Prevention and intervention programs. For example, it might be fruitful for schools and after-school programs to recognize culturalJ Youth Adolesc. Author manuscript; available in PMC 2017 March 16.Author Manuscript Author Manuscript Author Manuscript Author ManuscriptWang and BennerPageheritages and celebrate traditions of various groups. Moreover, intervention work has focused attention on promoting culturally-informed parenting SF 1101 web practices (e.g., Coard, FoyWatson, Zimmer, Wallace, 2007), and youth may benefit the most from such programs when other socialization settings are targeted as well. Finally, the present study also highlighted subgroups of adolescents who may be at GSK343 site particular risk of cultural incongruence. For example, adolescents from Latino and immigrant families are more likely to experience mainstream cultural incongruence than their peers, possibly due to the large distance between their culture of origin and the mainstream American culture (Lui, 2015). Thus, intervention programs that address cultural incongruence may be particularly beneficial for these adolescents. The current findings, however, should be interpreted within the study’s limitations. The current data were collected from schools with a dense Latino population, and the majority of our participants were Latino students. School racial/ethnic composition has been found to be a contextual determinant of racial/ethnic processes in schools and peer groups and their linkages to adolescent well-being (Benner Graham, 2009; Yip, Seaton, Sellers, 2010). Mainstream American culture may be more endorsed and practiced in diverse schools where students experience greater exposure to cross-ethnic peers. However, it is an open question whether family-peer congruence would be more or less common or adaptive in diverse settings. Nevertheless, how school racial/ethnic composition contributes to variations in ethnic socialization practices and the potential developmental implications of family and peer cultural socialization within schools of varying demographics is an exciting line of future inquiry. The present study also investigated ethnic socialization practices at a particular time in the life course–early adolescence when students were in 8th grade. Early adolescence is a critical developmental period when notions around race/ethnicity and culture become more salient (Uma -Taylor et al., 2014). Yet adolescents are just developing social cognitive skills (Blakemore Choudhury, 2006; Quintana et al., 1999) that help them reconcile complex ideas outside families that weigh particularly important (Knoll et al., 2015). These developmental changes may make early adolescence a particular vulnerable stage for cultural incongruence across family and peer contexts. However, theoretical work also points to the importance of examining developmental changes over the early life course (Elder, 1998). As young people transition from middle to high school and then to college or the workforce, they may be exposed to more racial/ethnically diverse peers and colleagues (Benner, 2011) and experience greater cultural variation in family and peer settings. On the other hand, as they age, youth also become more experienced and cognitively skilled at managing incongruence, making incongruence potentially less detrimental for adjustment in later developmental periods. These possible variations highlight the need for a more thorough investigation of family and peer cultural socialization, a.Prevention and intervention programs. For example, it might be fruitful for schools and after-school programs to recognize culturalJ Youth Adolesc. Author manuscript; available in PMC 2017 March 16.Author Manuscript Author Manuscript Author Manuscript Author ManuscriptWang and BennerPageheritages and celebrate traditions of various groups. Moreover, intervention work has focused attention on promoting culturally-informed parenting practices (e.g., Coard, FoyWatson, Zimmer, Wallace, 2007), and youth may benefit the most from such programs when other socialization settings are targeted as well. Finally, the present study also highlighted subgroups of adolescents who may be at particular risk of cultural incongruence. For example, adolescents from Latino and immigrant families are more likely to experience mainstream cultural incongruence than their peers, possibly due to the large distance between their culture of origin and the mainstream American culture (Lui, 2015). Thus, intervention programs that address cultural incongruence may be particularly beneficial for these adolescents. The current findings, however, should be interpreted within the study’s limitations. The current data were collected from schools with a dense Latino population, and the majority of our participants were Latino students. School racial/ethnic composition has been found to be a contextual determinant of racial/ethnic processes in schools and peer groups and their linkages to adolescent well-being (Benner Graham, 2009; Yip, Seaton, Sellers, 2010). Mainstream American culture may be more endorsed and practiced in diverse schools where students experience greater exposure to cross-ethnic peers. However, it is an open question whether family-peer congruence would be more or less common or adaptive in diverse settings. Nevertheless, how school racial/ethnic composition contributes to variations in ethnic socialization practices and the potential developmental implications of family and peer cultural socialization within schools of varying demographics is an exciting line of future inquiry. The present study also investigated ethnic socialization practices at a particular time in the life course–early adolescence when students were in 8th grade. Early adolescence is a critical developmental period when notions around race/ethnicity and culture become more salient (Uma -Taylor et al., 2014). Yet adolescents are just developing social cognitive skills (Blakemore Choudhury, 2006; Quintana et al., 1999) that help them reconcile complex ideas outside families that weigh particularly important (Knoll et al., 2015). These developmental changes may make early adolescence a particular vulnerable stage for cultural incongruence across family and peer contexts. However, theoretical work also points to the importance of examining developmental changes over the early life course (Elder, 1998). As young people transition from middle to high school and then to college or the workforce, they may be exposed to more racial/ethnically diverse peers and colleagues (Benner, 2011) and experience greater cultural variation in family and peer settings. On the other hand, as they age, youth also become more experienced and cognitively skilled at managing incongruence, making incongruence potentially less detrimental for adjustment in later developmental periods. These possible variations highlight the need for a more thorough investigation of family and peer cultural socialization, a.
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