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Cited by 74Racial and Ethnic Identity ResearchPsychosocial Factors Impacting YouthChild and Adolescent Psychosocial and Emotional Development

Cultural Socialization Across Contexts: Family–Peer Congruence and Adolescent Well-Being

Open access
Wang, Yijie, Benner, Aprile D.·2016·Journal of Youth and Adolescence
DOI 10.1007/s10964-016-0426-1PMC PMC5353358
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Abstract

Racial/ethnic minority youth live at the intersection of diverse cultures...

AI snapshot

Written from the paper’s full text.

TL;DR

This study examined how family and peer cultural socialization toward heritage and mainstream American cultures jointly relate to early adolescents’ well-being. It found that family socialization’s benefits were strongest when peer socialization was similarly high, and that congruent-high profiles showed better adjustment than congruent-low or incongruent profiles.

Key findings

  • In variable-centered SEM, family heritage socialization predicted lower socioemotional distress only when peer heritage socialization was high (β = −.30, p < .05), not when low (β = −.03, p = .81); the Johnson-Neyman threshold was peer heritage socialization ≥ 3.68, covering 41% of the sample.
  • For academic adjustment, family and peer heritage socialization had positive main effects; a quadratic interaction showed family heritage socialization’s academic returns increased more steeply at high peer heritage socialization (β = .35, p < .05 vs. low β = −.14, p = .28), significant at peer heritage socialization ≥ 4.32 (25% of sample).
  • Mainstream socialization showed parallel patterns: family mainstream socialization linked to lower distress only at high peer mainstream socialization (β = −.24, p < .05 vs. low β = .05, p = .74; threshold 4.21, 20%), and academic quadratic interaction was significant at high peer socialization (β = .46, p < .01 vs. low β = −.10, p = .63; threshold 3.89, 31%).
  • Latent profile analysis found heritage profiles of 36% congruent high, 38% congruent low, and 26% incongruent (family > peers); mainstream profiles were 20% congruent high, 59% congruent low, and 21% incongruent (peers > family). Congruent-high adolescents had lower distress and better academic adjustment than other groups; incongruent adolescents did not differ significantly from congruent-low adolescents.

Methods

  • Sample: 236 8th graders (51% female; 89% Latino, 11% African American) from two Southern middle schools in Project SPAD; 69% U.S.-born, most parents foreign-born, and 59% had parents who did not finish high school. Self-report surveys were available in English and Spanish, with 92% completed in English.
  • Measures: cultural socialization subscales for family/peer and heritage/mainstream (α = .85–.93); socioemotional distress latent construct from depressive symptoms (α = .80) and loneliness (α = .86); academic adjustment latent construct from school engagement (α = .75), shared academic activities (α = .85), and school belonging (α = .79). Covariates included gender, race/ethnicity, family structure, parent education, immigrant status, school, and survey language.
  • Analysis: SEM in Mplus 7.3 with full-information maximum likelihood; variable-centered models tested main effects and linear/quadratic family × peer interactions, interpreted with simple slopes and Johnson-Neyman. Person-centered latent profile analysis compared 1–5 class solutions using BIC, ABIC, and LMR tests separately for heritage and mainstream socialization, then linked profiles to well-being.

Limitations

  • The paper states that the sample came from schools with dense Latino populations and was mostly Latino, limiting generalizability to more ethnically diverse schools or settings outside ethnic enclaves.
  • The paper states that cross-sectional self-report data prevent determining directionality; shared variance may inflate associations, and adjustment could influence socialization or peer selection.
  • The paper states that only 8th graders in early adolescence were studied, so findings may not extend to later developmental stages when peer exposure and cognitive skills change. Evident from the text: the two-school, low-SES sample further constrains generalizability.

Model-written summary. Check it against the paper before relying on it.

Integrity signals

Registry

Crossref · 10.1007/s10964-016-0426-1

Cites

74 of 74 references verified0 citation errors · 0 not checkable

Statistics

Claims the paper makes

16 of 65 cited sources checked · 9 supported · 0 flagged · accuracy not yet measured

  • Premisecitation

    Negotiating culture and race/ethnicity becomes an important developmental task in early adolescence.

    “We focused on early adolescence because negotiating issues related to culture and race/ethnicity become an important pursuit for young people during this developmental period (Umaña-Taylor et al., 2014),”
    Quote in the paperSubstantial claim1 of 1 sources checked
    • cites Umaña-Taylor et al., 2014 source
  • Premisecitation

    Congruent, nurturing learning environments at home and school increase children's academic motivation and achievement.

