@article{JuangSimpsonLeeetal.2018, author = {Juang, Linda P. and Simpson, Jeffry A. and Lee, Richard M. and Rothman, Alexander J. and Titzmann, Peter Fritz and Schachner, Maja Katharina and Korn, Lars and Heinemeier, Dorothee and Betsch, Cornelia}, title = {Using Attachment and Relational Perspectives to Understand Adaptation and Resilience Among Immigrant and Refugee Youth}, series = {American Psychologist}, volume = {73}, journal = {American Psychologist}, number = {6}, publisher = {American Psychological Association}, address = {Washington}, issn = {0003-066X}, doi = {10.1037/amp0000286}, pages = {797 -- 811}, year = {2018}, abstract = {Migration is a critical issue for child development in the 21st century. We expand on Garc{\´i}a Coll et al.'s (1996) integrative model of minority child development by drawing from principles of attachment theory and interpersonal relationships research to offer new insights into how youth manage and respond to migration experiences. Immigrant and refugee youth should experience better outcomes to the extent that they (a) maintain strong relationships with caregivers and peers who provide a sense of closeness, safety, and confidence during the process of adjusting to this life transition and (b) find ways to establish a sense of connection and belonging to the new people, places, communities, and social networks within which they now live. Strong bonds to people and connection to places (both familiar and new) can counter the social stratification consequences to minority youth development that are well articulated in Garc{\´i}a Coll et al.'s integrative model. The need for new and better strategies that promote the positive development of immigrant and refugee youth within their families, schools, workplaces, and communities is crucial, not only for individuals and families but for society as a whole.}, language = {en} } @article{JuangParkKimetal.2018, author = {Juang, Linda P. and Park, Irene and Kim, Su Yeong and Lee, Richard M. and Qin, Desiree and Okazaki, Sumie and Swartz, Teresa Toguchi and Lau, Anna}, title = {Reactive and Proactive Ethnic-Racial Socialization Practices of Second-Generation Asian American Parents}, series = {Asian American journal of psychology}, volume = {9}, journal = {Asian American journal of psychology}, number = {1}, publisher = {American Psychological Association}, address = {Washington}, issn = {1948-1985}, doi = {10.1037/aap0000101}, pages = {4 -- 16}, year = {2018}, abstract = {Studies of Asian American parenting have primarily focused on first-generation immigrant parents. Few studies have examined the experiences of second-generation Asian American adults who now have children of their own. The purpose of this qualitative study, then, is to better understand the values, practices, and concerns of second-generation Asian American parents regarding ethnic and racial socialization. The sample included 34 Asian American parents from seven different cities across the United States. Using interviews and a focus group, the results show that (a) place, specific contexts, and transitions were important to second-generation parents' motivation behind ethnic and racial socialization, (b) parents are reactive and proactive, especially with regard to promoting an awareness of discrimination, in the racial socialization of their children, (c) parents engage in predominantly proactive ethnic socialization when passing on heritage culture, which they believe is important, but also difficult to do, (d) in contrast to ethnic socialization, passing on American culture and passing on important values (that they did not see as solely "American" or "Asian") came easily, and (e) parents consider the intersection of race and culture with religion and disability when socializing their children. Our findings highlight unique aspects of how second-generation Asian American parents engage in ethnic and racial socialization in an increasingly socially diverse world.}, language = {en} } @article{JuangMoffittKimetal.2016, author = {Juang, Linda P. and Moffitt, Ursula Elinor and Kim, Su Yeong and Lee, Richard M. and Soto, Jose Angel and Hurley, Eric and Weisskirch, Robert S. and Blozis, Shelley A. and Castillo, Linda G. and Huynh, Que-Lam and Whitborne, Susan Krauss}, title = {Cognitive reappraisal and expressive suppression: Links to racial-ethnic discrimination and adjustment among Latino/a and Asian-heritage college students}, series = {Journal of adolescence}, volume = {53}, journal = {Journal of adolescence}, publisher = {Elsevier}, address = {London}, issn = {0140-1971}, doi = {10.1016/j.adolescence.2016.08.012}, pages = {21 -- 33}, year = {2016}, abstract = {Objective: We examined whether two key emotion regulation strategies, cognitive reappraisal and expressive suppression, moderated the relations between discrimination (i.e., foreigner objectification and general denigration) and adjustment. Methods: Participants were U.S. Latino/a and Asian-heritage college students (N = 1,279, 67\% female, 72\% U.S. born) from the Multi-Site University Study of Identity and Culture (MUSIC). Students completed online self-report surveys in 2009. Results: Multi-group path analysis demonstrated that a fully constrained model fit well for both Latino/a and Asian-heritage student data. The results showed that with increasing levels of denigration (but not foreigner objectification), the combination of lower cognitive reappraisal and higher expressive suppression was related to greater depressive symptoms, anxiety, and aggression. Conclusions: Our findings highlight the importance of examining multiple emotion regulation strategies simultaneously considering what strategies are available to individuals and in what combination they are used to understand how best to deal with negative emotions resulting from experiencing discrimination. (C) 2016 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.}, language = {en} }