Latino Children’s Reports of Language Brokering Emotions and Socioemotional Well-Being

• In Event: 3-010 - A Critical Examination of Language Brokering: Dimensions, Mechanisms of Influence, and Children's Socioemotional Well-Being

Integrative Statement

Among Latino children, language brokering for parents and other family members is a common practice throughout development (Weisskirch, 2017). Research indicates that feelings associated with language brokering are informative predictors of socioemotional well-being (Shen, Tilton, & Kim, 2017). Furthermore, family functioning constructs are theorized to be the mechanisms by which language brokering is associated with children’s well-being (Chao, 2006). Some work reports that relational dimensions of family functioning are an important family related construct to examine in the language brokering-child well-being relationship. But when examining language brokering among immigrant families, it is important to examine relational dimensions that are present among most families and those that are specific to immigrant families to gain a better understanding of this phenomenon. For example, family conflict is considered a general relational dimension and a mediating variable in the brokering-child outcomes relationship (Buriel, 2006). Among immigrant families, a specific type of relational process that plays a role is filial responsibilities (Titzmann, 2012). Related work indicates that a stronger indicator of the influence of filial responsibilities involves the perception of fairness of being charged with filial responsibilities (Toro, Schofield, Calderon-Tena, & Farver, 2018). Thus, the current study examined relations between emotions associated with language brokering (i.e. positive and negative) and children’s externalizing and internalizing behaviors via unfair perception of filial responsibilities and family conflict.
Participants included 298 Mexican-origin children (60% female, Mage = 14.23, SD = .55) in central California. First, children completed surveys where they self-reported on their language brokering experiences (frequency, negative emotion, and positive emotion; Weisskirch, 2007), perceived fairness of filial responsibilities (Kuperminc, Wilkins, Jurkovic, & Perilla, 2013), family conflict (Olson, 2011), and socioemotional well-being (externalizing and internalizing; Achenbach & Rescorla, 2001).
Four different models were examined (see Figure 1) and tests of indirect effects were conducted (see Table 1). First, results indicated that negative emotions of language brokering was associated with externalizing and internalizing behaviors. Results of indirect effects analyses indicated that negative emotions associated with language brokering was linked to both child-reported internalizing and externalizing via both family functioning constructs. Specifically, negative emotions was positively associated with unfairness of filial responsibilities and, in turn, positively related with externalizing and internalizing behavior problems. Similarly, negative emotions was positively associated with family conflict and, in turn, positively related with internalizing and externalizing. There were no significant findings related to positive emotions associated with language brokering.
Findings are line with previous research that reports that the impact of language brokering likely occurs through family relationships. Results also highlight the nuanced nature of the influence of language brokering by demonstrating that positive emotions did not play a significant role in the current investigation and the importance of considering both culturally and relationally-driven aspects of family functioning. With respect to programmatic efforts, results point to the importance of focusing on reducing children’s negative emotions tied to language brokering in order to foster positive family interactions for these children.

Author

• Rosa Irene Toro, California State University, Fresno
  Presenting Author