq.2020.01.001.CrossRefGoogle Scholar
Diemer, M. A., McWhirter, E. H., Ozer, E. J., & Rapa, L. J. (2015). Advances in the conceptualization and measurement of critical consciousness. The Urban Review, 47(5), 809823. https://doi.org/10.1007/s11256-015-0336-7.Google Scholar
Diemer, M. A., & Rapa, L. J. (2016). Unraveling the complexity of critical consciousness, political efficacy, and political action among marginalized adolescents. Child Development, 87(1), 221238. https://doi.org/10.1111/cdev.12446.Google Scholar
Dixon, Z., Bessaha, M. L., & Post, M. (2018). Beyond the ballot: Immigrant integration through civic engagement and advocacy. Race and Social Problems, 10(4), 366375. https://doi.org/10.1007/s12552-018-9237-1.Google Scholar
Dreby, J. (2010). Divided by borders: Mexican migrants and their children. University of California Press.Google Scholar
East, P. L. (2010). Children’s provision of family caregiving: Benefit or burden? Child Development Perspectives, 4(1), 5561. https://doi.org/10.1111/j.1750-8606.2009.00118.x.Google Scholar
Ekman, J., & Amnå, E. (2012). Political participation and civic engagement: Towards a new typology. Human Affairs, 22(3), 283300. https://doi.org/10.2478/s13374-012-0024-1.Google Scholar
Ellis, S. J. (2004). Young people and political action: Who is taking responsibility for positive social change? Journal of Youth Studies, 7(1), 89102. https://doi.org/10.1080/1367626042000209976.Google Scholar
Flanagan, C. A., Syvertsen, A. K., Gill, S., Gallay, L. S., & Cumsille, P. (2009). Ethnic awareness, prejudice, and civic commitments in four ethnic groups of American adolescents. Journal of Youth and Adolescence, 38(4), 500518. https://doi-org.ezproxy.gsu.edu/10.1007/s10964-009-9394-z.Google Scholar
Forenza, B. (2018). Awareness, analysis, engagement: Critical consciousness through foster youth advisory board participation. Child & Adolescent Social Work Journal, 35(2), 119126. https://doi.org/10.1007/s10560-017-0515-3.Google Scholar
Forenza, B., Rogers, B., & Lardier, D. T. (2017). What facilitates and supports political activism by, and for, undocumented students? The Urban Review, 49(4), 648667. https://doi.org/10.1007/s11256-017-0413-1.Google Scholar
Freire, P. (1968). Pedagogy of the oppressed. ContinuumGoogle Scholar
Fuligni, A. J., Hughes, D. L., & Way, N. (2009). Ethnicity and immigration. In Lerner, R. M. & Steinberg, L. (Eds.), Handbook of adolescent psychology: Contextual influences on adolescent development (pp. 527569). John Wiley & Sons. https://doi.org/10.1002/9780470479193.adlpsy002016.Google Scholar
Fuligni, A. J., & Pedersen, S. (2002). Family obligation and the transition to young adulthood. Developmental Psychology, 38(5), 856868. https://doi.org/10.1037/0012-1649.38.5.856.Google Scholar
Fuligni, A. J., Tseng, V., & Lam, M. (1999). Attitudes toward family obligations among American adolescents with Asian, Latin American, and European backgrounds. Child Development, 70(4), 10301044. https://doi.org/10.1111/1467-8624.00075.Google Scholar
George Mwangi, C. A., Daoud, N., Peralta, A., & Fries-Britt, S. (2019). Waking from the American dream: Conceptualizing racial activism and critical consciousness among Black immigrant college students. Journal of College Student Development, 60(4), 401420. https://doi.org/10.1353/csd.2019.0037.CrossRefGoogle Scholar
Ghavami, N., Katsiaficas, D., & Rogers, L. O. (2016). Toward an intersectional approach in developmental science: The role of race, gender, sexual orientation, and immigrant status. In Horn, S. S., Ruck, M. D., & Liben, L. S. (Eds.), Advances in child development and behavior: Vol. 50. Equity and justice in developmental science: Theoretical and methodological issues (pp. 3173). Elsevier Academic Press. https://doi.org/10.1016/bs.acdb.2015.12.001.Google Scholar
