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Author: Lauren Kimberlee Berger
Publisher:
ISBN: 9781369796100
Category :
Languages : en
Pages :
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Book Description
Understanding the biracial experience has become increasingly important as the biracial population in the United States has grown substantially in recent years. One integral aspect of the biracial experience is how the biracial individual conceptualizes his or her ethnic identity, and its relationship to adjustment and mental health outcomes. Research suggests that biracials may have poorer mental health than monoracials, and a recent meta-analysis (Shih & Sanchez, 2005) cites a lack of research testing potential mediators of the link between the identity of biracials and their adjustment. Moreover, not all studies have found a link between the identity of biracials and adjustment. The goal in this study was to reconcile these mixed findings by including a number of social psychological variables that might clarify under what conditions the ethnic identity of biracials is related to adjustment, and why it is related. The research in clinical and social psychology on self-discrepancy theory (SDT) suggests that identity discrepancies, when comparing the current self to the self that one wants to be or the self that others think one should be, might explain the relationship between the ethnic identity of biracials and various indices of adjustment, and that individual differences in integrative tendencies and the salience of one’s ethnic identity might moderate this effect. These mediators and moderators were tested in the current study. Using a sample of 105 Asians, 92 Whites, and 94 Asian/White biracials, this study examined the effect of identity discrepancies on four different aspects of adjustment: depression, anxiety, self-esteem, and functioning. The integration of multiple ethnic identities, a dialectical self-view, and the salience of one’s ethnic identity were tested as potential moderators of the discrepancy-adjustment effect. Analyses indicated that Asians and Asian/White biracials did not differ on adjustment outcomes, but both groups were more depressed and had lower self-esteem than Whites. Asian/White biracials had more identity discrepancies than Asians and Whites. In mediational analyses, Asian/White biracials experienced more Actual-Ought identity discrepancies (comparing the current self to the self that others think one should be) than Whites, which appeared to lead to higher levels of depression and lower self-esteem. Identity discrepancies did not mediate differences in adjustment between monoracial Asians and Whites. Identity integration, dialectical self-view, and ethnic identity salience did not moderate the effect of identity discrepancies on adjustment among the Asian/White biracials. The implications of these results are discussed.
Author: Lauren Kimberlee Berger
Publisher:
ISBN: 9781369796100
Category :
Languages : en
Pages :
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Book Description
Understanding the biracial experience has become increasingly important as the biracial population in the United States has grown substantially in recent years. One integral aspect of the biracial experience is how the biracial individual conceptualizes his or her ethnic identity, and its relationship to adjustment and mental health outcomes. Research suggests that biracials may have poorer mental health than monoracials, and a recent meta-analysis (Shih & Sanchez, 2005) cites a lack of research testing potential mediators of the link between the identity of biracials and their adjustment. Moreover, not all studies have found a link between the identity of biracials and adjustment. The goal in this study was to reconcile these mixed findings by including a number of social psychological variables that might clarify under what conditions the ethnic identity of biracials is related to adjustment, and why it is related. The research in clinical and social psychology on self-discrepancy theory (SDT) suggests that identity discrepancies, when comparing the current self to the self that one wants to be or the self that others think one should be, might explain the relationship between the ethnic identity of biracials and various indices of adjustment, and that individual differences in integrative tendencies and the salience of one’s ethnic identity might moderate this effect. These mediators and moderators were tested in the current study. Using a sample of 105 Asians, 92 Whites, and 94 Asian/White biracials, this study examined the effect of identity discrepancies on four different aspects of adjustment: depression, anxiety, self-esteem, and functioning. The integration of multiple ethnic identities, a dialectical self-view, and the salience of one’s ethnic identity were tested as potential moderators of the discrepancy-adjustment effect. Analyses indicated that Asians and Asian/White biracials did not differ on adjustment outcomes, but both groups were more depressed and had lower self-esteem than Whites. Asian/White biracials had more identity discrepancies than Asians and Whites. In mediational analyses, Asian/White biracials experienced more Actual-Ought identity discrepancies (comparing the current self to the self that others think one should be) than Whites, which appeared to lead to higher levels of depression and lower self-esteem. Identity discrepancies did not mediate differences in adjustment between monoracial Asians and Whites. Identity integration, dialectical self-view, and ethnic identity salience did not moderate the effect of identity discrepancies on adjustment among the Asian/White biracials. The implications of these results are discussed.