    “Congruent, nurturing learning environments at home and school have been shown to boost children’s academic motivation and achievement (Crosnoe, Leventhal, Wirth, Pierce, & Pianta, 2010).”
    Quote in the paperSubstantial claim1 of 1 sources checked
    • cites Crosnoe, Leventhal, Wirth, Pierce, & Pianta, 2010 source

      The Abstract (page unavailable) reports higher reading and math achievement among children exposed to consistent cognitive stimulation across specified settings. The Discussion (page unavailable) qualifies these associations by noting that some reflected family socioeconomic circumstances. The paper does not establish that nurturing environments boost academic motivation, and its achievement findings do not support an unqualified causal claim. (LLM, conf=0.88)

      Experimental — accuracy not yet measured
  • Premisecitation

    Peers endorse heritage and mainstream socialization practices similar to those of families.

    “Our recent work demonstrated that peers endorse similar heritage and mainstream socialization practices as families, including talking to youth about the importance of learning the heritage and mainstream American culture, encouraging youth to hang out with people from one’s own or other racial/ethnic groups, and attending concerts by artists from their heritage or the mainstream American groups (”
    Quote in the paperSubstantial claim1 of 1 sources checked
    • cites Y. Wang et al., 2015 source
  • Premisecitation

    Nonfamily socialization agents such as peers become increasingly salient in early adolescence.

    “Additionally, while socialization agents outside families such as peers are increasingly salient in early adolescence (B. B. Brown & Larson, 2009; Knoll et al., 2015),”
    Quote in the paperSubstantial claim2 of 2 sources checked
    • cites B. B. Brown & Larson, 2009 source
    • cites Knoll et al., 2015 source
  • Premisecitation

    Young adolescents may be less cognitively skilled at managing diverse messages from multiple sources.

    “young people may be less cognitively skilled in managing the diverse messages from multiple sources during this time of development (Blakemore & Choudhury, 2006).”
    Quote in the paperSubstantial claim1 of 1 sources checked
    • cites Blakemore & Choudhury, 2006 source

      The Development of executive function section (page unavailable) reports that selective attention, working memory, and decision-making continue to develop during adolescence, supporting the claim that young people may be less skilled at some cognitive tasks. It does not examine how they manage diverse messages from multiple sources, so that specific application is not established. (LLM, conf=0.82)

      Experimental — accuracy not yet measured
  • Classified as probably not a substantial claim. 13
  • May combine two claims. 36
  • The quote only partly states this claim. 1

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premiseown data

    The authors' prior mixed-methods study found that parents actively emphasize learning mainstream American culture, teach its values and practices, and implicitly socialize mainstream culture through events and activities.

    “Our own work using a mixed-methods approach demonstrated that parents actively stress the importance of learning about the mainstream American culture, teach children about the values and practices of the mainstream culture, and implicitly practice mainstream cultural socialization by involving adolescents in events and activities that represent the mainstream culture (Y. Wang, Benner, & Kim, 2015”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites Y. Wang, Benner, & Kim, 2015 source

  • May combine two claims.

    Premisecitation

    During adolescence, the social environment grows more complex and nonfamily socialization agents become more salient.

    “In adolescence, the social environment becomes increasingly complex, and socialization agents outside families become increasingly salient (B. B. Brown & Larson, 2009)”
    Quote in the paperSubstantial claim1 of 1 sources checked
    • cites B. B. Brown & Larson, 2009 source

  • May combine two claims.

    Premisecitation

    Minority parents try to maintain heritage culture in their children, while peers and broader society usually enact mainstream American culture.

    “whereas parents of minority youth strive to preserve the heritage culture in the younger generation, youth’s peers and the larger society typically practice the mainstream American culture (Benet-Martínez & Haritatos, 2005).”
    Quote in the paperSubstantial claim1 of 1 sources checked
    • cites Benet-Martínez & Haritatos, 2005 source

      The section “Biculturalism: Integrating Two Cultural Orientations” describes ethnic minorities negotiating identification with both their heritage culture and mainstream American culture. It does not say that minority parents strive to preserve heritage culture in their children or that youths’ peers typically practice mainstream culture. (LLM, conf=0.78)

      Experimental — accuracy not yet measured

  • May combine two claims.

