Skip to main content Accessibility help
×
Hostname: page-component-78c5997874-s2hrs Total loading time: 0 Render date: 2024-11-09T15:53:04.626Z Has data issue: false hasContentIssue false

19 - Latino-Heritage Adolescents' Friendships

from Part V - Friendships

Published online by Cambridge University Press:  08 August 2009

Margarita Azmitia
Affiliation:
University of California at Santa Cruz Santa Cruz, California, USA
Angela Ittel
Affiliation:
Free University Berlin, German
Charlotte Brenk
Affiliation:
Free University Berlin, German
Xinyin Chen
Affiliation:
University of Western Ontario
Doran C. French
Affiliation:
Illinois Wesleyan University
Barry H. Schneider
Affiliation:
University of Ottawa
Get access

Summary

In the last few decades, culture has taken center stage in developmental psychology. Increased attention to culture has led to lively debates not only about the meanings and nuances of culture, but also about the meanings and nuances of ethnicity, gender, class, and other aspects of culture that play a role in development. Two of the issues under debate that have influenced our research on Latino-heritage adolescents' friendships are (a) whether and how universal and culture-specific developmental processes and outcomes can be identified and (b) how these potential universal and culture-specific processes and outcomes can be explained and integrated in developmental theory and research. In this chapter, we focus on ethnicity and how this aspect of culture contextualizes the friendships of Latino-heritage adolescents living in the United States.

Identifying, describing, and explaining between and within ethnic group similarities and variations in developmental processes and outcomes has been challenging because culture and ethnicity are fuzzy, contextual, and fluid constructs (Betancourt & Lopez, 1993; Gjerde, 2004; Phinney & Landin, 1998). Yet, we want to use our research to draw some conclusions and build theories that contain some general statements about these between- and within-cultural similarities and variations. In attempting to attain these goals, we have tried to avoid falling prey to using culture or ethnicity as empty, overgeneralizing, stereotyping concepts that lead us to construct developmental stories and theories that apply to no one in the cultural communities we are studying.

Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2006

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

Arnett, J. J. (2002). The psychology of globalization. American Psychologist, 57, 774–783.CrossRefGoogle ScholarPubMed
Azmitia, M., & Brown, J. R. (2002). Latino immigrant parents' beliefs about the “path of life” of their adolescent children. In Contreras, J., Neal-Barnett, A., & Kerns, K. (Eds.), Latino children and families in the United States: Current research and future directions (pp. 77–101). Westport, CT: Praeger.Google Scholar
Azmitia, M., & Cooper, C. R. (1996). Navigating and negotiating home, school, peer, and community linkages in adolescence. Santa Cruz, CA: US. Center for Research on Education, Diversity, and Excellence.Google Scholar
Azmitia, M., & Cooper, C. R. (2002). Good or bad? Peer influences on Latino and European American adolescents' pathways through school. Journal of Education for Students Placed at Risk, 6, 45–71.CrossRefGoogle Scholar
Azmitia, M., Cooper, C. R., García, E. E., & Dunbar, N. (1996). The ecology of family guidance in low-income Mexican-American and European-American families. Social Development, 5, 1–23.CrossRefGoogle Scholar
Azmitia, M., Lopez, E., Cooper, C. R., Rivera, L., & Dunbar, N. (1997, April). Are Mexican-descent adolescents mentors for their younger siblings? Paper presented at the biennial meetings of the Society for Research in Child Development, Washington, DC.Google Scholar
Bettie, J. (2002). Exceptions to the rule. Upwardly mobile White and Mexican American high school girls. Gender and Society, 16, 403–422.CrossRefGoogle Scholar
Berndt, T. J. (1996). Transitions in friendship and friends' influence. In Graber, J. A., Brooks-Gunn, J., & Petersen, A. C. (Eds.), Transitions through adolescence: Interpersonal domains and context (pp. 57–84). Mahway, NJ: Lawrence Erlbaum Associates.Google Scholar
Betancourt, H., & López, S. R. (1993). The study of culture, ethnicity, and race in American psychology. American Psychologist, 48, 629–637.CrossRefGoogle Scholar
Cooper, C. R. (1999). Multiple selves, multiple worlds: Cultural perspectives on individuality and connectedness in adolescent development. In Masten, A. S. (Ed.), Cultural processes in child development. The Minnesota Symposia on Child Psychology, Vol 29 (pp. 25–57). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Cooper, C. R., Azmitia, M., García, E. E., Ittel, A., Lopez, E., & Martinez-Chavez, R. (1994). Aspirations of low-income Mexican-American and European-American parents for their children and adolescents. In Villarruel, F. & Lerner, R. (Eds.), Environments for socialization and learning: New directions for child development. San Francisco: Jossey Bass.Google Scholar
Cooper, C., R., Baker, H., Polichar, D., & Welsch, M. (1993). Values and communication in Chinese, Filipino, European, Mexican, and Vietnamese American adolescents with their families and friends. New Directions for Child Development, 62, 73–89.CrossRefGoogle Scholar
Cooper, C. R., & Cooper, R. G., Jr. (1992). Links between adolescents' relationships with their parents and peers. Models, evidence, and mechanisms. In Parke, R. D. & Ladd, G. W. (Eds.), Family-peer relationships: Models of linkage (pp. 135–158). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Cooper, C. R., Cooper, R. G. Jr., Azmitia, M., Chavira, G., & Gullat, Y. (2002). Bridging multiple worlds: How African American and Latino youth in academic outreach programs navigate math pathways to college. Applied Developmental Science, 6, 73–87.CrossRefGoogle Scholar
Cooper, C. R., Jackson, J. F., Azmitia, M., & Lopez, E. M. (1998). Multiple selves, multiple worlds. Ethnically sensitive research on identity, relationships, and opportunity structures in adolescence. In McLoyd, V. & Steinberg, L. (Eds.), Conceptual and methodological issues in the study of minority adolescents and their families (pp. 111–126). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Cooper, C. R., Jackson, J. F., Azmitia, M., Lopez, E. M., & Dunbar, N. (1995). Bridging students multiple worlds: African American and Latino youth in academic research programs. In Macías, R. F. & Ramos, R. G. (Eds.), Changing schools for changing students: Research anthology on language minorities (pp. 245–268). Santa Barbara, CA: UC Linguistic Minority Institute.Google Scholar
Delgado-Gaitán, C. (1986). Adolescent peer influence and differential school performance. Journal of Adolescent Research, 1, 103–114.CrossRefGoogle Scholar
Dishion, T. (1990). The family ecology of boys' peer relationships in middle childhood. Child Development, 65, 876–892.Google Scholar
Eckert, P. (1989). Jocks and burnouts: Social categories and identity in the high school. New York: Teachers College Press.Google Scholar
Edwards, C. P., De Guzman, M. R. T., Brown, J., & Kumru, A. (this volume). Children's social behaviors and peer interactions. In Chen, X., French, D., & Schneider, B. (Eds.), Peer relations in cultural context. New York: Cambridge University Press.Google Scholar
Fisher, C. B., Jackson, J. F., & Villarruel, F. A. (1998). The study of African American and Latin American children and youth. In Damon, W. (Series Ed.) & Lerner, R. (Vol. Ed.), Handbook of child psychology: Vol 1. Theoretical models of human development (pp. 865–937). New York: Wiley.Google Scholar
Fordham, S., & Ogbu, J. U. (1986). Black students' school success: Coping with the “burden of acting White.”Urban Review, 18, 176–206.CrossRefGoogle Scholar
