Research supported by a United States Office of Education grant. (DS)

Examined the degree to which Chicano and Anglo students agree on sex roles as described in literature characterizing the traditional Mexican family. Results of a questionnaire yielded significant differences for sex and ethnicity, with Chicano males agreeing more with stereotypic sex roles than Chicano females and Anglo males and females.…

The article describes the impact of assimilation on the fertility differentials of Japanese American and Mexican American women compared with those of majority White women and demonstrates the importance of including direct measures of assimilation in studies of assimilation effects. (Author/SB)

Compares the effect of cooperative and competitive behaviors of Cherokee and Anglo American elementary school students on academic achievement. Suggests changes in teaching techniques and lesson organization that might raise academic achievement while taking into consideration tribal traditions that limit scholastic achievement in an…

Mexican-Americans and Anglos in three Southern California cities were interviewed to examine the family structure of both groups and their reliance on kin for emotional support. Utilization of other sources of support (friends, doctors, clergymen, therapists) was compared with the tendency to rely on relatives. (DS)

Determined the degree of value placed on higher educational attainments by academically successful fourth-year university students (N=81) from two cultural populations in American society. Results indicate that participants from both groups received a similar degree of encouragement from parents to pursue and complete university studies. Other…

Results from this study on mothers' conceptions of child development suggest a complex picture of diversity in Mexican-American mothers who retain values and beliefs from their own culture and take on values and beliefs of the American culture. (PCB)

Eight-item revision of the UCLA Loneliness Scale was administered to 2,614 students, aged 11-14. Loneliness did not differ by age or between Anglo- and Mexican-American students, but was higher for girls than boys in each ethnic group. Principal components factor analysis and correlations with other related measures indicate good reliability and…

The 4-stage Adolescent Family Assessment Model was tested with 114 Anglo-American and Mexican-American adolescent mothers. The two ethnic groups differed in the relationships among knowledge of infant care, caregiving behaviors, family approval, peer approval, family functioning, and demographic characteristics. (SV)

Examines differences in willingness to conform to parents' expectations of academic achievement as perceived by American, Chinese-American, and Chinese high school students. Chinese students were more willing to accept their parents' advice and cared more about fulfilling academic expectations than did American students. Chinese-American students…

Validated the Motivation Orientation scales of the Inventory of School Motivation (ISM) (M. Maher, 1984) across Navajo (n=760) and Anglo (n=1,012) students. Findings show that even though the ISM motivation orientation scales are applicable to students of different cultural backgrounds, meaningful cross-cultural comparisons should use the 30 items…

We examined the cross-ethnic equivalency of socialization measures developed primarily with European American families. Four aspects of measurement equivalence were assessed: conceptual, operational, scalar, and functional. Evidence of between-and within-group measurement equivalency of socialization measures was derived from youth reports of 500…

The relations of maternal reminiscing style and child self-concept to children's shared and independent autobiographical memories were examined in a sample of 189 three-year-olds and their mothers from Chinese families in China, first-generation Chinese immigrant families in the United States, and European American families. Mothers shared…

Under current government directives, parents, along with professionals, are ascribed a central role in contributing to the processes associated with meeting their children's special needs. Yet many obstacles continue to hinder the achievement of good working relationships between parents and professionals. For parents located within minority…