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Sources of Resilience Among Chicano/a Youth: Forging Identities in the Borderlands
Abstract
This ethnographic study explores the relationship between ethnic identity, particularly identification with traditional Mexican values and beliefs, and contemporary Chicano/a adolescents' perceptions of life challenges. Findings suggest that identification with core values and beliefs rooted in traditional Mexican American culture may be a protective factor contributing to resilience among second generation Mexican American adolescents. The authors discuss implications for practice and research based on the respondents' narratives.
... An adversity is also a mediating factor that impacts the process of resilience in that it may threaten positive outcomes. It is important to remember that culture and worldview impact one's views of what protective or adverse factors are (Holleran & Waller, 2003;Ungar et al., 2013), and this has been the framework for our conceptualization in our various research projects. For this reason, we let the participants define for themselves what an adversity is and what is helpful. ...
... Furthermore, contents of a specific religion may buffer the pressure and distress brought by the migration process. For example, a study by Holleran and Waller (2003) found that religion may act as a critical source for the resilience of Mexican adolescents who migrate to the United States. For Mexican Americans, the core beliefs of their religion are acceptance of hardship, suffering, and death as an inevitable and essential part of life, which is closely related to their attitudes toward adversities and life transitions. ...
This chapter proposes an integrative framework to understand the resilience of youth in the context of migration. It first refines the concept of resilience and provides a definition particularly for this population—a process toward positive adaptation and development despite the challenging environmental changes and life transitions that occur during migration. Considering that this process is influenced by various factors embedded in multiple systems, the authors propose a Multisystemic Resilience Framework for migrant youth that uses the photosynthesis of green plants as an analogy to demonstrate in a leaf-shaped figure the dynamic process of resilience shaped by three interactive systems: intrapersonal microsystem, interpersonal mesosystem, and institutional macrosystem. Migrant youths are positioned as active agents in the center who mobilize resources from and facilitate interactions across multiple systems. The chapter concludes by illustrating the complex interplay between systems in the framework and discussing potential implications for research, policy, and practice.
Families, communities and societies influence children's learning and development in many ways. This is the first handbook devoted to the understanding of the nature of environments in child development. Utilizing Urie Bronfenbrenner's idea of embedded environments, this volume looks at environments from the immediate environment of the family (including fathers, siblings, grandparents and day-care personnel) to the larger environment including schools, neighborhoods, geographic regions, countries and cultures. Understanding these embedded environments and the ways in which they interact is necessary to understand development.
Families, communities and societies influence children's learning and development in many ways. This is the first handbook devoted to the understanding of the nature of environments in child development. Utilizing Urie Bronfenbrenner's idea of embedded environments, this volume looks at environments from the immediate environment of the family (including fathers, siblings, grandparents and day-care personnel) to the larger environment including schools, neighborhoods, geographic regions, countries and cultures. Understanding these embedded environments and the ways in which they interact is necessary to understand development.
Families, communities and societies influence children's learning and development in many ways. This is the first handbook devoted to the understanding of the nature of environments in child development. Utilizing Urie Bronfenbrenner's idea of embedded environments, this volume looks at environments from the immediate environment of the family (including fathers, siblings, grandparents and day-care personnel) to the larger environment including schools, neighborhoods, geographic regions, countries and cultures. Understanding these embedded environments and the ways in which they interact is necessary to understand development.
Families, communities and societies influence children's learning and development in many ways. This is the first handbook devoted to the understanding of the nature of environments in child development. Utilizing Urie Bronfenbrenner's idea of embedded environments, this volume looks at environments from the immediate environment of the family (including fathers, siblings, grandparents and day-care personnel) to the larger environment including schools, neighborhoods, geographic regions, countries and cultures. Understanding these embedded environments and the ways in which they interact is necessary to understand development.
Families, communities and societies influence children's learning and development in many ways. This is the first handbook devoted to the understanding of the nature of environments in child development. Utilizing Urie Bronfenbrenner's idea of embedded environments, this volume looks at environments from the immediate environment of the family (including fathers, siblings, grandparents and day-care personnel) to the larger environment including schools, neighborhoods, geographic regions, countries and cultures. Understanding these embedded environments and the ways in which they interact is necessary to understand development.
