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European American Adolescents (european + american_adolescent)
Selected AbstractsRisk Factors of Sexual Harassment by Peers: A Longitudinal Investigation of African American and European American AdolescentsJOURNAL OF RESEARCH ON ADOLESCENCE, Issue 2 2007Sara E. Goldstein The present research explores risk factors for, and longitudinal associations of, sexual harassment by peers during adolescence. Eight-hundred and seventy-two African American and European American adolescents (65.4% African American, 51.1% females) were assessed during the summer after the eighth grade (mean age=14.2 years) and then again in the 11th grade (mean age=17.1 years). At the first assessment, adolescents were asked about their experiences with sexual harassment, their psychological reactions to sexual harassment, and also about their peer relationships, perceived pubertal timing, problem behavior, and mental health. At the second assessment, adolescents reported on their problem behavior and mental health. In general, youth who associated with peers who were involved in problem behavior were at risk for victimization. Among females, those who perceived themselves to be experiencing early pubertal development were also at risk. Additionally, for some adolescents, sexual harassment predicted later adjustment difficulties. [source] "I Speak a Different Dialect": Teen Explanatory Models of Difference and DisabilityMEDICAL ANTHROPOLOGY QUARTERLY, Issue 1 2003Tamara C. Daley What do teens with disabilities believe about their conditions, and what do they understand to be the causes, correlates, and consequences of disability? We elicited a cultural explanatory model (EM) of disability from longitudinal sample of 23 European American adolescents with varied cognitive disabilities and delay. We asked teens how they were similar to different from others; the name of this difference; its causes, severity, course, effects, associated problems and benefits; and need for treatment. IQ and type of disability strongly affected quality of responses only from the lowest functioning teens. A majority of teens had a reasonably rich and coherent EM, blending typical and disability themes of cultural knowledge and identity. The EM is a window into social context (schools, services, parents, and peers) as well as personal experience. Eliciting explanatory models from teens with disabilities is not only possible but also can enhance understanding of identity, family influence, and appropriate services, [disability; explanatory models; adolescence; culture] [source] Disclosure to Parents About Everyday Activities Among American Adolescents From Mexican, Chinese, and European BackgroundsCHILD DEVELOPMENT, Issue 5 2009Jenny P. Yau Disclosure to parents and reasons for not disclosing different activities were examined in 489 Chinese, Mexican, and European American adolescents (M = 16.37 years, SD = 0.77). With generational status controlled, Chinese American adolescents disclosed less to mothers about personal and multifaceted activities than European Americans and less about personal feelings than other youth, primarily because these acts were considered personal, not harmful, or because parents would not listen or understand. Disclosure regarding prudential behavior was lower among Mexican American than among European American adolescents, primarily due to concerns with parental disapproval. Multigroup path analyses indicated that greater closeness to parents is associated with more disclosure for all youth and activities; associations between family obligation and disclosure varied by domain and ethnicity. [source] | ||||||||||