Perceptions of parental secure base support in African American adolescents and young adults: A preliminary study of predictive links to adult C-reactive protein.

Within the field of relationship science there is increasing interest in the connections between close relationships and physical health. In the present study, we examined whether adolescents' (~12 years old) and young adults' (~20 years old) perceptions of their parents as a secure base prospectively predict C-reactive protein (CRP), a commonly used marker of inflammatory activity, at age 32 in a well-characterized sample of African Americans. We utilized existing data collected as part of the Maryland Adolescent Development in Context Study (MADICS) to construct measures of perceptions of parental secure base support (SBS), general parental support, and peer support in early adolescence and early adulthood.

I. INTRODUCTION: MOVING THROUGH ADOLESCENCE: DEVELOPMENTAL TRAJECTORIES OF AFRICAN AMERICAN AND EUROPEAN AMERICAN YOUTH.

In this monograph, we investigate the developmental trajectories of a predominantly middle-class, community-based sample of European American and African American adolescents growing up in urban, suburban, and rural areas in Maryland, United States. Within risk-protection and positive youth development frameworks, we selected developmental measures based on the normative tasks of adolescence and the most widely studied indicators in the three major contexts of development: families, peer groups, and schools. Using hierarchical linear growth models, we estimated adolescents' growth trajectories from ages 12 to 20 with variation accounted for by socioeconomic status (SES), gender, race/ethnicity, and the gender by race/ethnicity interaction.

Developmental histories of perceived racial discrimination and diurnal cortisol profiles in adulthood: A 20-year prospective study.

Perceived racial discrimination (PRD) has been associated with altered diurnal cortisol rhythms in past cross-sectional research. We investigate whether developmental histories of PRD, assessed prospectively, are associated with adult diurnal cortisol profiles. One-hundred and twelve (N=50 Black, N=62 White) adults from the Maryland Adolescent Development in Context Study provided saliva samples in adulthood (at approximately age 32 years) at waking, 30min after waking, and at bedtime for 7 days.

Afterschool quality.

This chapter discusses efforts to define and improve the quality of afterschool services, highlighting areas of agreement and identifying leading-edge issues. We conclude that the afterschool field is especially well positioned to deliver high-quality services and demonstrate effectiveness at scale because a strong foundation has been built for continuous improvement of service quality.

Racial/ethnic socialization and identity development in Black families: the role of parent and youth reports.

Racial/ethnic (R/E) socialization is widely practiced in R/E minority families. However, only recently have models been developed to understand how parents' R/E socialization messages influence adolescent development. The primary goal of the present study was to clarify and extend existing work on R/E socialization in African American (Black) families by distinguishing between parent and youth reports of parents' R/E socialization messages and examining the extent to which adolescents and their parents agree about these socialization messages.

Adolescent educational success and mental health vary across school engagement profiles.

The present study used multidimensional and person-centered approaches to identify subgroups of adolescents characterized by unique patterns of behavioral, emotional, and cognitive engagement and examined whether adolescent developmental outcomes varied as a function of different combinations of engagement components. Data were collected on 1,025 youths (57% African American, 43% European American; 53% female, 47% male). Five profiles of student engagement in school were identified: Highly Engaged, Moderately Engaged, Minimally Engaged, Emotionally Disengaged, and Cognitively Disengaged.

Racial discrimination and substance use: longitudinal associations and identity moderators.

Current research indicates that racial discrimination is pervasive in the lives of African Americans. Although there are a variety of ways in which discrimination may contribute to health, one potentially important pathway is through its impact on substance use. Addressing the paucity of longitudinal research on this topic, the present study examined the influence of teacher discrimination on changes in substance use over time among African American adolescents and considered three dimensions of racial identity as moderators of this association (centrality, private regard, and public regard).

An Education in Awareness: Self, Motivation, and Self-Regulated Learning in Contemplative Perspective.