    Study design and conductcitation

    Strong factorial invariance across the subscales was established in the current sample, permitting mean comparisons across the four cultural socialization types.

    “We were also able to establish strong factorial invariance across the subscales using the current sample (Y. Wang et al., 2015), enabling mean comparisons across the four types of cultural socialization.”
    Quote in the paperSubstantial claim1 of 1 sources checked
    • cites Y. Wang et al., 2015 source

      In Results (Measurement equivalence of the cultural socialization scale), the paper reports that strong invariance across the four subscales did not fit adequately for the original scale. It reports strong invariance—and permits mean comparisons across socialization agents and cultures—only after dropping two items to form a revised six-item scale. The claim omits that restriction; its reference to the citing authors’ current sample is their own finding, not one established by this source. (LLM, conf=0.88)

      Experimental — accuracy not yet measured

  • May combine two claims.

    Study design and conductcitation

    The cultural socialization measure showed good reliability and validity.

    “The cultural socialization measure demonstrated good reliability and validity.”
    Quote in the paperSubstantial claim1 of 1 sources checked
    • cites Y. Wang et al., 2015 source

  • May combine two claims.

    Premisecitation

    Both interracial and intraracial peer contact are associated with youth's ethnic/racial identity development.

    “studies examining peer contact (i.e., without assessing the content of peer interactions or socialization messages) demonstrate that both interracial and intraracial peer contact are associated with youth’s ethnic/racial identity development (Umaña-Taylor, 2004; Yip, Seaton, & Sellers, 2010).”
    Quote in the paperNot a substantial claim1 of 2 sources checked
    • cites Umaña-Taylor, 2004 source
    • cites Yip, Seaton, & Sellers, 2010 source

  • May combine two claims.

    Study design and conductcitation

    The four cultural socialization subscales capture distinct dimensions and have a stable factor structure across gender, race/ethnicity, nativity, socioemotional status, and language of assessment.

    “Our prior work showed that the four subscales capture distinct dimensions of cultural socialization, and all the subscales demonstrated stable factor structure across gender, race/ethnicity, nativity, socioemotional status, and language of assessment (Y. Wang et al., 2015).”
    Quote in the paperSubstantial claim1 of 1 sources checked
    • cites Y. Wang et al., 2015 source

      The Results (Factor Structure and Measurement Equivalence; page unavailable) identify four subscales, each with a well-fitting one-factor model, and report measurement invariance across most groups tested. The Discussion (page unavailable) specifies socioeconomic status, not socioemotional status, and notes a few non-invariant items across gender; the claim overstates stability across all listed groups. (LLM, conf=0.90)

      Experimental — accuracy not yet measured

  • May combine two claims.

    Findingown data

    Latino youth and youth from immigrant families reported less family mainstream cultural socialization than non-Latino peers and youth from native-born families.

    “Latino youth and youth from immigrant families (i.e., at least one parent was foreign born) reported less mainstream cultural socialization from their families than their non-Latino peers and those from native-born families.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    For academic adjustment, the quadratic association with family heritage cultural socialization was significant at high peer socialization (β = .35, p < .05) but not at low peer socialization (β = −.14, p = .28).

    “Simple slope analyses indicated that the quadratic relationship between family heritage cultural socialization and academic adjustment was significant when peer socialization was high (β = .35, p < .05) but not low (β = −.14, p = .28).”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    In mainstream cultural socialization, the congruently high family-peer group had lower socioemotional distress and better academic adjustment than the other two profiles.

    “adolescents who received congruently high socialization toward the mainstream American culture from both their families and peers demonstrated lower socioemotional distress and better academic adjustment than the other two groups.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    The accelerating academic benefit of family mainstream cultural socialization reached significance at peer mainstream cultural socialization of 3.89 or above, representing 31% of the sample.

    “these increasing academic returns of family mainstream cultural socialization became significant when peer mainstream cultural socialization was 3.89 or higher (i.e., practices occurring, on average, between sometimes and most of the time; 31% of sample).”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    For mainstream cultural socialization and academic adjustment, higher family socialization, but not peer socialization, predicted better academic outcomes.

    “For the links between mainstream cultural socialization and academic adjustment, greater family socialization (but not peer socialization) was associated with better academic outcomes.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    The heritage cultural socialization profiles comprised approximately 36% congruently high, 38% congruently low, and 26% incongruent with parents practicing greater heritage socialization than peers.

