Drug use, violence, and victimization among White American, Mexican American, and American Indian dropouts, students with academic problems, and students in good academic standing.

Problem-prone behaviors of White American, Mexican American, and American Indian high school dropouts, students in good academic standing, and students in poor academic standing were surveyed. Generally, dropouts were most involved with drugs, perpetration of violence, and victimization by violence, students in poor standing were the next most involved, and students in good standing were least involved. Ethnicity did not interact with academic status, suggesting that differences between dropouts and students were similar across ethnic groups. Some ethnicity and gender main effects were found. Findings were related to R. Jessor's (see record 1992-23064-001) theory of problem-prone behaviors, to peer cluster theory, and to intervention design. (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)     

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)     

Do gender differences in help avoidance vary by ethnicity? An examination of African American and European American students during early adolescence.

The present research examined whether the nature of gender differences varies by race for two types of academic engagement in the classroom (help avoidance and voice with the teacher) in a sample of early adolescents (N = 456; 55% female, 60% African American and 40% European American) making the transition to middle school. Growth curve analyses indicated that help avoidance increased over time, voice remained stable, and achievement declined. In line with hypotheses based on cultural variations in the female role, there were no gender differences in help avoidance for African American students, whereas for European American students, girls were lower in help avoidance than were boys. For African American students, there were no gender differences in voice with the teacher, whereas for European American students, girls were higher than were boys. These group differences were present at all 3 waves. For all students, increases in help avoidance negatively predicted changes in achievement, whereas increases in voice positively predicted achievement. Results underscore the importance of examining gender and ethnicity together to understand academic adjustment during early adolescence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comparable efficacy of contingency management for cocaine dependence among African American, Hispanic, and White methadone maintenance clients.

Cocaine use is a significant problem among methadone maintenance clients. Contingency management (CM) is a reinforcement-based approach with demonstrated efficacy for reducing cocaine use. This study examines whether the efficacy of CM treatment for cocaine-dependent individuals receiving methadone maintenance for opioid dependence differs by ethnicity. Participants were 191 African American, Hispanic, and White cocaine-dependent methadone maintenance clients, randomly assigned to standard methadone treatment or standard methadone treatment plus CM for 12 weeks. Hispanic participants were younger, less educated, and reported fewer years of cocaine use than did African American and White participants and reported fewer years of heroin use than did African American participants. African American participants were less likely to report a history of psychiatric symptoms or treatment in comparison with Hispanic and White participants. While CM was associated with longer duration of continuous cocaine abstinence and a greater proportion of submitted urine samples negative for cocaine, ethnicity was not related to treatment outcomes, and there was no significant interaction between treatment and ethnicity. CM appears to be an efficacious treatment for cocaine dependence among methadone maintenance clients, regardless of ethnicity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Compositional diversity and the research productivity of PhD graduates.

Hierarchical linear modeling was used to examine the relationship between the compositional diversity in 20 academic programs in a Research Extensive college of education and the research productivity of 275 PhD graduates of these programs. Compositional diversity in terms of race and ethnicity was operationalized with Chang's (1999) diversity index; cumulative number of refereed articles and chapters published within two years of graduation was the measure of research productivity. Results showed that, after controlling for individual differences in Graduate Record Examination scores, greater compositional diversity was related to the increased research productivity for African American and International PhD graduates but not to the research productivity of Asian American, Latina/Latino, or White PhD graduates. Because compositional diversity was unrelated to the research productivity of White students, the findings suggest compositional diversity may have its effects by reducing the stereotype threat for African American and International PhD graduates. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Fat distribution and insulin response in prepubertal African American and white children

Ethnic differences in obesity-related disease prevalence may relate to differences in fat distribution or metabolism. We conducted a study in 73 African American and white children to examine the relation between fat distribution and insulin and to determine whether ethnic differences in fat distribution or in adiposity-insulin relations contribute to differences in insulin concentrations. Fasting and postchallenge insulin concentrations were determined by oral-glucose-tolerance test, total body fat by dual-energy X-ray absorptiometry, and subcutaneous abdominal (SAAT) and intraabdominal (IAAT) adipose tissue by computerized tomography. African Americans had greater fasting insulin (x +/- SD: 79 +/- 37 compared with 55 +/- 23 pmol/L, P < 0.01), incremental 30-min insulin (567 +/- 438 compared with 300 +/- 304 pmol/L, P < 0.001), and incremental area under the insulin curve (AUC; 262 +/- 209 compared with 164 +/- 156 pmol/L, P < 0.01). In multiple linear regression, fasting insulin was independently related to total fat within both ethnic groups (model R2 = 0.42 and 0.52 for African Americans and whites, respectively), incremental 30-min insulin to total fat and IAAT in whites only (model R2 = 0.71), and AUC to SAAT in African Americans only (model R2 = 0.49). Adjusting insulin indexes for adiposity did not eliminate the significant effect of ethnicity. In general, relations between adiposity and insulin were stronger in whites than in African Americans. African American children had higher insulin concentrations than white children after total body fat, IAAT, and SAAT were controlled for. However, strong relations between adiposity (total and abdominal) and insulin in both groups suggest that obesity may contribute to disease risk regardless of ethnicity.     