Author: Kizzie Paule Walker
Publisher:
ISBN:
Category : Clinical psychology
Languages : en
Pages :
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Book Description
Based on the theoretical framework of symbolic interactionism and race as a social construct, individuals with biological parents racially distinct from each other have biracial identity options (i.e., Singular, Border, Protean, and Transcendent) (e.g., Rockquemore and Brunsma, 2002). The purpose of the current study was to examine factors that influenced biracial individuals' level of racial/ethnic identity development and the impact on biracial identity and psychological adjustment (i.e., self-esteem and psychological well-being). A total of 199 biracial individuals, who ranged in age from 18 to 55 years, completed an online survey that measured factors such as the rule of hypodescent (i.e., one-drop rule), physical appearance, self-monitoring, and exposure to multicultural experiences. Although the one-drop rule was not a significant predictor of biracial identity options, there were other significant findings within this population. Physical resemblance to two or more racial groups and exposure to multicultural experiences predicted biracial individuals' identification with a Border or Protean identity. Second, this study found that a high level of exposure to multicultural experiences best predicted a high level of ethnic identity development and positive interactions with other racial groups. Lastly, the current study found that the previously mentioned factors also contributed to biracial individuals' psychological adjustment (i.e., self-esteem and psychological well-being). Limitations of the current study and recommendations for future research with this population were also discussed.
Author: Andrea E DePetris
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages :
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Book Description
Multiracial individuals are a sizable and growing population, and yet there is a dearth of research focusing exclusively on their distinct experiences, especially pertaining to pervasive social exclusion (i.e., racial discrimination) and cultural belonging. Given that multiracial individuals may experience racial discrimination from U.S. ethnic/racial minority groups and Whites, how they cope is an important area of inquiry. Whereas ethnic/racial identity (ERI) has often been found to psychologically mitigate the negative impact of racial discrimination on well-being among racial/ethnic minorities, fewer studies have examined this association among multiracial individuals. The current study investigates whether ERI moderates the association between racial discrimination and mental/behavioral health outcomes, and whether this association varies by multiracial individuals' self-identified ethnic/racial group affiliation (as multiracial, monoracial minority, White, or nonracial). Secondary analyses were conducted from a nationally-representative dataset that included multiracial college students (n = 696) of diverse racial backgrounds. ERI was conceptualized as ethnic identity affirmation and belonging, and its impact with racial discrimination on depression, generalized anxiety symptoms, social anxiety symptoms, self-esteem, binge drinking, and risky sexual behavior were assessed. Regressions and multivariate analyses were conducted (i.e., ANCOVAS, MANCOVAS, and hierarchical regressions) to test associations among predictors and outcomes, and to examine the interaction of ERI x racial discrimination x ethnic/racial self-identification. Only one significant, 3-way interaction of small magnitude for social anxiety was detected. For students identifying as multiracial, racial discrimination predicted social anxiety at high levels of ERI, whereas for students identifying as White, racial discrimination predicted social anxiety at low levels of ERI. For students identifying as monoracial minority, main effects of racial discrimination on anxiety and depression symptoms were found, as was a significant, positive association of ERI with self-esteem and a significant, negative association of ERI with social anxiety. For students identifying as multiracial, ERI was significantly and positively associated with self-esteem, and significantly and negatively associated with social anxiety. Although little evidence for the buffering effect was found, results suggest that ERI may be a useful construct for multiracial individuals. Future research on multiracial individuals should continue to investigate the bearing of ERI on experiences of social exclusion.
Author: Angellar Manguvo
Publisher:
ISBN:
Category : African students
Languages : en
Pages : 178
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Book Description
This study investigated the experiences of African students in relation to their ethnic identity, perceived acceptance, and sociocultural adjustment, as well as the interrelationship among the constructs. An exploratory mixed methods research design was utilized in which the qualitative phase was conducted first, results of which were used to inform and guide the quantitative phase. The first three research questions of the study sought to qualitatively explore the emergent constructs whereas the forth research question sought to explore the relationship among the constructs. African students in this study experienced varied challenges as they navigated into their new environment. They, however, rarely sought professional assistance; rather, they preferred culturally-responsive programs initiated by fellow Africans. African students also negotiated two main identities. First, they consolidated their ethnic and national differences and embraced a monolithic African identity. Second, they negotiated a racial identity in a racially polarized society. African students also exhibited varied meta-perceptions. Over all, they perceived themselves as better accepted as individuals than they perceived their in-group to be. In terms of the relationship between ethnic identity, perceived acceptance, and sociocultural adjustment, ethnic pride was positively correlated with sociocultural adjustment factors. The converse was true for ethnic belonging; participants who associated more with fellow Africans tended to experience more adjustment difficulties. Interestingly, participants who held negative meta-perceptions tended to speak more positively of Africa, associate more with fellow Africans, and experience more sociocultural adjustment problems. In conclusion, this study reveals the multidimensionality of Africanity as a form of ethnic identity and how its different facets relate differently with perceived acceptance and sociocultural adjustment. The study also shows how the sojourning experiences of African students are embedded within their meta-perceptions, with negative meta-perceptions having adverse effects on sociocultural adjustment. Findings from this study have practical implications on the adjustment of African students in particular and international students in general.