French, D., Rinasari, M., Pidadi, S., Newlan, P., & Buhrmester, D. (2001). Social support of Indonesian and U.S. children and adolescents by family members and friends. Merrill Palmer Quarterly, 47, 377–394.CrossRefGoogle Scholar
Fuligni, A. J. (1998). Authority, autonomy, and parent-adolescent conflict and cohesion: A study of adolescents from Mexican, Chinese, Filipino, and European backgrounds. Developmental Psychology, 34, 782–792.CrossRefGoogle ScholarPubMed
Galambos, N. L., & Leadbeater, B. J. (2000). Trends in adolescent research for the new millennium. International Journal of Behavioral Development, 24, 289–294.CrossRefGoogle Scholar
Gándara, P. (1995). Over the ivy walls: The educational mobility of low-income Chicanos. Albany: State University of New York Press.Google Scholar
Gjerde, P. F. (2004). Culture, power, and experience: Toward a person-centered cultural psychology. Human Development, 47, 138–157.CrossRefGoogle Scholar
Goodnow, J. J. (1992). Parents' ideas, children's ideas: Correspondence and divergence. In Sigel, I. E. & McGillicudy-DeLisi, A. V. (Eds.), Parental belief systems: The psychological consequences for children (2nd ed.; pp. 293–317). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Goodwin, R., & Lee, I. (1994). Taboo topics among Chinese and English friends: A cross-cultural comparison. Journal of Cross-Cultural Psychology, 25, 325–338.CrossRefGoogle Scholar
Granovetter, M. S. (1973). The strength of weak ties. American Journal of Sociology, 78, 1360–1380.CrossRefGoogle Scholar
Greenfield, P. M. (1994). Preface. In Greenfield, P. M. & Cocking, R. R. (Eds.), Cross-cultural roots of minority child development (pp.ⅸ–ⅹⅶ). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Grotevant, H. D., & Cooper, C. R. (1986). Individuation in family relationships: A perspective on individual difference in the development of identity and role-taking skill in adolescence. Human Development, 29, 81–100.CrossRefGoogle Scholar
Harrison, A. O., Wilson, M. N., Pine, C. J., Chan, S. Q., & Buriel, R. (1990). Family ecologies of ethnic minority children. Child Development, 61, 347–363.CrossRefGoogle Scholar
Henry, D. B., Tolan, P. H., & Gorman-Smith, D. (2001). Longitudinal family and peer group effects on violence and nonviolent delinquency. Journal of Clinical Child Psychology, 30, 172–186.CrossRefGoogle ScholarPubMed
Hurtado, A., & Gurin, P. (2004). Chicano/a identity in a changing U.S. society. Quién soy? Quienes somos?Tucson: The University of Arizona Press.Google Scholar
Hymel, S., Comfort, C., Schonert-Reichl, K., & McDougall, P. (1996). Academic failure and school dropout: The influence of peers. In Juvonen, J. & Wentzel, K. (Eds.), Social motivation: Understanding children's school adjustment (pp. 313–345). New York: Cambridge University Press.CrossRefGoogle Scholar
Killen, M. (1997). Commentary: Culture, self, and development: Are cultural templates useful or stereotypic?Developmental Review, 17, 239–249.CrossRefGoogle Scholar
Kuperminc, G. P., Blatt, S. J., Shahar, G., Henrich, C., & Leadbeater, B. J. (2004). Cultural equivalence and cultural variance in longitudinal associations of young adolescent self-definition and interpersonal relatedness to psychological and school adjustment. Journal of Youth and Adolescence, 33, 13–30.CrossRefGoogle Scholar
Larson, K., & Rumberger, R. (1995). Doubling school success in highest-risk Latino youth: Results from a middle-school intervention study. In Macías, R. F. & García-Ramos, R. G. (Eds.), Changing schools for changing families: An anthology of research on language minorities, schools, and society (pp. 157–180). Santa Barbara: University of California Language Minority Research Institute.Google Scholar
Levitt, M. J., Guacci-Franco, N., & Levitt, J. L. (1993). Convoys of social support in childhood and early adolescence: Structure and function. Developmental Psychology, 29, 811–818.CrossRefGoogle Scholar
Levitt, M. J., Weber, R. A., & Guacci, N. (1993). Convoys of social support: An intergenerational analysis. Psychology and Aging, 8, 323–326.CrossRefGoogle ScholarPubMed
Markus, H. R., & Kitayama, S. (1991). Culture and self: Implications for cognition, emotion, and motivation. Psychological Review, 98, 224–253.CrossRefGoogle Scholar
Matsumoto, D., Grissom, R. J., & Dinnel, D. L. (2001). Do between-culture differences really mean that people are different?Journal of Cross Cultural Psychology, 32, 478–490.CrossRefGoogle Scholar
McLean, K. C. (2003, April). Friendship dissolution in the transition to junior high and college. Paper presented at the biennial meeting of the Society for Research in Child Development, Tampa, FL.Google Scholar
McLoyd, V. C. (2004). Linking race and ethnicity to culture: Steps along the road from inference to hypothesis testing. Human Development, 47, 186–191.CrossRefGoogle Scholar
Oyserman, D., Coon, H. M., & Kemmelmeir, M. (2002). Rethinking individualism and collectivism: Evaluation of theoretical assumptions and meta-analysis. Psychological Bulletin, 128, 3–72.CrossRefGoogle Scholar
Perez, W., & Padilla, A. M. (2000). Cultural orientation across three generations of Hispanic adolescents. Hispanic Journal of Behavioral Sciences, 22, 390–398.CrossRefGoogle Scholar
Phelan, P., Davidson, A. L., & Yu, H. C. (1991). Students' multiple worlds: Navigating the borders of family, peer, and school cultures. In Phelan, P. & Davidson, A. L. (Eds.), Cultural diversity: Implications for education (pp. 52–88). New York: Teachers College Press.Google Scholar