The equivalence of the Child Behavior Checklist/1 1/2-5 across parent race/ethnicity, income level, and language.

This study examined the equivalence of the Child Behavior Checklist/1 1/2-5 (CBCL/1 1/2-5) in 682 parents of 2- to 4-year-old children stratified by parent race/ethnicity (African American, Latino, and non-Latino White), family income (low vs. middle-upper), and language version (Spanish vs. English). Externalizing Scale means differed by income and child gender. Internalizing Scale means differed by income and parent race/ethnicity. Differential item analyses showed that few items functioned differently by racial/ethnic, language, and income group. A confirmatory factor analysis demonstrated that the Externalizing Scale provided a good fit with the data across racial/ethnic and income groups. However, model fit was improved for the Internalizing Scale when factor weights were allowed to vary. Findings support the equivalence of the CBCL/1 1/2-5 when used with parents of low-income preschool children from African American and Latino backgrounds, although further study of the factor structure for the Internalizing Scale is recommended. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gender patterns in African American and White adolescents' social interactions in same-race, mixed-gender groups.

Gender-related interaction patterns on a cooperative problem-solving task were compared in African American and White mixed-gender groups of adolescents, matched on age, socioeconomic status, and school achievement. Hierarchically nested analyses of variance revealed significant interaction effects indicating greater gender equality in the African American groups than in the White groups for a composite measure of all variables, for the measure of level of activity, and for 1 of 2 measures of level of influence, but not for measures of speech form. Post hoc analyses revealed significant gender differences in the White groups for the composite measure, the level of influence measures, 1 speech-form measure, and the level of activity measure ( nearly significant ) and in the African American groups only for 2 speech-form measures. Results are discussed in terms of social role theory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Extended text and the writing proficiency of students in urban elementary schools.

The effect of extended text writing on the writing proficiency of elementary students in urban schools was investigated. 39 4th- and 5th-grade classrooms were observed and categorized according to the ratio of extended text to exercises written by students and according to the level of student engagement. Analyses revealed that students in classrooms characterized by extended text outperformed students in classrooms characterized by exercises both in the quality of the content of their writing and in correct use of writing conventions, after adjustment for pretest differences at both the student and classroom levels. The effect of extended text instruction was consistent for both students of ethnic minority (African American, Mexican American, and Native American) status and students of White European ancestry. No differences were found on a multiple-choice test of language skills. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The relative contribution of ethnicity versus socioeconomic status in explaining differences in disability and receipt of informal care

Data from a comparative study of 1975 African American, Puerto Rican, and non-Hispanic White persons age 60 and older in a large Northeastern city were used to investigate the relative contribution of ethnicity and socioeconomic status (SES) to explaining differences in the need for and receipt of informal care. It was hypothesized that differences in disability would be related largely to SES, whereas ethnicity would account for most of the differences in the amount of informal care. The results of a path analysis argue in favor of a cultural rather than a socioeconomic explanation for between-group differences. SES had no direct effect on disability when controlling for ethnicity. Ethnicity did explain between-group differences in the amount of care. Even when controlling for disability, elders in the two minority groups received more informal care than did older White persons. The findings illuminate the important role played by ethnicity in explaining an older person's need for and receipt of long-term care assistance.     

Sexual functioning and intimacy in African American and white breast cancer survivors: a descriptive study

This study examines ethnic differences in sexual socialization and attitudes, sexual history and current practices, and the effects of treatment in 147 African American and White breast cancer survivors. Sex-related research in younger healthy populations has shown that cultural values associated with ethnicity influence sexual functioning, but small numbers of African American participants in previous research in breast cancer survivors has limited what we know about that population. In this study, there were few differences between the 2 ethnic groups in a predominantly well-educated, high-income, highly functional sample. However, African American women were significantly less likely to be comfortable with and to practice oral sex, self-touching, and masturbatory behaviors. White women were more likely to report that breast cancer had a negative impact on their sex lives. These differences in sexual repertoire and functioning should be noted by health care practitioners treating the sexual sequelae of breast cancer treatment.     

On fighting versus accepting stressful circumstances: Primary and secondary control among HIV-positive men in prison.

The primacy of primary control over secondary control and ethnic differences in control processes were tested in HIV-positive male state prison inmates. They rated their perceptions of control and psychological distress at an initial interview (N?=?95) and 3 months later (N?=?78). Regression analyses revealed that primary control had primacy as it had greater adaptive value. However, secondary control did not function as a backup to primary control, and temporal differences in control were not found. No mean differences due to ethnicity (African American vs. White) were found, but there was a strong ethnic difference in the effects of primary control. White participants showed the expected negative relationship between distress and primary control, but African American participants did not. The idea that the benefits of primary control would be the same across various subcultures was not supported. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

An initial evaluation of the role of emotion and impulsivity in explaining racial/ethnic differences in the use of corporal punishment.