    “Approximately 36% of the sample received congruently high levels of heritage cultural socialization across family and peers, whereas 38% of the sample received congruently low levels of heritage socialization; additionally, 26% of the sample received incongruent socialization, with parents practicing greater heritage socialization than peers.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    For academic adjustment, the quadratic association with family mainstream cultural socialization was significant at high peer socialization (β = .46, p < .01) but not at low peer socialization (β = −.10, p = .63).

    “Simple slope analyses indicated that the quadratic relation between family mainstream cultural socialization and adolescents’ academic adjustment was significant when peer socialization was high (β = .46, p < .01) but not low (β = −.10, p = .63).”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    Family mainstream cultural socialization showed a protective effect only when peer mainstream cultural socialization was 4.21 or higher, which applied to 20% of the sample.

    “the protective effect of family mainstream cultural socialization became significant when peer mainstream cultural socialization was at or above 4.21 (i.e., socialization practices occurring, on average, between most of the time and always; 20% of the sample).”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    In heritage cultural socialization, the congruently high family-peer group showed lower socioemotional distress and better academic adjustment than the other two profiles.

    “adolescents who received congruently high socialization of the heritage culture from both their families and peers reported lower socioemotional distress and better academic adjustment than the other two groups.”
    Quote in the paperSubstantial claim

  • May combine two claims. The quote only partly states this claim.

    Findingown data

    For mainstream cultural socialization and socioemotional distress, neither family nor peer main effects were significant, though a linear interaction appeared.

    “For socioemotional distress, the main effects of family and peer mainstream cultural socialization were not significant, but a linear interaction emerged.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    Both higher family and higher peer heritage cultural socialization were associated with better academic adjustment.

    “Moving to the link between heritage cultural socialization and adolescents’ academic adjustment, greater family socialization and greater peer socialization were both linked to better academic outcomes.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    Family heritage cultural socialization protected against socioemotional distress only when peer heritage cultural socialization reached 3.68 or above, which applied to 41% of the sample.

    “the protective effect of family heritage cultural socialization on adolescents’ socioemotional distress was significant when peer heritage cultural socialization was 3.68 or higher (i.e., socialization practices occurring, on average, between sometimes and most of the time; 41% of the”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    The mainstream cultural socialization profiles comprised approximately 20% congruently high, 59% congruently low, and 21% incongruent with parents practicing less mainstream socialization than peers.

    “20% of the sample experienced congruently high levels of mainstream cultural socialization from family and peers, whereas 59% of the sample had congruently low levels of socialization. Moreover, 21% of the sample received incongruent socialization in which parents practiced less mainstream socialization than peers.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Some studies indicate that parents' mainstream cultural socialization is associated with positive child outcomes.

    “A few studies also suggest that parents’ mainstream cultural socialization is associated with positive child outcomes (Evans et al., 2012; Marks, Godoy, & García Coll, 2014).”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Evans et al., 2012 source
    • cites Marks, Godoy, & García Coll, 2014

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Premisecitation

    Heritage cultural socialization is linked to better identity development, socioemotional well-being, and academic outcomes for racial/ethnic minority youth.

    “Empirical work has highlighted the benefits of cultural socialization toward one’s heritage culture for racial/ethnic minority youth’s identity development, socioemotional well-being, and academic outcomes (Hughes et al., 2006; Rodriguez, Umaña-Taylor, Smith, & Johnson, 2009).”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites Hughes et al., 2006 source
    • cites Rodriguez, Umaña-Taylor, Smith, & Johnson, 2009 source

  • May combine two claims.

    Premisecitation

    Knowledge is limited about how cultural socialization in other proximal settings affects adolescent development and how socialization across multiple settings operates jointly.

    “Yet, little is known about how cultural socialization in other proximal developmental settings influence adolescent development, and more importantly, how cultural socialization in multiple settings work conjointly (Priest et al., 2014).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Priest et al., 2014 source

  • May combine two claims.

    Premisecitation

    Cultural socialization has most consistently predicted better child adjustment because it conveys positive cultural messages.

    “cultural socialization has been most consistently linked to better child adjustment as it focuses on positive cultural messages (Hughes et al., 2006).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Hughes et al., 2006 source

  • May combine two claims.