Godfrey, E. B., & Wolf, S. (2016). Developing critical consciousness or justifying the system? A qualitative analysis of attributions for poverty and wealth among low-income racial/ethnic minority and immigrant women. Cultural Diversity and Ethnic Minority Psychology, 22(1), 93103. https://doi.org/10.1037/cdp0000048.Google Scholar
Greenfield, P. M., Keller, H., Fuligni, A., & Maynard, A. (2003). Cultural pathways through universal development. Annual Review of Psychology, 54(1), 461490. https://doi.org/10.1146/annurev.psych.54.101601.145221.Google Scholar
Gutiérrez, L. A. (2014). Youth social justice engagement in the face of anti-Latina/o immigrant illegitimacy. The Urban Review, 46(2), 307323. https://doi.org/10.1007/s11256-013-0269-y.CrossRefGoogle Scholar
Harper, G. W., Jadwin-Cakmak, L., Cherenak, E., & Wilson, P. (2019). Critical consciousness-based HIV prevention interventions for Black gay and bisexual male youth. American Journal of Sexuality Education, 14(1), 109133. https://doi.org/10.1080/15546128.2018.1479668.Google Scholar
Heberle, A. E., Rapa, L. J., & Farago, F. (2020). Critical consciousness in children and adolescents: A systematic review, critical assessment, and recommendations for future research. Psychological Bulletin, 146(6), 525551. https://doi.org/10.1037/bul0000230.Google Scholar
Jensen, L. A. (2008). Immigrants’ cultural identities as sources of civic engagement. Applied Developmental Science, 12(2), 7483. https://doi.org/10.1080/10888690801997069.Google Scholar
Kao, G., & Tienda, M. (1995). Optimism and achievement: The educational performance of immigrant youth. Social Science Quarterly, 76(1), 119. http://www.jstor.org/stable/44072586.Google Scholar
Katsiaficas, D. (2018). Infusing the study of social responsibilities with an intersectional approach. New Directions for Child and Adolescent Development, 2018(161), 3956. https://doi.org/10.1002/cad.20249.Google Scholar
Katsiaficas, D., Hernandez, E., Alcantar, C. M. et al. (2018). “We’ll get through this together”: Collective contribution in the lives of undocumented undergraduates. Teachers College Record, 120(12), 148.Google Scholar
Katz, V. (2014). Shortchanging the immigrant bargain? In Kids in the middle (pp. 96121). Rutgers University Press. https://doi.org/10.36019/9780813562209-008.Google Scholar
Kennedy, H., Matyasic, S., Schofield Clark, L. et al. (2020). Early adolescent critical consciousness development in the age of Trump. Journal of Adolescent Research, 35(3), 279308. https://doi.org/10.1177/0743558419852055.Google Scholar
Kiang, L., Christophe, N. K., & Stein, G. L. (2021). Differentiating pathways between ethnic-racial identity and critical consciousness. Journal of Youth and Adolescence, 50(7), 13691383. https://doi.org/10.1007/s10964-021-01453-9.Google Scholar
Knight, M. G., & Watson, V. W. M. (2014). Toward participatory communal citizenship: Rendering visible the civic teaching, learning, and actions of African immigrant youth and young adults. American Educational Research Journal, 51(3), 539566. https://doi.org/10.3102/0002831213512517.Google Scholar
Kolano, L. Q., & Davila, L. T. (2019). Transformative learning of refugee girls within a community youth organization serving Southeast Asians in North Carolina. Journal of Research in Childhood Education, 33(1), 119133. https://doi.org/10.1080/02568543.2018.1531447.Google Scholar
Kuperminc, G. P., Jurkovic, G. J., & Casey, S. (2009). Relation of filial responsibility to the personal and social adjustment of Latino adolescents from immigrant families. Journal of Family Psychology, 23(1), 1422. https://doi.org/10.1037/a0014064.Google Scholar
