Ethnicity and gender in late childhood and early adolescence: Group identity and awareness of bias.

The current study examined awareness of gender and ethnic bias and gender and ethnic identity in 350 African American, White/European American, and Latino/Hispanic students (Mage = 11.21 years, SD = 1.59) from the 4th, 6th, and 8th grades of diverse middle and elementary schools. The study collected (a) qualitative data to best capture the types of bias that were most salient to children and (b) daily diaries and individual measures to examine the multiple components of children's gender and ethnic identities. Results revealed ethnic, gender, and grade-level differences in awareness of ethnic and gender bias. Overall, more children were aware of gender bias than ethnic bias. This effect was most pronounced among White/European American youths. Among those in 4th grade, African American and Latino youths were more likely to be aware of ethnic bias than were White/European American youths. Analyses also examined how awareness of bias was related to gender and ethnic identity. For example, children who had a salient and important gender identity, and a devalued ethnic identity, were less likely than other children to be aware of ethnic bias. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Influence of interracial dating on racial and/or ethnic identities of Asian American women and white European American men.

In this qualitative study, we used a grounded theory method with in-depth semistructured interviews with nine Asian American women and nine White European American men in an interracial relationship with one another to explore how interracial dating relationships influenced the ways in which these individuals understood their own racial and/or ethnic identities. The study's results indicated that experiences in interracial dating relationships influenced the racial and/or ethnic identities of both Asian American women and White European American men, in relation to ways in which they viewed themselves and ways in which they interacted with others and the world. Shifts in men occurred primarily in relation to acknowledging White privilege and becoming a White ally and included behavioral changes resulting from their new understanding. Shifts in women focused on internal sense of self and others, as both individuals and people of color. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Racial microaggressions and worldviews.

Comments by on an article entitled "Racial microaggression? How do you know?" by Rafael S. Harris Jr. (see record2008-05553-011). The author states that in our original article we asserted that the racial reality of POC was generally different from the racial reality of White Americans and that often times interpretations of situations and events are the result of worldviews or racial identity. When references are made to POC, or to “visible racial/ethnic groups,” reference is being made not only to the shared cultural characteristics, norms, values, and attitudes of the group (African American, Asian American, American Indian, and Latino/Hispanic American) but to a self-designation of racial identity formed from sociopolitical experiences of unequal social, economic, legal, and political power in U.S. society that are based on visible racial characteristics. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ethnicity and mental health treatment utilization by patients with personality disorders.

The authors examined the relationship between ethnicity and treatment utilization by individuals with personality disorders (PDs). Lifetime and prospectively determined rates and amounts of mental health treatments received were compared in over 500 White, African American, and Hispanic participants with PDs in a naturalistic longitudinal study. Minority, especially Hispanic, participants were significantly less likely than White participants to receive a range of outpatient and inpatient psychosocial treatments and psychotropic medications. This pattern was especially pronounced for minority participants with more severe PDs. A positive support alliance factor significantly predicted the amount of individual psychotherapy used by African American and Hispanic but not White participants, underscoring the importance of special attention to the treatment relationship with minority patients. These treatment use differences raise complex questions about treatment assessment and delivery, cultural biases of the current diagnostic system, and possible variation in PD manifestation across racial/ethnic groups. Future studies need to assess specific barriers to adequate and appropriate treatments for minority individuals with PDs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Longitudinal consistency of adolescent ethnic identification across varying school ethnic contexts.

The present study examined consistency and inconsistency in adolescents' ethnic identification (i.e., self-reported ethnicity) across the 6 middle-school semesters. The sample (N = 1,589, of whom 46% were boys and 54% were girls) included African American, Asian/Pacific Islander, Caucasian/White, Latino/Latina, Mexican/Mexican American, and multiethnic students. Latent class analyses yielded 3 key patterns in ethnic identification across the middle-school years: consistent, late consistent, and inconsistent. Ethnic identification remained consistent across fall and spring of 6th, 7th, and 8th grades for only about 60% of the students. Asian/Pacific Islander students were more consistent, and multiethnic students were less consistent than students from other ethnic groups. School ethnic composition was associated with systematic shifts in ethnic identification from the beginning to the end of middle school for those students who initially identified as Latino/Latina, African American, or multiethnic but not for Mexican-origin students. In combination, the results provide insight into the consistency of ethnic identification, the role of context in adolescents' self-representation, and considerations for longitudinal studies that examine ethnic differences. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effectiveness of cognitive-behavioral therapy with adult ethnic minority clients: A review.