    Study design and conductown data

    The three academic measures demonstrated good reliability: alpha = .75 for school engagement, .85 for academic activities, and .79 for school belonging.

    “all three measures demonstrated good reliability (α = .75 for school engagement; α = .85 for academic activities; α = .79 for school belonging).”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductnone given

    Questionnaires were translated into Spanish and back-translated into English, with bilingual team members resolving inconsistencies to ensure comparability.

    “To ensure comparability, questionnaires were translated into Spanish and then back-translated into English. Inconsistencies were resolved by two bilingual research team members, with careful consideration of items’ culturally-appropriate meaning.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Premisecitation

    Qualitative research on Chinese American adolescents found conflicting parent and peer expectations: parents stressed traditional Chinese values, while peers practiced mainstream culture.

    “At home, parents emphasized the traditional Chinese values centered on education and family obligation; adolescents were expected to be frugal, work hard, and spend most of their time with family. At school, peers practiced the mainstream culture and valued being popular, and adolescents were expected to be fashionable, participate in extracurricular activities, and hang out with friends (Qin, 200”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Qin, 2009 source

  • Classified as probably not a substantial claim.

    Premisecitation

    Theoretical work proposes that peer socialization about race/ethnicity, when positive, likely fosters favorable attitudes toward racial/ethnic groups and oneself.

    “Theoretical work also posits that peer socialization around issues of race/ethnicity, when it involves positive messages, likely promotes adolescents’ positive attitudes toward racial/ethnic groups and themselves (Hughes et al., 2011; Yip & Douglass, 2011).”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites Hughes et al., 2011

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Yip & Douglass, 2011

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Classified as probably not a substantial claim.

    Study design and conductcitation

    The optimal latent profile analysis solution was chosen using BIC, ABIC, and the Lo-Mendel-Rubin test.

    “We selected the optimal solution based on multiple fit indices, including Bayesian information criterion (BIC), the sample size adjusted BIC (ABIC), and a log-likelihood-based test (i.e., Lo-Mendel-Rubin (LMR) test; Nylund, Asparouhov, & Muthén, 2007).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Nylund, Asparouhov, & Muthén, 2007 source

  • May combine two claims.

    Premisecitation

    Families more often emphasize heritage culture, while peer groups are more oriented toward mainstream culture.

    “Indeed, limited prior work on this topic suggests that families more often emphasize the heritage culture, whereas peer groups are more oriented toward the mainstream culture (Zhou, 1997).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Zhou, 1997 source

  • Classified as probably not a substantial claim.

    Study design and conductnone given

    A measurement model was fitted to assess the validity of the latent constructs.

    “A measurement model was fit to assess the validity of the latent constructs.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim.

    Premisecitation

    Research on parent-child acculturation discrepancies in immigrant families suggests that incongruent values and beliefs often produce family conflict and harm adolescent adjustment.

    “The literature on parent-child acculturation discrepancies in immigrant families also suggests that incongruent values and beliefs between parents and adolescents often create family conflicts and compromise adolescent adjustment (Lui, 2015).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Lui, 2015 source

  • Classified as probably not a substantial claim.

    Study design and conductreasoning

    The study controls for gender, socioeconomic status, family structure, race/ethnicity, and immigrant status.

    “Informed by these demographic variations, we include adolescent gender, socioeconomic status, family structure, race/ethnicity, and immigrant status as control variables in the present study.”
    Quote in the paperSubstantial claim0 of 3 sources checked
    • cites T. N. Brown, Tanner-Smith, Lesane-Brown, & Ezell, 2007 source
    • cites Hughes, 2003 source
    • cites Umaña-Taylor, Alfaro, Bámaca, & Guimond, 2009 source

  • May combine two claims.

    Premisecitation

    Bioecological theory emphasizes benefits of contextual congruence, and empirical work has observed such benefits.

    “Bioecological theory highlights the benefits of contextual congruence (Bronfenbrenner & Morris, 2006), and these benefits have also been observed empirically.”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites Bronfenbrenner & Morris, 2006

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Phelan et al., 1991 source

  • Classified as probably not a substantial claim. May combine two claims.

    Premisecitation

    Bioecological theory holds that development is driven by interactions within proximal environments, and proximal contexts are dynamic, mutually interrelated, and should not be viewed in isolation.

