Factors influencing racial comparisons of self-esteem: A quantitative review.

Research on racial comparisons of self-esteem was examined. Early research in this area, exemplified by the doll studies of racial preference, was viewed as demonstrating that Blacks have less self-regard than Whites. However, a meta-analytic synthesis of 261 comparisons, based largely on self-esteem scales and involving more than half a million respondents, revealed higher scores for Black than for White children, adolescents, and young adults. This analysis further revealed that the direction and magnitude of racial differences are influenced by such demographic characteristics as participant age and socioeconomic status, as well as by characteristics of the measuring instruments. Many findings—for example, that the self-esteem advantage for Black respondents increases with age and is related to the sex composition of the sample—underscore the need for long-term longitudinal studies of self-esteem development in male and female members of both racial groups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Patterns of drug abuse: Relationships with ethnicity, sensation seeking, and anxiety.

Administered the Sensation-Seeking Scale (SSS) and the State-Trait Anxiety Inventory (STAI) to 30 White, 30 Black, and 30 Hispanic male narcotic drug abusers in residential treatment. Individual drug abuse histories were assessed in semistructured interviews. Results are as follows: (a) White Ss scored significantly higher on the 5 SSS subtests than did either Black or Hispanic Ss. No significant differences were obtained between ethnic groups on the STAI. (b) Even though the prevalence of the use of alcohol, cannabis, street methadone, and cocaine was similar in the 3 ethnic groups, significantly more White Ss had used amphetamines, barbiturates, tranquilizers, methaqualone, inhalants, and psychedelics. (c) SSS scores and anxiety correlated significantly with the number of different drugs used by Whites, although the measures were virtually unrelated to drug use among non-Whites. The frequency of use of stimulant, depressant, or hallucinogenic drugs was unrelated to the user's level of sensation seeking or anxiety. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Differences in measures of personality and family environment among Black and White alcoholics.

Reviewing 16 studies, D. Pritchard and A. Rosenblatt (see record 1980-11070-001) claimed to find no evidence that the MMPI is racially biased. M. Gynther and S. B. Green (see record 1980-11037-001), reviewing 40 studies, concluded that racial bias in the MMPI varies as a function of sampling, with bias more likely when normal Blacks are compared with normal Whites but not when abnormal groups are compared. The present study compared MMPI scores of 272 White and 56 Black alcoholics. Blacks scored significantly lower on a few scales (e.g., Hysteria), but profile differences were not clinically meaningful, particularly when the covariates of age, education, and socioeconomic status were controlled. Blacks differed appreciably on the Family Environment Scale (FES), however, rating social climates more positively than Whites. Findings that Blacks obtained negligible differences on a wholly White normed test (the MMPI), contrasted with the significant differences and better adjustment shown by Blacks over Whites on a test normed with minority-group representation (the FES), interject new considerations into the issue of racial bias. Whereas nonsignificant differences would not appear to support the contention of racial bias on the MMPI, FES results question whether such nonsignificance actually rules out test bias. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Story recall in young Black and White children: Effects of racial group membership, race of experimenter, and dialect.

Tested the effects of racial group membership, race of E, and dialect on unstructured and probed recall. l6 Black and 16 White 4-6 mo old children were Ss. Subgroups of 4 Ss within each racial group were randomly assigned to the experimental conditions such that order of exposure to E (Black and White) and dialects Standard English vs Black English vernacular) were counterbalanced. Results show that Whites performed better than Blacks in Standard English, Blacks performed better than Whites in Black English vernacular, Blacks tested in Black English vernacular were equivalent to Whites tested in Standard English, and Whites performed better in Standard English than in Black English vernacular. When probed with questions, there was an overall increase in the proportion of correct information for both racial groups. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development of racial identity in minority and majority children: An affect discrepancy model.

Proposes an affect discrepancy to explain the processes by which children come to know and identify with a minority or majority group. To test this model, 203 White and 91 Indian children in kindergarten and Grades 1 and 2 answered racial identity, preference, social distance and recognition questions by pointing to pictures of Whites, Indians, and Blacks. Several weeks later Ss completed measures of concrete operational thought and self-esteem. Indian children made more cross-racial choices than did Whites, even though Indians were more accurate than Whites in recognizing the pictures. Structural equation models indicated that for both groups, cognitive development was positively associated with own-group choices. Self-esteem was positively related to own-group choices for Whites but inversely related for Indians. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gender differences in domain-specific self-esteem: A meta-analysis.