Phinney, J. S. (1996). When we talk about American ethnic groups, what do we mean?American Psychologist, 52, 918–927.CrossRefGoogle Scholar
Phinney, J. S., & Landin, J. (1998). Research paradigms for studying ethnic minority families within and across groups. In McLoyd, V. C. & Steinberg, L. (Eds.), Studying minority adolescents: Conceptual, methodological, and theoretical issues (pp. 89–109). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Phinney, J. S., Ong, A., & Madden, T. (2000). Cultural values and intergenerational value discrepancies in immigrant and nonimmigrant families. Child Development, 71, 528–539.CrossRefGoogle Scholar
Radmacher, K., & Azmitia, M. (2004). Are there gendered pathways to intimacy in early adolescents' and emerging adults' friendships? Unpublished manuscript, University of California at Santa Cruz.Google Scholar
Reese, L., Balzano, S., Gallimore, R., & Goldenberg, C. (1995). The concept of educación: Latino family values and American schooling. International Journal of Educational Research, 23, 51–81.CrossRefGoogle Scholar
Reese, L., Kroesen, K., Ryan, G., & Gallimore, R. (1998, May). Exploring Latino adolescents' worlds through multiple methods. Paper presented at the annual meeting of the UC-Linguistic Minority Research Institute Santacruz, California.Google Scholar
Reis, O., Azmitia, M., Radmacher, K., Gills, J., Syed, M., & Tonyan, H. A. (2005). Patterns of social support from family, friends, and teachers and ethnically diverse adolescents' mental health during developmental and school transitions. Unpublished manuscript, University of California at Santa Cruz.Google Scholar
Sabogal, F., Marin, G., Otero-Sabogal, R., Marin, B., & Perez-Stable, E. (1987). Hispanic familism and acculturation: What changes and what doesn't?Hispanic Journal of Behavioral Sciences, 9, 397–412.CrossRefGoogle Scholar
Stanton-Salazar, R. D. (2001). Manufacturing hope and despair: The school and kin support networks of U.S. Mexican youth. New York: Teachers College Press.Google Scholar
Stewart, A., & McDermott, C. (2004). Gender in psychology. American Review of Psychology, 55, 519–544.CrossRefGoogle Scholar
Suárez-Orozco, C., & Todorova, I. L. G. (in press). Understanding the social worlds of immigrant youth. New Directions for Youth Development: Theory, Practice, and Research.Google Scholar
Szapocznic, J., & Kurtines, W. M. (1993). Family psychology and cultural diversity: Opportunities for theory, research, and application. American Psychologist, 48, 400–4007.CrossRefGoogle Scholar
Tappan, M., & Brown, L. M. (1991). Hermeneutics and developmental psychology: Towards an ethnic of interpretation. In Kurtines, W. M., Azmitia, M., & Gewirtz, G. (Eds.), The role of values in psychology and human development (pp. 105–130). Oxford, England: Wiley.Google Scholar
Triandis, H. C. (1995). Individualism and collectivism. Boulder, CO: Westview Press.Google Scholar
Uba, L. (1994). Asian Americans: Personality patterns, identity, and mental health. New York: Guilford.Google Scholar
Umana-Taylor, A. J., & Bámaca-Gomez, M. Y. (2003). Generational differences in resistance to peer pressure among Mexian-Origin adolescents. Youth and Society, 35, 183–203.CrossRefGoogle Scholar
Valdés, G. (1996). Con respeto: Bridging the distances between culturally diverse families and schools: An ethnographic portrait. New York: Teachers' College Press.Google Scholar
Wainryb, C. (2004). The study of diversity in human development. Culture, urgency, and perils. Human Development, 47, 131–137.CrossRefGoogle Scholar
Waters, M., & Eschbach, K. (1995). Immigration and ethnic and racial inequality in the United States. Annual Review of Sociology, 21, 419–446.CrossRefGoogle Scholar
Way, N. (this volume). The cultural practice of close friendships among urban adolescents in the United States. In Chen, X., French, D., & Schneider, B. (Eds.), Peer relationships in cultural context. New York: Cambridge University Press.CrossRef
Way, N., & Chen, L. (2000). Close and general friendships among African American, Latino, and Asian American adolescents from low-income families. Journal of Adolescent Research, 15, 274–301.CrossRefGoogle Scholar
Way, N., Cowal, K., Gingold, R., Pahl, K., & Bissessar, N. (2001). Friendship patterns among African American, Asian American, and Latino adolescents from low-income families. Journal of Social and Personal Relationships, 18, 29–53.CrossRefGoogle Scholar
Way, N., & Hamm, J. (2005). New directions for child and adolescent development: Using qualitative methods to investigate friendship processes. San Francisco, Jossey Bass.Google Scholar
Way, N., & Robinson, M. G. (2003). A longitudinal study of the effects of family, friends, and school experiences on the psychological adjustment of ethnic minority, low-SES adolescents. Journal of Adolescent Research, 18, 324–346.CrossRefGoogle Scholar
Whiting, B. (1976). The problem of the packaged variable. In Riegel, K. & Meacham, J. (Eds.), The developing individual in a changing world (pp. 303–309). Chicago: Aldine.Google Scholar
Willis, P. (1977). Learning to labour: How working class kids get working class jobs. Westmead, England: Saxon House.Google Scholar
Yeh, C. J., & Hwang, M. Y. (2000). Interdependence in ethnic identity and self: Implications for theory and practice. Journal of Counseling and Development, 78, 420–429.CrossRefGoogle Scholar
Youniss, J., & Smollar, J. (1985). Adolescents' relations with mothers, fathers, and friends. Chicago: University of Chicago Press.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
×