Practicing psychologists may question the relevance of cognitive- behavioral treatments for their ethnic minority clients. Many cognitive- behavioral treatments are listed as empirically supported treatments by the Task Force on the Promotion and Dissemination of Psychological Procedures (D. L. Chambless et al., 1998). However, the samples in these effectiveness studies are composed primarily of White European American individuals. There is a paucity of research examining the effectiveness of cognitive- behavioral therapy (CBT) for ethnic minority clients. The author reviews the current literature on the use of CBT with ethnic minority clients living in the United States, specifically those of African, Asian, and Hispanic/Latino descent. Twelve studies are reviewed that examined the effectiveness of CBT for ethnic minority participants with a variety of psychological disorders. Recommendations for conducting and evaluating clinical outcome research that includes ethnic minority participants are provided. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

American = White?

Six studies investigated the extent to which American ethnic groups (African, Asian, and White) are associated with the category "American." Although strong explicit commitments to egalitarian principles were expressed in Study 1, Studies 2-6 consistently revealed that both African and Asian Americans as groups are less associated with the national category "American" than are White Americans. Under some circumstances, a dissociation between mean levels of explicit beliefs and implicit responses emerged such that an ethnic minority was explicitly regarded to be more American than were White Americans, but implicit measures showed the reverse pattern (Studies 3 and 4). In addition, Asian American participants themselves showed the American = White effect, although African Americans did not (Study 5). The American = White association was positively correlated with the strength of national identity in White Americans. Together, these studies provide evidence that to be American is implicitly synonymous with being White. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Measuring Adolescent Drug Abuse and Psychosocial Factors in Four Ethnic Groups of Drug-Abusing Boys.

There is an absence of empirical work on the measurement of adolescent drug abuse among non-White ethnic youths. The field would benefit from psychometrically sound measures for ethnic groups. The psychometric properties of a multi-scale assessment tool for adolescent drug abuse, the Personal Experience Inventory (PEI), have been examined largely in White samples. The current study reports reliability and validity data for the PEI across four samples of boys (White, African American, Native American, and Hispanic). The results provide general psychometric support for the non-White groups. The use and limitations of the PEI in different ethnic/racial groups are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

American Indian students’ difficulties in Introduction to Psychology.

Earning passing grades in first year, introductory college courses is one key to academic success in higher education. Using archival and survey data from one Southwestern university, in Study 1, we found that ethnic differences in failing versus passing were greater in Introduction to Psychology than in Early American History, World Religions, and Introduction to Sociology. In Study 2, we showed that the gap between overall university grade point average and Introduction to Psychology course grade was greater for American Indian students than for European American, Asian American, and Hispanic students. In Study 3, this disparity was reduced but not eliminated when controlling for several academic and demographic variables. In Study 4, an exploratory survey revealed that, relative to European American students, American Indian students were more likely to report that Introduction to Psychology was difficult due to large class sizes, issues related to multiple-choice testing, and the amount (but not the difficulty) of information covered. American Indian students also were much less likely to articulate strategies for success such as memorization techniques, class attendance, or daily studying, but recommended supplemental instruction obtained in small study groups. Implications for enhancing the academic success of all students in this challenging first-year course are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An exploratory examination of the associations among racial and ethnic discrimination, racial climate, and trauma-related symptoms in a college student population.

In this study, we examined the association among perceptions of racial and/or ethnic discrimination, racial climate, and trauma-related symptoms among 289 racially diverse college undergraduates. Study measures included the Perceived Stress Scale, the Perceived Ethnic Discrimination Questionnaire, the Posttraumatic Stress Disorder Checklist—Civilian Version, and the Racial Climate Scale. Results of a multivariate analysis of variance (MANOVA) indicated that Asian and Black students reported more frequent experiences of discrimination than did White students. Additionally, the MANOVA indicated that Black students perceived the campus racial climate as being more negative than did White and Asian students. A hierarchical regression analysis showed that when controlling for generic life stress, perceptions of discrimination contributed an additional 10% of variance in trauma-related symptoms for Black students, and racial climate contributed an additional 7% of variance in trauma symptoms for Asian students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Racial(ized) Identity, Ethnic Identity, and Afrocentric Values: Conceptual and Methodological Challenges in Understanding African American Identity.