Kuperminc, G. P., Wilkins, N. J., Jurkovic, G. J., & Perilla, J. L. (2013). Filial responsibility, perceived fairness, and psychological functioning of Latino youth from immigrant families. Journal of Family Psychology, 27(2), 173182. https://doi.org/10.1037/a0031880.Google Scholar
Kuperminc, G. P., Wilkins, N. J., Roche, C., & Alvarez-Jimenez, A. (2009). Risk, resilience, and positive development among Latino youth. In Villarruel, F. A., Carlo, G., Grau, J. M., et al. (Eds.), Handbook of US Latino psychology: Developmental and community-based perspectives (pp. 213233). Sage Publications, Inc.Google Scholar
Louie, V. (2012). Keeping the immigrant bargain: The costs and rewards of success in America. Russell Sage Foundation.Google Scholar
Luginbuhl, P. J., McWhirter, E. H., & McWhirter, B. T. (2016). Sociopolitical development, autonomous motivation, and education outcomes: Implications for low-income Latina/o adolescents. Journal of Latina/o Psychology, 4(1), 4359. https://doi.org/10.1037/lat0000041.Google Scholar
Martinez, C. R., Jr., McClure, H. H., & Eddy, J. M. (2009). Language brokering contexts and behavioral and emotional adjustment among Latino parents and adolescents. The Journal of Early Adolescence, 29(1), 7198. https://doi.org/10.1177/0272431608324477.Google Scholar
Mathews, C. J., Medina, M. A., Bañales, J. et al. (2020). Mapping the intersections of adolescents’ ethnic-racial identity and critical consciousness. Adolescent Research Review, 5, 363379. https://doi.org/10.1007/s40894-019-00122-0.Google Scholar
McWhirter, E. H., Gomez, D., & Rau, E. D. (2019). “Never give up. Fight for what you believe in”: Perceptions of how Latina/o adolescents can make a difference. Cultural Diversity and Ethnic Minority Psychology, 25(3), 403412. https://doi.org/10.1037/cdp0000254.Google Scholar
McWhirter, E. H., & McWhirter, B. T. (2016). Critical consciousness and vocational development among Latina/o high school youth. Journal of Career Assessment, 24, 543558. http://dx.doi.org/10.1177/1069072715599535Google Scholar
McWhirter, E. H., Rojas-Araúz, B. O., Ortega, R. et al. (2019). ALAS: An intervention to promote career development among Latina/o immigrant high school students. Journal of Career Development, 46(6), 608622. https://doi.org/10.1177/0894845319828543.Google Scholar
Migration Policy Institute (2018). Children in US immigrant families. www.migrationpolicy.org/programs/data-hub/us-immigration-trends#children.Google Scholar
Moreno, O., Fuentes, L., Garcia-Rodriguez, I., Corona, R., & Cadenas, G. A. (2021). Psychological impact, strengths, and handling the uncertainty among Latinx DACA recipients. The Counseling Psychologist, 49(5), 728753. https://doi.org/10.1177/00110000211006198.Google Scholar
Peterson, N. A., Peterson, C. H., Agre, L., Christens, B. D., & Morton, C. M. (2011). Measuring youth empowerment: Validation of a sociopolitical control scale for youth in an urban community context. Journal of Community Psychology, 39(5), 592605. https://doi-org.ezproxy.gsu.edu/10.1002/jcop.20456.Google Scholar
Phinney, J. (2006). Ethnic identity exploration in emerging adulthood. In Arnett, J. & Tanner, J. L. (Eds.), Coming of age in the 21st century: The lives and contexts of emerging adults (pp. 117134). American Psychological Association.Google Scholar
Pinedo, A., Durkee, M. I., Diemer, M. A., & Hope, E. C. (2021). Disentangling longitudinal trajectories of racial discrimination and critical action among Black and Latinx college students: What role do peers play? Cultural Diversity and Ethnic Minority Psychology, 27(3), 546557. https://doi.org/10.1037/cdp0000434.Google Scholar