Author: Veronica Benet-Martinez
Publisher: Oxford University Press
ISBN: 0199796750
Category : Psychology
Languages : en
Pages : 561
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Book Description
Multiculturalism is a prevalent worldwide societal phenomenon. Aspects of our modern life, such as migration, economic globalization, multicultural policies, and cross-border travel and communication have made intercultural contacts inevitable. High numbers of multicultural individuals (23-43% of the population by some estimates) can be found in many nations where migration has been strong (e.g., Australia, U.S., Western Europe, Singapore) or where there is a history of colonization (e.g., Hong Kong). Many multicultural individuals are also ethnic and cultural minorities who are descendants of immigrants, majority individuals with extensive multicultural experiences, or people with culturally mixed families; all people for whom identification and/or involvement with multiple cultures is the norm. Despite the prevalence of multicultural identity and experiences, until the publication of this volume, there has not yet been a comprehensive review of scholarly research on the psychological underpinning of multiculturalism. The Oxford Handbook of Multicultural Identity fills this void. It reviews cutting-edge empirical and theoretical work on the psychology of multicultural identities and experiences. As a whole, the volume addresses some important basic issues, such as measurement of multicultural identity, links between multilingualism and multiculturalism, the social psychology of multiculturalism and globalization, as well as applied issues such as multiculturalism in counseling, education, policy, marketing and organizational science, to mention a few. This handbook will be useful for students, researchers, and teachers in cultural, social, personality, developmental, acculturation, and ethnic psychology. It can also be used as a source book in advanced undergraduate and graduate courses on identity and multiculturalism, and a reference for applied psychologists and researchers in the domains of education, management, and marketing.
Author: Richard J. Crisp
Publisher: John Wiley & Sons
ISBN: 1444390481
Category : Psychology
Languages : en
Pages : 385
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Book Description
Promoting a scholarly understanding of the psychology of social and cultural diversity in the early stages of 21st century, this volume encourages an in-depth appreciation of the value in diversity while directly addressing social intervention and policy implications. Offers, for the very first time, an integrated approach to the issues raised by increasingly complex representations of social identity Explores the psychological implications and applications of new forms of social and cultural diversity Includes research from a diverse range of scholars that covers a broad spectrum of sub-disciplines Discusses how the applications of multiculturalism and diversity research can encourage more positive intergroup relations Develops an in depth understanding and appreciation of the value of social and cultural diversity
Author: D.T. Slaughter-Defoe
Publisher: Karger Medical and Scientific Publishers
ISBN: 3805599838
Category : Medical
Languages : en
Pages : 133
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Book Description
In contemporary societies children’s racial identity is co-constructed in response to racial stereotyping with extended family, peers and teachers, and potent media sources. The studies in this volume take cognizance of earlier research into skin color and racial stereotyping, but advance its contemporary implications. Developmental trajectories of racial attitudes of Black and White children, examining recent empirical research from the perspective of theorizing associated with experimental studies of stereotyped-threat are discussed. Reviewed are also the theoretical and empirical role of media images in influencing the race-related images as well as the PVEST theoretical model in considering the significance of parental racial messages and stories. The last paper argues that youth can be victimized by racial/cultural stereotyping despite being majority-Black cultural members. Interdisciplinary commentaries by scholar-researchers are given for each chapter.Researchers, academicians, and practitioners will find in this publication a succinct update, inclusive of references and bibliographies, regarding the latest information in the development and socialization of racial attitudes and racial stereotyping.