The authors sought to provide an initial evaluation of the hypothesis that corporal punishment is less strongly associated with parental emotion and impulsivity among African American (“Black”) in contrast to European American (“White”) parents. White–Latino and Black–Latino differences in corporal punishment, emotion, and impulsivity were explored, given the lack of existing theory predicting group differences. Couples with 3- to 7-year-old children were recruited via random digit dialing, and the parents completed questionnaires and an analog parent–child conflict task in the laboratory. Group differences were tested pooling mothers and fathers via dyadic data analyses. Black parents (N = 57) had more positive attitudes toward and used more corporal punishment than White parents (N = 730). Latino American parents' (N = 78) views and use of corporal punishment were similar to those of White parents. By and large, associations of corporal punishment with parents' impulsivity and emotion did not significantly vary by race/ethnicity. The present findings, although preliminary, do not support the emotion-impulsivity hypothesis of racial differences in the use of corporal punishment suggested by K. Deater-Deckard, K. A. Dodge, J. E. Bates, and G. S. Pettit (1996). (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Developmental, family, and ethnic in influences on adolescent alcohol usage: A growth curve approach.

The influence of the developmental process of individuation, family conflict and cohesion, and ethnicity on adolescent alcohol use was examined in a 3-year longitudinal study. Participants included non-Hispanic White, Mexican American, and African American adolescents (n?=?6,522) from 6th, 7th, and 8th grades. They were surveyed annually for 3 years. Depending on which aspect of individuation was measured, hierarchical linear modeling indicated that changes in adolescent individuation were related to either increases or decreases in alcohol use over the 3-year period. Separation and family conflict were related to increases in alcohol use, and intergenerational individuation and family cohesion were related to decreases in alcohol use. White and Mexican American adolescents had a faster rate of increase in alcohol use than did African American youth. Separation and family process similarly influenced adolescent alcohol use from different ethnic groups. Implications for prevention and intervention programs are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Recruitment and retention of African American patients for clinical research: An exploration of response rates in an urban psychiatric hospital.

The issues related to recruiting African American psychiatric inpatients are discussed in the context of a study on the influence of ethnicity on psychiatric diagnosis. Ethnically diverse psychiatric residents interviewed 960 Black and White inpatients in 2 urban psychiatric hospitals. Despite the obstacles cited in the literature about recruiting and retaining African Americans into research, 78% of this sample were African American. In addition, interview completion and refusal rates did not differ by patient ethnicity. Results suggest that matching interviewer and patient ethnicity did not influence African Americans' likelihood of participating in or of refusing an interview. This article summarizes a number of guidelines that others may find useful in conducting clinical research with African Americans, ranging from the formation of academic-public liaisons to interviewer training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sources of ethnic differences between Asian American and White American college students on measures of depression and social anxiety.

This study tested an affect-specific explanation for the Asian and White American differences in depression and social anxiety. Construal of the self as independent or interdependent in relation to others (H. R. Markus & S. Kitayama, see record 1991-23978-001) was hypothesized to be 1 possible way in which culture may be expressed in individuals' psychological functioning, which in turn was hypothesized to be linked specifically to social anxiety. College students (N?=?348; 183 White Americans and 165 Asian Americans) completed self-report measures of depression, social anxiety, and self-construals. Asian Americans scored significantly higher than White Americans on measures of depression and social anxiety. When the covariance between depression and social anxiety was statistically controlled, ethnicity and self-construal variables were found, as predicted, to be associated with measures of social anxiety but not depression. These findings suggest a more differentiated perspective on the relations between culture, ethnicity, and emotional distress. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Anger expression in Mexican American and White non-Hispanic adolescents.

This study explored aggressive anger expression in adolescents. A 3-factor model proved best (i.e., Expression through Verbal Assault, Physical Assault Toward People, and Physical Assault Toward Objects). These factors correlated positively with each other and with anger, anxiety, and depression. Correlations of aggressive anger expression styles with anger were larger than their correlations with anxiety and depression. Gender, ethnicity, and developmental effects were found; males reported more physical assault on people than females, and White non-Hispanic and older youths reported more verbal assault than Mexican American and younger, students. Both middle and high school students reported greater verbal assault than physical assault on objects which, in turn, was higher than physical assault on people. These findings suggest that adolescent aggressive anger expression is not unidimensional, but is more differentiated and meaningfully related to gender, ethnicity, and developmental status. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Archetypal patterns, mental representations, and replicative processes in infancy

This study was designed to identify the expectancies held by Mexican Americans toward the drinking of alcoholic beverages as well as toward excessive drinking. Random samples of 534 Mexican American and 616 non-Hispanic White residents of San José, California and of San Antonio, Texas were interviewed over the telephone. Mexican Americans were found to have unique expectancies toward drinking of alcoholic beverages and toward excessive drinking that differed from those held by non-Hispanic Whites. In addition, Mexican Americans expected the various outcomes in greater proportion than non-Hispanic Whites and the Mexican American respondents classified as high in acculturation tended to respond in a manner similar to that of non-Hispanic White respondents. Multivariate analyses of variance with common (across ethnic groups) factor scales with ethnicity, gender, and drinking status as independent variables showed main effects for drinking status and for ethnicity. The group differences in expectancies identified here support the need for culturally appropriate interventions that target group-specific beliefs.