Browsing by Subject "Language brokering"
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Item A conditional indirect effect of language brokering on adjustment among Chinese and Korean American adolescents : the roles of perceived maternal sacrifice, respect for the mother, and mother-child open communication(2013-05) Shen, Yishan; Kim, Su YeongAsian American adolescents, such as Chinese and Korean American adolescents, often language broker for their immigrant parents. This study examines how language brokering influences parent-child relationships and adolescents' psychological adjustment in Asian-American families. Using a two-wave sample of Chinese (n = 237; average age = 14.65, SD = .68) and Korean (n = 262; average age = 14.72, SD = .69) American adolescents, this study examined a culturally relevant conditional mechanism through which language brokering may contribute to lower levels of internalizing/externalizing problems. Results suggested that language brokering for the mother was associated with perceived maternal sacrifice, which was in turn associated with respect for the mother, which was eventually associated with lower levels of externalizing problems (but not internalizing problems) in the adolescents. Moreover, the indirect effect was conditional on the level of mother-child open communication. With a lower level of open communication, the indirect effect of language brokering on externalizing problems became stronger. Results indicate that interventions designed to reduce Asian American adolescent language brokers' externalizing problems can target their perception of parental sacrifice and their respect for parents, and that this approach may be especially effective for adolescents experiencing a low level of parent-child open communication. At the same time, for these families with low levels of parent-child open communication, encouraging more open communication may be an additional way to intervene.Item Language brokering among Latino middle school students : relations with academic achievement, self-efficacy, and acculturative stress(2010-05) Tedford, Sara Louise; Suizzo, Marie-Anne; Carlson, Cindy I.; Keith, Timothy Z.; Kim, Su Yeong; Valencia, Richard R.Child language brokers frequently translate in adult-level situations. Research has suggested that through translating, brokers may develop advanced language, cognitive, and social skills (De Ment, Buriel, and Villanueva, 2005; McQuillan and Tse, 1995), and these may lead to greater academic achievement and self-efficacy (Buriel, Perez, De Ment, Chavez,and Moran, 1998). Additionally, language brokers have been found to increase in biculturalism as they translate for people of different cultures (Acoach and Webb, 2004; Buriel et al., 1998). Brokers might experience reduced acculturative stress, for which biculturalism has been found to be a protective factor (Bacallao and Smokowski, 2005). Despite its possible benefits, brokering has been associated with negative emotions and behavioral problems for some children (Chao, 2006; Weisskirch and Alva, 2002). The mixed results of language brokering studies may partially be related to the age of participants, with translating appearing to be a more positive experience for older adolescents (Orellana and Reynolds, 2008). The purpose of this study was to test relations among language brokering, academic achievement, academic self-efficacy, social self-efficacy, and acculturative stress. I proposed and tested if language brokering was associated with more positive outcomes. In addition, I tested if older brokers had more positive outcomes than younger brokers. Participants included 207 Latino middle school students, aged 10 to 14 years, who completed self-report surveys. Measures included a background demographics questionnaire and scales for language brokering, academic self-efficacy, social self-efficacy, and acculturative stress. Achievement was measured with grades from school records. Results were non-significant for the relation of language brokering with achievement and social self-efficacy when controlling for other predictor variables. In contrast to expectations, translating for more people was associated with decreased academic self-efficacy and greater acculturative stress. Further analysis revealed that language brokering for parents and grandparents was associated with greater acculturative stress, while translating for other people was not. Although translating was associated with more acculturative stress, and older children reported less acculturative stress, age was not found to moderate the relation of language brokering and acculturative stress. Limitations, implications, and suggestions for future directions in language brokering research and clinical work are presented.