    “According to the bioecological theory of child development (Bronfenbrenner & Morris, 2006), development is driven by individuals’ interactions within their proximal environments (e.g., peers, family, school, culture). These contexts are dynamic and mutually interrelated, and, as such, proximal contexts should not be considered in isolation from one another.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Bronfenbrenner & Morris, 2006

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Classified as probably not a substantial claim. May combine two claims.

    Premisecitation

    Cultural transmission research treats the family as the primary transmitter of heritage culture and peers as transmitters of mainstream culture.

    “Work on cultural transmission also considers the family as the primary transmitter of one’s heritage culture (Umaña-Taylor et al., 2009), whereas socialization agents outside the family, especially peers, serve as the transmitters of the mainstream culture (Costigan & Dokis, 2006).”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites Umaña-Taylor et al., 2009 source
    • cites Costigan & Dokis, 2006 source

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductcitation

    Mplus handles missing data with full-information maximum likelihood, which uses all available information without imputation and allows generalizing findings to the population.

    “Mplus handles missing data with the full-information maximum likelihood (FIML), which utilizes all available information without imputing missing data and allows for generalizing study findings to the population (Enders, 2010).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Enders, 2010

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Study design and conductown data

    Internal consistency was high for the depressive symptoms scale (alpha = .80) and the loneliness scale (alpha = .86).

    “The internal consistency was high for both the depressive symptoms scale (α = .80) and the loneliness scale (α = .86).”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductown data

    Missing data were minimal for primary variables, ranging from 0% to 1%.

    “Missing data were minimal for primary variables (0% to 1%).”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Premisecitation

    Immigrant parents tend to socialize children more toward heritage culture, while U.S.-born parents more often practice mainstream cultural socialization.

    “Finally, immigrant parents tend to socialize their children more toward their heritage culture (Umaña-Taylor, Alfaro, Bámaca, & Guimond, 2009), whereas U.S.-born parents are more likely to practice mainstream cultural socialization.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Umaña-Taylor, Alfaro, Bámaca, & Guimond, 2009 source

  • May combine two claims.

    Premisecitation

    Incongruent developmental settings can make it difficult for individuals to fulfill roles and can compromise development and psychological well-being.

    “In contrast, incongruent developmental settings may create difficulties for individuals to fulfill their roles and compromise individual development and psychological well-being.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Bronfenbrenner, 1979 source

  • Classified as probably not a substantial claim.

    Study design and conductnone given

    All analyses controlled for adolescents' demographic characteristics, survey language, and school attended.

    “All the analyses controlled for adolescents’ demographic characteristics (i.e. gender, race/ethnicity, family structure, parental education, immigrant status), survey language, and the school each adolescent attended.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationown data

    In the variable-centered analysis, both family and peer socialization in heritage and mainstream domains showed some well-being benefits.

    “Both family and peer cultural socialization toward the heritage culture and the mainstream American culture demonstrated some benefits for adolescent well-being according to our variable-centered approach.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationcitation

    Family cultural socialization showed more consistent effects than peer socialization, which suggests parents are still central socializing figures in early adolescence.

    “The effects of family cultural socialization, however, were more consistent when compared to peer socialization, suggesting that parents remain central socialization agents who shape adolescents’ racial/ethnic identity and cultural values in early adolescence (Umaña-Taylor et al., 2009).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Umaña-Taylor et al., 2009 source
44 of 44

  • The paper relies on this without support.

    Adolescents' ratings of their friends' cultural socialization practices accurately reflect those friends' actual practices.

    “Participants then rated these friends’ cultural socialization practices using the same items as family cultural socialization.”

  • The authors state this as an assumption.

    Family and peer cultural contexts are drastically different for racial/ethnic minority and immigrant youth.

    “Despite the common assumption that family and peer cultural contexts are drastically different for racial/ethnic minority and immigrant youth (Zhou, 1997; Umaña-Taylor et al., 2009)”
2 of 2

Statistics recomputed

Every reported test result, recomputed from its test statistic and degrees of freedom. A result shows as not adding up only once an independent check has confirmed it.