This meta-analysis examines gender differences in 10 specific domains of self-esteem across 115 studies, including 428 effect sizes and 32,486 individuals. In a mixed-effects analysis, men scored significantly higher than women on physical appearance (d = 0.35), athletic (d = 0.41), personal self (d = 0.28), and self-satisfaction self-esteem (d = 0.33). Women scored higher than men on behavioral conduct (d = ?0.17) and moral–ethical self-esteem (d = ?0.38). The gender difference in physical appearance self-esteem was significant only after 1980 and was largest among adults. No significant gender differences appeared in academic, social acceptance, family, and affect self-esteem. The results demonstrate the influence of reflected appraisals on self-esteem. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correlates of self-reported multicultural competencies: Counselor multicultural social desirability, race, social inadequacy, locus of control racial ideology, and multicultural training.

Self-reported multicultural counseling competencies (MCCs) of 176 university counseling center staff were assessed. A 1-model multiple regression analysis, using a 4-step forced-entry method, accounted for 34% of the variability in MCCs. As hypothesized, after the significant contributions of multicultural (MC) social desirability and race were taken into account, attitudes of feelings of social inadequacy and locus of control racial ideology overall and individually made significant contributions. Then, MC training variables overall and number of minority and international clients, MC research projects, and MC courses individually made significant contributions. Hispanics had significantly higher Multicultural Counseling Inventory scores than did Whites. Minority groups scored differently than Whites on the variables measured, and MCCs increased with training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Adolescents' reference-group choices, self-esteem, and adjustment.

330 Black, Hispanic, Asian, and White high school students reported their reference-group label as mainstream, bicultural, or strongly ethnically identified. Compared with other groups, White students were significantly more likely to be mainstream. Across ethnic groups, students reporting a strong ethnic identification held attitudes that were significantly more separatist, reported more ethnic pride, engaged in less cross-ethnic contact out of school, reported more cross-ethnic conflict, and used English significantly less often than other reference groups. Reference-group label was not associated with significant ethnic differences in self-esteem, social competence, or grade point average (GPA). The generational status of minority students is discussed as a potential influence mediating the impact of reference group on adjustment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Implicit and explicit prejudice and interracial interaction.

The present research examined how implicit racial associations and explicit racial attitudes of Whites relate to behaviors and impressions in interracial interactions. Specifically, the authors examined how response latency and self-report measures predicted bias and perceptions of bias in verbal and nonverbal behavior exhibited by Whites while they interacted with a Black partner. As predicted, Whites' self-reported racial attitudes significantly predicted bias in their verbal behavior to Black relative to White confederates. Furthermore, these explicit attitudes predicted how much friendlier Whites felt that they behaved toward White than Black partners. In contrast, the response latency measure significantly predicted Whites' nonverbal friendliness and the extent to which the confederates and observers perceived bias in the participants' friendliness. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

WISC-R subscale patterns of abilities of Blacks and Whites matched on Full Scale IQ.

270 Black and 270 White children (ages 6–16.5 yrs) drawn from the national stratified random sample used in the standardization of the WISC-R were matched on age, sex, and WISC-R Full-Scale IQ to facilitate investigation of the patterns of specific cognitive abilities, as measured by the 12 subtests of the WISC-R, between the 2 racial groups. Multivariate analysis of the patterns of subtest differences between Whites and Blacks and group comparisons on 3 orthogonalized factor scores (Verbal, Performance, Memory) showed small but reliable average White–Black differences in patterns of ability. The IQ-matched racial groups showed no significant difference on the Verbal factor; Whites exceeded Blacks on the Performance (largely spatial visualization) factor; Blacks exceeded Whites on the Memory factor. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Metoprolol metabolism via cytochrome P4502D6 in ethnic populations