A survey of the literature reveals that there is conceptual confusion and inconsistent and sometimes inappropriate usage of the terms racial identity, ethnic identity, and Afrocentric values. This study explored the extent to which Black racial(ized) identity attitudes were related to ethnic identity and Afrocentric cultural values. Two hundred and one African American college students attending a predominantly White university or a historically Black university completed the Cross Racial Identity Scale (B. J. Vandiver et al., 2000), the Nadanolitization Scale (J. Taylor & C. Grundy, 1996), the Multigroup Ethnic Identity Measure (J. S. Phinney, 1992), and the Africentrism Scale (C. Grills & D. Longshore, 1996). Results of a canonical correlation indicated 2 significant orthogonal roots that were labeled a nonracialized ethnic identity and a racialized ethnic identity. The results suggest important similarities and differences among the various identity constructs. Implications for racial and ethnic identity research and Afrocentric research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The development of ethnic identity during adolescence.

The development of ethnic identity is a critical facet of adolescence, particularly for adolescents of color. In order to examine the developmental trajectory of ethnic identity, African American, Latino American, and European American early and middle adolescents (N=420) were assessed over 3 years. Two components of ethnic identity were assessed--group-esteem was found to rise for both early and middle adolescents; exploration rose for middle adolescents. African Americans and Latino Americans were lower in group-esteem but have greater increases than European Americans, particularly across a school transition. The course of ethnic identity development during early and middle adolescence, the role of school context, and the variability in developmental trajectories among racial and ethnic groups are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comparison of White, African American, Hispanic, and Asian children on the Naglieri Nonverbal Ability Test.

This study examined differences between 3 matched samples of White (n?=?2,306) and African American (n?=?2,306), White (n?=?1,176) and Hispanic (n?=?1,176), and White (n?=?466) and Asian (n?=?466) children on the Naglieri Nonverbal Ability Test (NNAT; J. A. Naglieri, 1997a). The groups were selected from 22,620 children included in the NNAT standardization sample and matched on geographic region, socioeconomic status, ethnicity, and type of school setting (public or private). There was only a small difference between the NNAT scores for the White and African American samples (d ratio?=?.25) and minimal differences between the White and Hispanic (d ratio?=?.17) and between the White and Asian (d ratio?=?.02) groups. The NNAT was moderately correlated with achievement for the total sample and correlated similarly with achievement for the White and ethnic minority groups. The median correlation of NNAT with reading was .52 and NNAT with math was .63 across the samples. Results suggest that the NNAT scores have use for fair assessment of White and minority children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Challenging conventional wisdom about who quits: Revelations from corporate America.

Findings from 20 corporations from the Attrition and Retention Consortium, which collects quit statistics about 475,458 professionals and managers, extended and disputed established findings about who quits. Multilevel analyses revealed that company tenure is curvilinearly related to turnover and that a job's past attrition rate strengthens the (negative) performance- exit relationship. Further, women quit more than men, while African Americans, Hispanic Americans, and Asian Americans quit more than White Americans, though racial differences disappeared after confounds were controlled for. African American, Hispanic American, and Asian American women quit more than men of the same ethnicities and White Americans, but statistical controls nullified evidence for dual discrimination toward minority women. Greater corporate flight among women and minorities during early employment nonetheless hampers progress toward a more diversified workforce in corporate America. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Stressful events and individual beliefs as correlates of economic disadvantage and aggression among urban children.

Examined 3 factors that were hypothesized to increase risk for aggression among urban children: economic disadvantage, stressful events, and individual beliefs. Ss were 1,935 African American, Hispanic, and White elementary-school boys and girls assessed over a 2-yr period. Individual poverty (INP) and aggression were only significant for the White Ss, with significant interactions between individual and community poverty for the other 2 ethnic groups. A linear structural model to predict aggression from the stress and beliefs variables, INP predicted stress for African American Ss and predicted beliefs supporting aggression for Hispanic Ss. For all ethnic groups, both stress and beliefs contributed significantly to the synchronous prediction of aggression, and for the Hispanic children, the longitudinal predictions were also significant. Findings are discussed in terms of their implications for preventive interventions in multiethnic, inner-city communities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Parental attachment, self-esteem, and antisocial behaviors among African American, European American, and Mexican American adolescents.