Historically, prevention in psychology has never been outright objectionable for mental health professionals. However, despite its acceptance, not enough practitioners engage in prevention and wellness promotion in their daily activities. The Oxford Handbook of Prevention in Counseling Psychology offers the foundational knowledge necessary to engage in successful prevention and wellness promotion with clients across the lifespan. Written from a counseling psychology perspective, this book presents an approach to prevention that emphasizes strengths of individuals and communities, integrates multicultural and social justice perspectives, and includes best practices in the prevention of a variety of psychological problems in particular populations. Assembling articles into four comprehensive sections, this book provides expert coverage on the following: fundamental aspects of prevention research and practice (i.e. the history of prevention, best practice guidelines, ethics, and evaluation); relevant topics such as bullying, substance abuse, suicide, school dropout, disordered eating, and intimate partner violence; the promotion of wellness and adaptation in specific populations and environments, providing findings on increasing college retention rates, fostering healthy identity development, promoting wellness in returning veterans, and eliminating heterosexism and racism; and the future of prevention, training, the intersection of critical psychology and prevention, and the importance of advocacy.
Families, communities and societies influence children's learning and development in many ways. This is the first handbook devoted to the understanding of the nature of environments in child development. Utilizing Urie Bronfenbrenner's idea of embedded environments, this volume looks at environments from the immediate environment of the family (including fathers, siblings, grandparents and day-care personnel) to the larger environment including schools, neighborhoods, geographic regions, countries and cultures. Understanding these embedded environments and the ways in which they interact is necessary to understand development.
"Who am I?" "How do I fit in the world around me?" This revealing and innovative book demonstrates that each of us discovers what is true and meaningful, in our lives and in ourselves, through the creation of personal myths. Challenging the traditional view that our personalities are formed by fixed, unchanging characteristics, or by predictable stages through which every individual travels, The Stories We Live By persuasively argues that we are the stories we tell. Informed by extensive scientific research--yet highly readable, engaging, and accessible--the book explores how understanding and revising our personal stories can open up new possibilities for our lives.
Thirty-second Street in Chicago. A Chicano community, peaceful on a warm summer night, residents socializing, children playing--and gang warfare ready to explode at any time. Ruth Horowitz takes us to the heart of this world, one characterized by opposing sets of values. On the one hand, residents believe in hard work, education, family ties, and the American dream of success. On the other hand, gang members are preoccupied with fighting to maintain their personal and family honor. Horowitz gives us an inside look at this world, showing us how the juxtaposition of two worlds--the streets and the social ladder--and two cultures, Mexican and American, constantly challenges the residents of the community. Ruth Horowitz is an associate professor of sociology at the University of Delaware.
* Foreword * Preface *1. Introduction *2. Ecological and Socioeconomic Background to Emergence of Street Gangs *3. Sociocultural Factors in the Choloization of the Mexican American Youth * Population *4. Four Life Histories-Wizard, Geronimo, Freddie, and Henry *5. The Gang Subculture as a Lifeway: Structure, Process, and Form *6. The Notorious Side of the Gang Subculture *7. Psychodynamics of Gangs *8. Conclusion * Glossary * References * Index
The study presented here examined the effect of phenotype (both skin color and physical features) on schooling attainment among Mexican Americans with data from the 1979 National Chicano Survey. It found that the lightest skin-toned and most European-looking quarter of the Mexican American population had about 1.5 more years of schooling than the darker and more Indian-looking majority. Differences in schooling by phenotype persisted with and without controls for other factors that have also been found to affect schooling. Phenotype was especially important among cohorts educated before World War II, although it continued to be important among later cohorts. Also, it had strong effects on schooling in Texas but virtually no effects in California and strong effects for those raised in Spanish-speaking neighborhoods but insignificant effects for those raised in English-speaking neighborhoods.