OBJECTIVE: The objective of this study was to determine whether metabolism via cytochrome P4502D6 (CYP2D6) was higher in Black subjects than White subjects. METHODS: Ten Black and 10 White healthy male volunteers who were phenotyped CYP2D6 extensive metabolizer phenotypes participated in this randomized, cross-over study in which metoprolol was used as a model CYP2D6 substrate. In both study phases, subjects received oral rac-metoprolol tartrate (200 mg); during one phase, subjects also took quinidine sulfate (100 mg) daily beginning 3 days before the dose of metoprolol. Plasma samples were collected for 12 and 24 hr after the dose in the metoprolol and metoprolol plus quinidine phases, respectively. Metoprolol enantiomer concentrations were determined by chiral HPLC with fluorescence detection. RESULTS: S-metoprolol areas under the concentration vs. time curves during the metoprolol phase were 879 +/- 600 ng/ml*hr in White subjects vs. 984 +/- 653 ng/ml*hr in Black subjects. During inhibition of CYP2D6-mediated metabolism with quinidine, S-metoprolol areas under the concentration vs. time curves were 2515 +/- 749 and 2719 +/- 742 in White and Black subjects, respectively. Metoprolol elimination half-lives in both groups were approximately doubled by quinidine. Mean S-metoprolol/R-metoprolol ratios were 1.39 in both racial groups during the metoprolol phase, and during the metoprolol plus quinidine phase were 0.89 and 1.03 in White subjects and Black subjects, respectively (p < 0.05, Blacks vs. Whites). The percentage of metoprolol metabolism inhibited by quinidine was similar between Blacks and Whites (e.g., 66 +/- 15% and 64 +/- 25% of S-metoprolol apparent oral clearance in Blacks and Whites, respectively). CONCLUSIONS: We conclude that there are no differences between Black subjects and White subjects in metabolism via CYP2D6. There were also no racial differences in the contribution of CYP2D6 to overall metoprolol metabolism. The results of this study suggest that drugs are primarily metabolized by CYP2D6 will not exhibit racial differences in their disposition.     

Age, gender, race, socioeconomic status, and birth cohort difference on the children's depression inventory: A meta-analysis.

A within-scale meta-analysis was performed on 310 samples of children (ages 8-16; N = 61,424) responding to the Children's Depression Inventory (CDI). Girls' depression scores stayed steady from ages 8 to 11 and then increased between ages 12 and 16. Boys' CDI scores were stable from ages 8 to 16 except for a high CDI score at age 12. Girls' scores were slightly lower than boys' during childhood, but girls scored higher beginning at age 13. There were no socioeconomic status effects and no differences between White and Black samples. However, Hispanic samples scored significantly higher on the CDI. Analyses for birth cohort showed a slight decrease in boys' CDI scores over time and no change for girls. Longitudinal studies demonstrated a marked testing effect. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

School desegregation: An evaluation of predictions made in Brown v. Board of Education..

Hypotheses concerning the effects of desegregation on prejudice, self-esteem, and achievement were derived from testimony given by social scientists in Brown v. Board of Education. The author explains evidence concerning these hypotheses from published studies of the effects of school desegregation on prejudice and on Black students' achievement, and studies using questionnaire measures of self-esteem to compare segregated Blacks and Whites. It is tentatively concluded that (a) desegregation generally does not reduce the prejudices of Whites toward Blacks, (b) the self-esteem of Blacks rarely increases in desegregated schools, (c) the achievement level of Blacks sometimes increases and rarely decreases in desegregated schools, and (d) desegregation leads to increases in Black prejudice toward Whites about as frequently as it leads to decreases. These conclusions should be regarded as tentative because (a) most of the studies have investigated only the short-term effects of desegregation, (b) the extent and type of desegregation varied greatly, (c) the studies were done in different regions with children who differed in age, (d) the studies often employed noncomparable measures of each variable, and (e) social class and IQ were typically not included as control variables. (132 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Their ideas of beauty are, on the whole, the same as ours": Consistency and variability in the cross-cultural perception of female physical attractiveness.

The consistency of physical attractiveness ratings across cultural groups was examined. In Study 1, recently arrived native Asian and Hispanic students and White Americans rated the attractiveness of Asian, Hispanic, Black, and White photographed women. The mean correlation between groups in attractiveness ratings was r?=?.93. Asians, Hispanics, and Whites were equally influenced by many facial features, but Asians were less influenced by some sexual maturity and expressive features. In Study 2, Taiwanese attractiveness ratings correlated with prior Asian, Hispanic, and American ratings, mean r?=?.91. Supporting Study 1, the Taiwanese also were less positively influenced by certain sexual maturity and expressive features. Exposure to Western media did not influence attractiveness ratings in either study. In Study 3, Black and White American men rated the attractiveness of Black female facial photos and body types. Mean facial attractiveness ratings were highly correlated (r?=?.94), but as predicted Blacks and Whites varied in judging bodies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Behavior, motivation, and achievement in desegregated junior high school science classes.