Pinetta, B. J., Blanco Martinez, S., Cross, F. L., & Rivas, D. D. (2020). Inherently political? Associations of parent ethnic–racial socialization and sociopolitical discussions with Latinx youths’ emergent civic engagement. American Journal of Community Psychology, 66(1–2), 94105. https://doi.org/10.1002/ajcp.12435.Google Scholar
Ramos, M. R., Cassidy, C., Reicher, S., & Haslam, S. A. (2012). A longitudinal investigation of the rejection-identification hypothesis. The British Journal of Social Psychology, 51(4), 642660. https://doi.org/10.1111/j.2044-8309.2011.02029.x.Google Scholar
Rapa, L. J., Bolding, C. W., & Jamil, F. M. (2020). Development and initial validation of the short Critical Consciousness Scale (CCS-S). Journal of Applied Developmental Psychology, 70101164. https://doi.org/10.1016/j.appdev.2020.101164.Google Scholar
Rubio-Hernandez, S. P., & Ayón, C. (2016). Pobrecitos los niños: The emotional impact of anti-immigration policies on Latino children. Children and Youth Services Review, 60, 2026. https://doi.org/10.1016/j.childyouth.2015.11.013.Google Scholar
Sánchez-Jankowski, M. (2002). Minority youth and civic engagement: The impact of group relations. Applied Developmental Science, 6(4), 237245. https://doi.org/10.1207/S1532480XADS0604_11.Google Scholar
Seider, S., Clark, S., & Graves, D. (2020). The development of critical consciousness and its relation to academic achievement in adolescents of color. Child Development, 91(2), e451e474. https://doi.org/10.1111/cdev.13262.Google Scholar
Seider, S., Tamerat, J., Clark, S., & Soutter, M. (2017). Investigating adolescents’ critical consciousness development through a character framework. Journal of Youth and Adolescence, 46(6), 11621178. https://doi.org/10.1007/s10964-017-0641-4.CrossRefGoogle ScholarPubMed
Singh, S., Berezin, M. N., Wallach, L. N., B. Godfrey, E., & Javdani, S. (2021). Traumatic incidents and experiences of racism and sexism: Examining associations with components of critical consciousness for system‐involved girls of color. American Journal of Community Psychology, 67(1–2), 6475. https://doi.org/10.1002/ajcp.12479.Google Scholar
Stein, G. L., Cupito, A. M., Mendez, J. L. et al. (2014). Familism through a developmental lens. Journal of Latina/o Psychology, 2(4), 224250. https://doi.org/10.1037/lat0000025.Google Scholar
Stepick, A., & Stepick, C. D. (2002). Becoming American, constructing ethnicity: Immigrant youth and civic engagement. Applied Developmental Science, 6(4), 246257. https://doi.org/10.1207/S1532480XADS0604_12.Google Scholar
Stepick, A., Stepick, C. D., & Labissiere, Y. (2008). South Florida’s immigrant youth and civic engagement: Major engagement: Minor differences. Applied Developmental Science, 12(2), 5765. https://doi.org/10.1080/10888690801997036.Google Scholar
Suárez-Orozco, C., Hernández, M. G., & Casanova, S. (2015). “It’s Sort of My Calling”: The civic engagement and social responsibility of Latino immigrant-origin young adults. Research in Human Development, 12(1–2), 8499. https://doi.org/10.1080/15427609.2015.1010350.Google Scholar
Suyemoto, K. L., Day, S. C., & Schwartz, S. (2015). Exploring effects of social justice youth programming on racial and ethnic identities and activism for Asian American youth. Asian American Journal of Psychology, 6(2), 125135. https://doi.org/10.1037/a0037789.Google Scholar
Sy, S. R., & Romero, J. (2008). Family responsibilities among Latina college students from immigrant families. Journal of Hispanic Higher Education, 7(3), 212227. https://doi.org/10.1177/1538192708316208.Google Scholar