Consistent with the aims of this special issue, we present a systems perspective on self/identity, predicated on William James's classic distinction between I and Me, and use this perspective to explore conceptual relations between self/identity, motivation to learn, and self-regulated learning. We define the I self functionally in terms of the capacity for the conscious shifting and sustaining of awareness. The I is conceived of as that aspect of the self-system that affords the potential for the conscious and willful, rather than the non-conscious and automatic, motivation and regulation of behavior.

Quality at the point of service: profiles of practice in after-school settings.

A unique observational data set was used to explore quality at the point of service in after-school programs. Staff practices in after-school settings were represented on a series of unidimensional scales closely indexed to staff behavior. In order to account for heterogeneity of staff performances, pattern-centered methods were used to construct profiles of common staff practices.

Adolescent pathways to adulthood drinking: sport activity involvement is not necessarily risky or protective.

Aims: Use pattern-centered methods to examine how adolescents' alcohol use and sports activities are related both to childhood sport and problem behavior and to heavy drinking in early adulthood.

Design: The data used in this study come from four waves of the Michigan Study of Adolescent Life Transitions (MSALT) that began in 1983, when participants were approximately age 12, and continued into early adulthood, when participants were approximately age 28.

Participants: Sixty per cent of the approximately 1000 MSALT youth living in south-eastern Michigan were females and 97% were European American.

Exploring the Roles of Extracurricular Activity Quantity and Quality in the Educational Resilience of Vulnerable Adolescents: Variable- and Pattern-Centered Approaches.

This longitudinal study examines how extracurricular activity involvement contributes to "educational resilience"-the unexpected educational attainments of adolescents who are otherwise vulnerable to curtailed school success due to personal- and social-level risks. Educationally vulnerable youth characterized by significant risks and an absence of assets were identified during early adolescence (approximately age 14) using measures of academic motivation, achievement, and mental health as well as family, school, and peer contexts. Using a mixture of variable- and pattern-centered analytic techniques, we investigate how both the total amount time that vulnerable youth spent in positive extracurricular activities and the specific pattern of their extracurricular activity involvement during late adolescence (approximately age 17) predict their subsequent enrollment in college during early adulthood (up through approximately age 21).

Unexpected Pathways Through Education: Why Do Some Students Not Succeed in School and What Helps Others Beat the Odds?

In this overview of Volume 64, Issue 1, of the Journal of Social Issues, we describe why it is important to consider the diversity of student pathways through time and in context and why it is important to focus particularly on youth who defy predictions. We describe the ways in which expectations are formed in statistical analysis and also in real-world education systems and how the structural rigidity inherent in such systems can lead to poor person-environment fit for young people in education or training and to misleading statistical analysis. Our intention is to move beyond analytic approaches that assume "one size fits all" while recognizing both that policy cannot provide fully individualized environments for everyone and that research cannot focus only on the unique characteristics of each individual.

TEMPEST in a gallimaufry: applying multilevel systems theory to person-in-context research.

Terminological ambiguity and inattention to personal and contextual multilevel systems undermine personality, self, and identity theories. Hierarchical and heterarchical systems theories are used to describe contents and processes existing within and across three interrelated multilevel systems: levels of organization, representation, and integration. Materially nested levels of organization are used to distinguish persons from contexts and personal from social identity.

Research strategies for magnetic fields and cancer.

Widespread concerns about whether electric and magnetic fields (EMF) could adversely affect human health have been raised in epidemiologic studies reported since the 1980s. Possible EMF health effects have been widely publicized in the popular press since that time. We consider here three possible mechanisms of action of EMF on childhood leukemia.

Changing ecological determinants of conduct problems from early adolescence to early adulthood.

Changes in conduct problems from middle school through early adulthood were examined in a sample of 1191 African American and White males and females. Predictors were selected from a number of ecological contexts to examine the relative contribution of family, peer, school, and neighborhood factors to conduct problems during the 7th, 8th, and 11th grade and across transitions in middle school, into high school, and into young adulthood. Almost all contexts made a unique contribution to conduct problems except for the neighborhood setting.