Latino Immigrant Family Language Discrepancies and Problematic Youth Outcomes: Parent-Youth Conflict as a Mediator

• In Event: Poster Session 07
  In Poster Session: PS 07 Topic - Parenting & Parent-Child Relationships

Abstract

Introduction. Adolescence is a critical risk period for the initiation of alcohol, tobacco, and other drug use (ATOD). Latino middle school youth have higher rates of ATOD use, compared to other ethnic groups (Johnston et al., 2018; King & Chassin, 2007). One well-established precursor of adolescent ATOD use is parent-youth conflict. Acculturation-related stress exacerbates the conflict among Latino immigrant families and has been associated with increased youth ATOD use and other outcomes (e.g., anxiety, depression, aggression, conduct problems, and suicide ideation). Previous studies attribute increases in conflict among immigrant families to differing cultural values between parents and youth, although the results are mixed (Schofield, Parke, Kim, & Coltrane, 2008). This study, as well as previous research suggests that as time residing in the U.S. increases, 2nd generation immigrant children acquire proficiency in English and lose proficiency in their heritage language. In contrast, 1st generation immigrant parents maintain their heritage language and progress only modestly in English. Thus, language discrepancies may emerge and drive parent-child acculturation-related conflicts (Hwang, 2006) and lead to increased substance use and behavioral and emotional dysfunction among immigrant youth. These associations, however, have not been explored. The current study examines the associations between parent-youth language discrepancies and ATOD use and behavioral and emotional dysfunction (BED), and whether these paths are mediated by parent-youth conflict.
Methods. Participants were 107 1st and 2nd generation immigrant Latino 7th graders (53% girls) and their parents (88% mothers). The majority (74%) of youth were born in the U.S., while the majority (83%) of parents were born in Mexico. While less than a quarter (23%) of youth completed the survey in Spanish, the large majority (94%) of parents completed the survey in Spanish. Language discrepancies was the mean of parents’ and youths’ separate responses on a 5-point Likert scale to one single item pertaining to the frequency of misunderstanding due to speaking different languages. Parent-youth conflict was assessed by parents’ responses on a 4-point Likert scale to 20 items included in Prinz et al. (1997) Conflict Behavior Questionnaire. Youth ATOD use was assessed by youths’ reports on past 30-day use of ATOD. BED was assessed by youths’ reports on the Neuro-QoL Emotional and Behavioral Dyscontrol Scale (National Institute of Neurological Disorders and Stroke, 2015).
Result. Parent-youth language discrepancies were positively associated with parent-youth conflict (r = .35, p < .001), youth ATOD use (r = .19, p = .04), and BED (r = .34, p < .001). Parent-youth conflict was positively associated with youth ATOD use (r = .30, p = .002) and BED (r = .41, p < .001). Parent-youth conflict fully mediated the relationship between language discrepancy and youth ATOD use (Figure 1 Plot A) and partially mediated the relationship between language discrepancy and BED (Figure 1 Plot B).
Conclusion. The current study provides initial evidence that reducing parent-youth language discrepancies may lessen parent-youth conflict which is associated with youth ATOD use and emotional and behavioral health.

Group Authors

Ronald B. Cox, Hua Lin, Robert Larzelere, Sumeyra Sahbaz, Isaac Washburn, Kimberly Greder, Maritza Leon, Alma Arredondo Lopez

Authors

• Ronald B. Cox, Oklahoma State University - Tulsa
  Presenting Author

• Hua Lin, Oklahoma State University - Stillwater
  Non-Presenting Author

• Robert E Larzelere, Oklahoma State University - Stillwater
  Non-Presenting Author

• Sumeyra Sahbaz, Oklahoma State University
  Non-Presenting Author

• Isaac Washburn, Oklahoma State University
  Non-Presenting Author

• Kimberly Greder, Iowa State University
  Non-Presenting Author

• Maritza Leon, Oklahoma State University
  Non-Presenting Author

• Alma Arredondo Lopez, Oklahoma State University
  Non-Presenting Author