Tajfel, H. (1978). The achievement of inter-group differentiation. In Tajfel, H. (Ed.), Differentiation between social groups (pp. 77100). Academic Press.Google Scholar
Tajfel, H., & Turner, J. C. (1986). The social identity theory of intergroup behavior. In Worchel, S. & Austin, W. G. (Eds.), Psychology of intergroup relations (pp. 724). Nelson Hall.Google Scholar
Telzer, E. H., & Fuligni, A. J. (2009). Daily family assistance and the psychological well-being of adolescents from Latin American, Asian, and European backgrounds. Developmental Psychology, 45(4), 11771189. https://doi.org/10.1037/a0014728.Google Scholar
Thomas, E. F., Zubielevitch, E., Sibley, C. G., & Osborne, D. (2020). Testing the social identity model of collective action longitudinally and across structurally disadvantaged and advantaged groups. Personality and Social Psychology Bulletin, 46(6), 823838. https://doi.org/10.1177/0146167219879111.Google Scholar
Tran, J., & Curtin, N. (2017). Not your model minority: Own-group activism among Asian Americans. Cultural Diversity and Ethnic Minority Psychology, 23(4), 499507. https://doi.org/10.1037/cdp0000145.Google Scholar
Turner, J. C., Hogg, M. A., Oakes, P. J., Reicher, S. D., & Wetherell, M. S. (1987). Rediscovering the social group: A self-categorization theory. Basil Blackwell.Google Scholar
Uriostegui, M., Roy, A. L., & Li-Grining, C. P. (2020). What drives you? Black and Latinx youth’s critical consciousness, motivations, and academic and career activities. Journal of Youth and Adolescence, 50, 5874. https://doi.org/10.1007/s10964-020-01343-6.Google Scholar
van Zomeren, M., Postmes, T., & Spears, R. (2008). Toward an integrative social identity model of collective action: A quantitative research synthesis of three socio-psychological perspectives. Psychological Bulletin, 134(4), 504535. https://doi.org/10.1037/0033-2909.134.4.504.Google Scholar
Watts, R. J., Griffith, D. M., & Abdul-Adil, J. (1999). Sociopolitical development as an antidote for oppression: Theory and action. American Journal of Community Psychology, 27(2), 255271. https://doi-org.ezproxy.gsu.edu/10.1023/A:1022839818873.Google Scholar
Weisskirch, R. S. (2005). The relationship of language brokering to ethnic identity for Latino early adolescents. Hispanic Journal of Behavioral Sciences, 27(3), 286299. https://doi.org/10.1177/0739986305277931.Google Scholar
Wiley, S., Deaux, K., & Hagelskamp, C. (2012). Born in the USA: How immigrant generation shapes meritocracy and its relation to ethnic identity and collective action. Cultural Diversity and Ethnic Minority Psychology, 18(2), 171180. https://doi.org/10.1037/a0027661.Google Scholar
Wiley, S., Lawrence, D., Figueroa, J., & Percontino, R. (2013). Rejection-(dis)identification and ethnic political engagement among first-generation Latino immigrants to the United States. Cultural Diversity and Ethnic Minority Psychology, 19(3), 310319. https://doi.org/10.1037/a0031093.Google Scholar
Williams, C. D., Byrd, C. M., Quintana, S. M. et al. (2020). A lifespan model of ethnic-racial identity. Research in Human Development, 17(2–3), 99129. https://doi.org/10.1080/15427609.2020.1831882.Google Scholar
Wray-Lake, L., & Syvertsen, A. (2011). The developmental roots of social responsibility in childhood and adolescence. New Directions for Child and Adolescent Development, 2011(134), 1125. https://doi.org/10.1002/cd.308.Google Scholar
Wray-Lake, L., Wells, R., Alvis, L. et al. (2018). Being a Latinx adolescent under a Trump presidency: Analysis of Latinx youth’s reactions to immigration politics. Children and Youth Services Review, 87, 192204. https://doi.org/10.1016/j.childyouth.2018.02.032.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×