The Impact of Stepfamily Adjustment on Adult Attachment: A Comparison of American Indians and Whites
Brooke Willis & Gordon E. Limb
One-third of American children will spend time in a stepfamily. Stepfamily formation is often accompanied by heightened amounts of stress. This study examined the effects of stress on attachment for American Indian and White emerging adults who spent time in stepfamilies. Participants of the STEP study were between the ages of 18 and 30 and spent at least one year in a stepfamily before the age of 18. Ordinary Least Square regressions were run to identify correlations and relationships. Interactions were examined between race and stress to identify the moderating effects that race had on attachment outcomes. Results indicated that an individual’s level of education, gender and race all impacted their emerging adult attachment outcomes. American Indians had higher overall attachment outcomes than Whites. However, the impacts of stress on attachment did not differ by race. Implications of these findings are also discussed.
Decolonizing Knowledge Development In Health Research: Cultural Safety Through The Lens Of Hawaiian Homestead Residents
Lana Sue I. Ka‘opua, Suresh Tamang, Adrienne Dillard & B. Puni Kekauoha
Cultural safety is a strengths-based construct which aims to subvert unequal power relations, honor diverse ways of knowing in community-specific contexts, and acknowledge community as arbiter of ‘how’ safety is actualized. Published literature documents the benefits of culturally safe healthcare yet pays scant attention to culturally safe research praxis. Our team of practitioner-researchers sought to uncover meanings of cultural safety in community-based health research with Hawaiian Homestead residents. Focus groups were conducted in three communities. Emic descriptions of cultural safety and non-resident researchers were elicited. Content analysis revealed trust (hilina‘i) as the overarching theme fundamental to cultural safety. Cultural safety was demonstrated by practices that accommodate and engage community in their shared sense of place, history, ways of knowing, and capacity-building. Such practices likely mitigate perceptions of cultural imposition and promote relevant interventions developed with communities. Implications are enunciated in HILINA‘I, a mnemonic for advancing knowledge decolonization and health equity.