Author: Arthur W. Blume
Publisher: Bloomsbury Publishing USA
ISBN:
Category : Social Science
Languages : en
Pages : 630
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Book Description
Offering fresh and exciting approaches to solving global problems, this book creatively views challenging social issues through the lens of racial and ethnic psychology. As the demographic makeup of the American population continues to evolve, understanding and addressing the psychological needs of ethnic minorities in the United States becomes more important to the overall health and well-being of society. This three-volume set is the first publication to explicitly tackle social issues from the perspective of racial and ethnic psychology. It uniquely presents racial and ethnic psychological perspectives on topics such as media, criminal justice, racism, climate change, gender bias, and health and mental health disparities. Volume one introduces readers to the basic scientific concepts of racial and ethnic minority psychology and then examines the intersectionality of race, ethnicity, gender, and sexual orientation. It also addresses how race and ethnicity affect communication styles, leadership styles, and media. The second volume discusses the experiences of individuals within racial and ethnic minorities, including overt racism, covert racism, and colonialism, and addresses how ethnic minority psychology plays a role in our educational system, poverty, global climate change, and sustainability. The third volume covers ethics in health and research, considers the causes of health and mental health disparities, and identifies diversity initiatives that can improve the health and well-being of all citizens, not just racial and ethnic minority citizens.
Author: Andrew J. Fuligni
Publisher: Russell Sage Foundation
ISBN: 1610442334
Category : Education
Languages : en
Pages : 283
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Book Description
Since the end of legal segregation in schools, most research on educational inequality has focused on economic and other structural obstacles to the academic achievement of disadvantaged groups. But in Contesting Stereotypes and Creating Identities, a distinguished group of psychologists and social scientists argue that stereotypes about the academic potential of some minority groups remain a significant barrier to their achievement. This groundbreaking volume examines how low institutional and cultural expectations of minorities hinder their academic success, how these stereotypes are perpetuated, and the ways that minority students attempt to empower themselves by redefining their identities. The contributors to Contesting Stereotypes and Creating Identities explore issues of ethnic identity and educational inequality from a broad range of disciplinary perspectives, drawing on historical analyses, social-psychological experiments, interviews, and observation. Meagan Patterson and Rebecca Bigler show that when teachers label or segregate students according to social categories (even in subtle ways), students are more likely to rank and stereotype one another, so educators must pay attention to the implicit or unintentional ways that they emphasize group differences. Many of the contributors contest John Ogbu's theory that African Americans have developed an "oppositional culture" that devalues academic effort as a form of "acting white." Daphna Oyserman and Daniel Brickman, in their study of black and Latino youth, find evidence that strong identification with their ethnic group is actually associated with higher academic motivation among minority youth. Yet, as Julie Garcia and Jennifer Crocker find in a study of African-American female college students, the desire to disprove negative stereotypes about race and gender can lead to anxiety, low self-esteem, and excessive, self-defeating levels of effort, which impede learning and academic success. The authors call for educational institutions to diffuse these threats to minority students' identities by emphasizing that intelligence is a malleable rather than a fixed trait. Contesting Stereotypes and Creating Identities reveals the many hidden ways that educational opportunities are denied to some social groups. At the same time, this probing and wide-ranging anthology provides a fresh perspective on the creative ways that these groups challenge stereotypes and attempt to participate fully in the educational system.
Author: Erin N. Winkler
Publisher: Rutgers University Press
ISBN: 0813554314
Category : Social Science
Languages : en
Pages : 231
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Book Description
In an American society both increasingly diverse and increasingly segregated, the signals children receive about race are more confusing than ever. In this context, how do children negotiate and make meaning of multiple and conflicting messages to develop their own ideas about race? Learning Race, Learning Place engages this question using in-depth interviews with an economically diverse group of African American children and their mothers. Through these rich narratives, Erin N. Winkler seeks to reorient the way we look at how children develop their ideas about race through the introduction of a new framework—comprehensive racial learning—that shows the importance of considering this process from children’s points of view and listening to their interpretations of their experiences, which are often quite different from what the adults around them expect or intend. At the children’s prompting, Winkler examines the roles of multiple actors and influences, including gender, skin tone, colorblind rhetoric, peers, family, media, school, and, especially, place. She brings to the fore the complex and understudied power of place, positing that while children’s racial identities and experiences are shaped by a national construction of race, they are also specific to a particular place that exerts both direct and indirect influence on their racial identities and ideas.