To locate possible antecedents for racial differences in science achievement, measures of mathematics and reading achievement, causal attribution, attitude toward school success, and in-class behavior were acquired from 40 Black and 40 White junior high school students, both groups evenly divided between males and females. Significant group differences were limited to mean achievement test scores and science grades. Achievement scores were significantly related to grades, but classroom behaviors also accounted for a significant and unique portion of the variance. There were no significant relationships between behaviors and other student measures. Teacher ratings of effort, ability, course difficulty, and environment were also acquired. Teachers rated Whites as smarter and believed that Black females exerted the greatest effort and Black males the least. As a secondary interest, number and type of student interactions were recorded. Few hostile interracial encounters were observed, and interactions were predominately within race. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of race of examiner and cultural mistrust on the WAIS performance of Black students.

100 Black males (17–19 yrs old) were given the Terrell Cultural Mistrust Inventory, and groups with high and low levels of mistrust of Whites were identified. Half of the Ss in each group were then administered the WAIS by a White examiner. The remaining were tested by a Black examiner. The Black examiner/high mistrust group scored significantly higher than the White examiner/high mistrust group. In addition, the White examiner/low mistrust group scored significantly higher than the White examiner/high mistrust group. (4 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A developmental investigation of sex differences in spatial (visual-analytic) and mathematical skills in three ethnic groups.

Investigated sex differences in mathematical and spatial (visual-analytic) skills in 3 ethnic groups (Black, Hispanic, and White) prior to and during adolescence. Ss were 240 3rd, 4th, 5th, and 9th graders, and instruments included the Children's Embedded Figures Test and the Modern Mathematics Supplement to the Iowa Tests of Basic Skills. Significant interaction effects were demonstrated between ethnic group membership and sex for both mathematical and spatial skills. In Hispanic adolescent groups, significant sex differences were found in scores on both skills in favor of the female. A similar but not significant trend was seen in the scores of Black adolescent groups. In contrast, White adolescent males scored higher than White adolescent females, but not significantly so. No prior study has reported the observed pattern of sex differences in Hispanic Ss, one that differs from that usually found in White Ss. (10 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Racial/ethnic differences in the criterion-related validity of cognitive ability tests: A qualitative and quantitative review.

The correlation between cognitive ability test scores and performance was separately meta-analyzed for Asian, Black, Hispanic, and White racial/ethnic subgroups. Compared to the average White observed correlation ( = .33, N = 903,779), average correlations were lower for Black samples ( = .24, N = 112,194) and Hispanic samples ( = .30, N = 51,205) and approximately equal for Asian samples ( = .33, N = 80,705). Despite some moderating effects (e.g., type of performance criterion, decade of data collection, job complexity), validity favored White over Black and Hispanic test takers in almost all conditions that included a sizable number of studies. Black–White validity comparisons were possible both across and within the 3 broad domains that use cognitive ability tests for high-stakes selection and placement: civilian employment, educational admissions, and the military. The trend of lower Black validity was repeated in each domain; however, average Black–White validity differences were largest in military studies and smallest in educational and employment studies. Further investigation of the reasons for these validity differences is warranted. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Race and sex differences in the prediction of drug use.

Efforts to prevent adolescent substance abuse often direct prevention efforts at known correlates of substance use. The applicability to minority populations of risk factors uncovered for the general population has been questioned, and the development of different programs targeting the risk factors most salient for different groups has been recommended. Such differentiated programming requires a more precise understanding of ethnic differences in the predictors of substance use than is now available. This article assesses these differences using data from 981 Black and White male and female adolescents and latent variable structural equations techniques. No group differences were observed in the prediction of past year variety of drug use for 9 of the 12 risk factors examined. The predictive validity was higher for Whites than for Blacks for 3 risk factors. The prediction of frequency of use was weaker for Black women than for other groups. The low predictive validity observed for Black women is most likely due to the extremely low level of use among this group. The study concludes that the measures of risk factors predict substance use for all groups examined but that extremely rare behaviors are not well predicted. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On racial diversity and group decision making: Identifying multiple effects of racial composition on jury deliberations.

This research examines the multiple effects of racial diversity on group decision making. Participants deliberated on the trial of a Black defendant as members of racially homogeneous or heterogeneous mock juries. Half of the groups were exposed to pretrial jury selection questions about racism and half were not. Deliberation analyses supported the prediction that diverse groups would exchange a wider range of information than all-White groups. This finding was not wholly attributable to the performance of Black participants, as Whites cited more case facts, made fewer errors, and were more amenable to discussion of racism when in diverse versus all-White groups. Even before discussion, Whites in diverse groups were more lenient toward the Black defendant, demonstrating that the effects of diversity do not occur solely through information exchange. The influence of jury selection questions extended previous findings that blatant racial issues at trial increase leniency toward a Black defendant. (PsycINFO Database Record (c) 2010 APA, all rights reserved)