This study examined the relation of mother and father attachment to self-esteem and self-reported involvement in antisocial behaviors among African American (n=488), European American (n=661), and Mexican American (n=434) high school students. The attachment dimensions of anxiety and avoidance were examined using self-report scales that were developed and validated with participants in the study. Findings indicated that adolescents from the 3 ethnic/racial groups did not differ greatly in their reported attachment to father and mother. Consistent with theoretical formulations, securely attached adolescents from the 3 ethnic groups had a more positive sense of self-esteem and reported less involvement in antisocial behaviors than their less securely attached peers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Are teachers' expectations different for racial minority than for European American students? A meta-analysis.

Four quantitative meta-analyses examined whether teachers' expectations, referrals, positive and neutral speech, and negative speech differed toward ethnic minority students (i.e., African American, Asian American, and Latino/a) as compared with European American students. Teachers were found to hold the highest expectations for Asian American students (d = -.17). In addition, teachers held more positive expectations for European American students than for Latino/a (d = .46) or African American (d = .25) students. Teachers made more positive referrals and fewer negative referrals for European American students than for Latino/a and African American students (d = .31). Although teachers directed more positive and neutral speech (e.g., questions and encouragement) toward European American students than toward Latino/a and African American students (d = .21), they directed an equal amount of negative speech (e.g., criticism) to all students (d = .02). In general, teachers' favoring of European American students compared with African American and Latino/a students was associated with small but statistically significant effects. The meta-analyses suggest that teachers' expectations and speech vary with students' ethnic backgrounds. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Validity of the 1994 Strong Interest Inventory with racial and ethnic groups in the United States.

During the revision of the 1994 Strong Interest Inventory (SII; Harmon, Hansen, Borgen & Hammer, 1994), information was obtained about the race–ethnicity and careers of over 55,000 employed adults in 50 different occupations. The national norm group, the general reference sample, contains 18,789 individuals who identified their race–ethnicity in the following manner: 378 African Americans; 363 Asian Americans; 17,365 Caucasian Americans; 349 Hispanic Americans/Latinos (Latinas); and 77 Native Americans/American Indians. Concurrent validity across racial–ethnic groups was examined by typing their 50 occupations into the appropriate Holland (1997) job family. Then the General Occupational Themes, the SII scales corresponding to Holland's (1997) 6 vocational personality types, were examined for their ability to predict Holland (1997) job family in similar ways for the different racial–ethnic groups. Results generally showed comparable validity and interpretive counseling implications in using the SII with these racial–ethnic groups. Some interesting trends and important limitations were also noted. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predictors of African American and European American adolescents' endorsement of race-conscious social policies.

To examine the predictors of adolescents' evaluations of affirmative action and school desegregation policies, African American and European American students (ns = 94 and 116, respectively; aged 14 to 17 years) attending a racially diverse high school in the Midwestern United States completed measures of (a) implicit racial attitudes, (b) knowledge about historical racism, and (c) perceptions of and attributions for racial disparities. The following day, adolescents learned about either a proposed affirmative action policy (n = 101) or a school desegregation policy (n = 109) and completed measures of their attitudes toward the policy. Results indicated racial differences in policy support and in the factors predicting policy support. Theoretical implications of the findings are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Generating Ethnic Minority Student Success (GEMS): A qualitative analysis of high-performing institutions.

Less than one-half of all underrepresented racial and ethnic minority students who begin college at a 4-year institution with aspirations to earn a bachelor's degree achieve that goal within 6 years. The aim of this study was to identify and analyze the institutional factors that contribute to racial and ethnic minority student success at three predominantly White institutions with high and equitable underrepresented racial and ethnic minority student retention and graduation rates. Sixty-five individual interviews were conducted, and documents were collected across these three high-performing colleges. From the analysis of those interviews and documents emerged four common and salient elements of the institutional cultures that promote success among students of color at the three campuses. Implications for research and practice are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)