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Parental Roles and Relationships in Immigrant Families: An International Approach PDF

281 Pages·2018·3.426 MB·English
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Advances in Immigrant Family Research Susan S. Chuang Catherine L. Costigan Editors Parental Roles and Relationships in Immigrant Families An International Approach Advances in Immigrant Family Research Series Editor Susan S. Chuang For further volumes: http://www.springer.com/series/8807 Susan S. Chuang • Catherine L. Costigan Editors Parental Roles and Relationships in Immigrant Families An International Approach Editors Susan S. Chuang Catherine L. Costigan Department of Family Relations Department of Psychology and Applied Nutrition University of Victoria University of Guelph Victoria, BC, Canada Guelph, ON, Canada Advances in Immigrant Family Research ISBN 978-3-319-71397-7 ISBN 978-3-319-71399-1 (eBook) https://doi.org/10.1007/978-3-319-71399-1 Library of Congress Control Number: 2017964486 © Springer International Publishing AG 2018 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer International Publishing AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland To my Dad who makes me laugh every day and my beloved Mom who is with us in spirit. Susan S. Chuang To my parents and daughter, who have taught me so much about parenting, and to all the parents, by choice or by fate, who have courageously built a life in a new land. Catherine L. Costigan To all of the immigrant families who have welcomed us into their lives to better our understanding of parenting and parent–child relationships! Susan S. Chuang and Catherine L. Costigan Contents 1 Current Perspectives on Family Dynamics and Relationships: The Intersection of Culture and Immigration . . . . . . . . . . . . . . . . . . . 1 Susan S. Chuang and Catherine L. Costigan Part I Parental Involvement and Practices 2 Where Are You Daddy?: An Exploration of Father Involvement in Chinese Families in Canada and Mainland China . . . . . . . . . . . . . 11 Susan S. Chuang and Meihua Zhu 3 The Complexities of Parental Control Among Chinese American Mothers: The Role of Acculturation . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Charissa S. L. Cheah, Nan Zhou, Christy Y. Y. Leung, and Kathy T. T. Vu 4 Dominican Parenting and Early Childhood Functioning: A Comparison Study of Immigrant Families in the USA and Families in Their Country of Origin . . . . . . . . . . . . . . . . . . . . . . . 51 Esther J. Calzada, Carolina Hausmann-Stabile, R. Gabriela Barajas- Gonzalez, Keng-Yen Huang, and Miguel E. Hernandez Part II Parenting and Children’s Early Development and Academics 5 Parental Socialization of Emotion and Child Functioning Among Indian American Families: Consideration of Cultural Factors and Different Modes of Socialization . . . . . . . . . . . . . . . . . . . 69 Vaishali V. Raval, Bethany L. Walker, and Suchi S. Daga 6 Specialization, Coordination, and Developmental Sequelae of Mother-Infant Person- and Object-Directed Interactions in American Immigrant Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Linda R. Cote and Marc H. Bornstein vii viii Contents 7 How Do Children Learn Mathematics? Chinese and Latina Immigrant Perspectives . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Susan Sonnenschein, Claudia Galindo, Cassandra L. Simons, Shari R. Metzger, Joy A. Thompson, and May F. Chung Part III Acculturation Factors, Processes, and Family Dynamics 8 Acculturation-Related Stressors and Individual Adjustment in Asian American Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131 Yang Hou and Su Yeong Kim 9 Parenting Among Mainland Chinese Immigrant Mothers in Hong Kong . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 Florrie Fei-Yin Ng, Catherine S. Tamis-LeMonda, and Irene Nga-Lam Sze 10 Parenting Stress and Depressive Symptoms of Immigrant and Nonimmigrant Families in Italy . . . . . . . . . . . . . . . . . . . . . . . . . . . 169 Radosveta Dimitrova 11 Family Solidarity: The Generation Gap in Immigrants in the Netherlands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189 Eva-Maria Merz 12 Comparing the Acculturation Goals of Parents and Adolescents in Chinese Canadian Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213 Sarah Rasmi and Catherine L. Costigan 13 Parenting Immigrant Parents: Role Reversal, Language Brokering, and Psychological Adjustment Among Immigrant Adolescents in Israel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233 Olga Oznobishin and Jenny Kurman 14 Parenting in Global Perspective: Progress and Prospects . . . . . . . . . . 253 Ross D. Parke Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273 About the Authors R. Gabriela Barajas-Gonzalez is an assistant professor in the Department of Population Health at New York University School of Medicine, NY, USA. She is a bilingual, bicultural, developmental psychologist. Her areas of research expertise include families and children who are at psychological and academic risk because of social inequality, understanding the influence of poverty and social stressors on parental mental health, and family functioning and child well-being, with a special focus on immigrant families. Marc H. Bornstein is senior investigator and head of Child and Family Research at the Eunice Kennedy Shriver NICHD, USA. He holds degrees from Columbia College, Yale University, and the University of Padua. Bornstein is editor emeritus of Child Development and founding editor of Parenting: Science and Practice. He authored children’s books, videos, and puzzles and has published in experimental, methodological, comparative, developmental, and cultural science as well as neuro- science, pediatrics, and aesthetics. Esther J. Calzada is an associate professor in the School of Social Work at the University of Texas at Austin and a faculty affiliate in the Department of Population Health at the NYU School of Medicine, USA. Her major research interests include the role of culture (e.g., immigration and acculturation, cultural values) in family processes, the prevention of mental health problems in children from ethnic minority populations, and the cultural adaptation of evidence-based mental health treatments, particularly parent training programs. Charissa S. L. Cheah is a professor