  • Consistentt(235) = 5.06reported p < .001 · recomputed p < .001

    “t (235) = 5.06, p < .001”

  • Consistentt(233) = 0.24reported p = .81 · recomputed p = .811

    “t (233) = .24, p = .81”

  • Consistentt(235) = 9.14reported p < .001 · recomputed p < .001

    “t (235) = 9.14, p < .001”

  • Consistentt(233) = 4.33reported p < .001 · recomputed p < .001

    “t (233) = 4.33, p < .001”

  • Consistentχ²(4) = 1.279reported p = .87 · recomputed p = .865

    “χ2 (4, N = 236) = 1.279, p = .87”

  • Consistentχ²(2) = 7.28reported p < .05 · recomputed p = .026

    “χ2 (2) = 7.28, p < .05”

  • Consistentχ²(2) = 6.34reported p < .05 · recomputed p = .042

    “χ2 (2) = 6.34, p < .05”

7 of 7

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

Each contradiction between two passages listed here was confirmed by an independent check.

  • Mainstream academic result names the heritage interaction

    Minor

    The paragraph describes mainstream cultural socialization and interprets an interaction involving family and peer mainstream socialization, but identifies the interaction as involving heritage socialization.

  • Profile proportions are attributed to the wrong approach

    Minor

    The discussion attributes the identified profile proportions to a variable-centered approach, whereas the results say the profiles were identified through person-centered latent profile analyses.

  • Mainstream profile shares are described as similar

    Minor

    The claim of similar proportions across the three profiles does not fit the reported mainstream shares: the congruently low group is 59%, versus 20% and 21% for the other groups.

3 of 3

Cites

Flagged first, then by citations

1 of the 75 references couldn’t be matched to a known paper.

Research works printed but not linked: 5

  1. Gottfredson, G. D. (1984). The effective school battery. Odessa, FL: Psychological Assessment Resources Incorporated.
  2. Hughes, D., McGill, R. K., Ford, K. R., & Tubbs, C. (2011). Black youths’ academic success: The contribution of racial socialization from parents, peers, and schools. In N. E. Hill, T. L. Mann, & H. E. Fitzgerald (Eds.), African American children and mental health: Development and context, prevention and social policy (Vol. 1, pp. 95–124). Santa Barbara, CA: Praeger/ABC-CLIO.
  3. Kovacs, M. (1992). Children’s depression inventory manual. North Tonawanda, NY: Multi-Health Systems.
  4. Muthén, L. K., & Muthén, B. O. (1998-2014). Mplus User’s Guide (7th ed.). Los Angeles, CA: Muthen & Muthen.
  5. Witkow, M. R. (2006). Perceived social norms for schoolwork and achievement during adolescence. Ypsilanti, MI: Eastern Michigan University.

Cited by

Sorted by citations

Related

Authors
Wang, Y., & Benner, A. D.
Affiliations
  • Fordham University (US)
  • The University of Texas at Austin (US)
Corresponding author
Wang, Yijie
ORCID
Venue
Journal of Youth and Adolescence
Publisher
Springer Science and Business Media LLC
Published
2016-01-25
Volume
45
Issue
3
Pages
594-611
ISSN
  • 0047-2891 (ISSN-L)
  • 1573-6601
DOI
10.1007/s10964-016-0426-1
PMC
PMC5353358
OpenAlex
W2298213903
Cited by
74
References
75
Citations by year
2026: 5 · 2025: 12 · 2024: 8 · 2023: 10 · 2022: 8 · 2021: 9 · 2020: 5 · 2019: 6 · 2018: 8 · 2017: 2
FWCI
15.21
Type
journal article
Language
en
Open access
Licence
Locations
  • Journal of Youth and Adolescence (publishedVersion)
  • PubMed (publishedVersion)
  • PubMed Central (acceptedVersion)
Funders
  • National Institute of Child Health and Human Development (R24 HD42849)
  • William T. Grant Foundation
Topics
  • Social Sciences › Sociology and Political Science › Racial and Ethnic Identity Research
  • Social Sciences › Sociology and Political Science › Psychosocial Factors Impacting Youth
  • Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
Keywords
cultural socialization, youth welfare, racial and ethnic minority youth, Latino adolescents, African American adolescents, heritage culture, social-emotional development, academic performance, person-centered approach
MeSH terms
Adolescent, Black or African American, Child, Child Welfare, Cultural Characteristics, Family Relations, Female, Hispanic or Latino, Humans, Male, Peer Group, Socialization, United States, Urban Population

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Claims read by deepseek-v4.1-flash under definition version 3 (extract-v3) on 2026-09-28.

Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-09-28.

Cited sources are checked by gpt-6-sol.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

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