in the Applied Developmental Psychology program at the University of Maryland, Baltimore County, USA. Her research utilizes interdisciplinary approaches toward understanding how different aspects of culture (e.g., sociocultural context, beliefs and values, majority versus minority status, immi- gration, SES) impact socialization processes and child and adolescent health and well- being. She utilizes mixed-method approaches to reveal and explore cultural uniformity versus diversity in psychological constructs, structures, functions, and processes. ix x About the Authors Susan S. Chuang is an associate professor at the University of Guelph, Canada. Her research focuses on parenting of young children among immigrant and ethnic families in various societies (Asian: Canada, China, Hong Kong, Taiwan; Latino: Paraguay, USA; Black: Jamaica). Her second line of research examines families and immigra- tion, collaborating with various national organizations in Canada. She is also the series editor for Springer’s Advances in Immigrant Family Research. She has orga- nized six international conferences on immigrant families (from 2005 to 2014). May F. Chung is a doctoral student in the Language, Literacy, and Culture Program at the University of Maryland, Baltimore County, USA. Her research interests include dialect awareness and education, Asian American language practices, teacher education of preservice teachers, and linguistically and culturally diverse teaching practices for English language learners. Catherine L. Costigan is currently a professor in the Department of Psychology at the University of Victoria, in British Columbia, Canada. Her research focuses on understanding family relationship dynamics in immigrant families, including topics such as the differential rates of acculturation among parents and children, identity formation among immigration youth over time, and the co-parenting relationship among immigrant spouses. Recent work also includes the development of work- shops aimed at preserving strong parent-adolescent relationships in immigrant and refugee families. Linda R. Cote is a Professor of Psychology at Marymount University in Arlington, Virginia. She holds a B.A. in Psychology from The Catholic University of America and M.A. and Ph.D. degrees in Developmental Psychology from Clark University. Her research focuses on parenting and children’s development among immigrant families in the United States. Suchi S. Daga graduated with a doctorate from Miami University’s Clinical Psychology program and is currently a postdoctoral fellow at the James A. Lovell Federal Health Care Center where she works in trauma recovery with veterans and active duty service members. Her research interests include culturally informed conceptualizations of well-being and distress, culturally competent and relevant mental health services and interventions, and trauma and recovery experiences in diverse populations. Radosveta Dimitrova received her doctorate at the University of Trieste, Italy, and at Tilburg University, the Netherlands. She is a docent of Psychology at Stockholm University, Sweden, and international research professor at Hiroshima University, Japan. Her research interests focus on social identity, well-being, migration, posi- tive youth development, ethnic minority groups (Roma), and the adaptation of instruments in various cultures. About the Authors xi Claudia Galindo is an associate professor in the Language, Literacy, and Culture Program at the University of Maryland, Baltimore County, USA. Her interdisciplin- ary research integrates the fields of sociology of education, educational policy, developmental psychology, and immigration. Her research examines racial/ethnic minority children’s learning outcomes and experiences, especially with Latino and immigrant populations. Carolina Hausmann-Stabile is an assistant professor at the School of Social Work, in the College of Public Health at Temple University, USA. She is a bicultural and bilingual researcher. Her work applies sociocultural perspectives to the study of suicidal behaviors among minority youth in the United States, and among adoles- cents in Latin America. Miguel E. Hernandez is a strategic planner and data analyst for the New York City Department of Education, USA. He advises Alternative Programs within the agency on the use of data to improve student outcomes and inform decision-making. Yang Hou is a doctoral student in the Department of Human Development and Family Sciences at the University of Texas at Austin. Her research interests focus on how factors in family, school, and sociocultural contexts relate to adolescents’ socio-emotional, behavioral, and academic development. Keng-Yen Huang is an associate professor of Population Health, Child and Adolescent Psychiatry, and Global Public Health at New York University School of Medicine, USA. She is a developmental psychologist with strong multidisciplinary research training and expertise in psychiatric epidemiology, child development, and global public health. She has led numerous projects focusing on early childhood health and development across diverse ethnic populations. Catherine S. Tamis-LeMonda is a professor in the Department of Applied Psychology at New York University, NY, USA. Her research examines infant and toddler learning and development in language and communication, object play, cog- nition, and motor skills, and how early emerging skills feed into children’s develop- mental trajectories. A core emphasis of her work is on the quality of mothers’ and fathers’ interactions with children in relation to children’s developmental trajecto- ries and, conversely, how emerging communicative skills in children influence their everyday learning experiences and interactions with parents. Christy Y. Y. Leung is the research director of the Thirty Million Words Initiative at the University of Chicago. She is also a research faculty affiliate at the Center for Human Growth and Development at the University of Michigan. Her research focuses on adaptation, parenting, and child development in immigrant, ethnic minor- ity, and low-income populations across sociocultural contexts. She is particularly interested in how various aspects of parenting shape at-risk young children’s

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