The role of cross-racial/ethnic friendships in social adjustment.

The purpose of this study was to examine the frequency and correlates of cross-racial/ethnic friendships. The sample consisted of 509 (188 African American, 135 European American, 106 Asian American, and 80 Latino) children in 4th grade from 39 classrooms in several public elementary schools. The authors hypothesized that (a) the frequency of cross-racial/ethnic friendships would be different across races/ethnicities and (b) these friendships would be uniquely associated with social adjustment (relational inclusion, leadership). Results showed that European American children displayed a higher frequency of cross-racial/ethnic friendships than African American children. Compared with the sample average, Latino children exhibited a lower frequency of these friendships. Further, findings revealed that children who formed cross-racial/ethnic friendships were more likely to be viewed as relationally inclusive and possessing leadership skills by teachers. Overall, the results showed that cross-racial/ethnic friendships were associated with positive developmental outcomes and that future studies that examine how these friendships are formed and maintained, and how these pathways are related to social adjustment, are warranted. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social risk and protective factors for African American children's academic achievement and adjustment during the transition to middle school.

The transition to middle school is often marked by decreased academic achievement and increased emotional stress, and African American children exposed to social risk may be especially vulnerable during this transition. To identify mediators and protective factors, the authors related severity and timing of risk exposure to academic achievement and adjustment between 4th and 6th grade in 74 African American children. Longitudinal analyses indicated that severity more than timing of risk exposure was negatively related to all outcomes and that language skills mediated the pathway from risk for most outcomes. Transition to middle school was related to lower math scores and to more externalizing problems when children experienced higher levels of social risk. Language skills and parenting served as protective factors, whereas expectations of racial discrimination was a vulnerability factor. Results imply that promoting parenting and, especially, language skills, and decreasing expectations of racial discrimination provide pathways to academic success for African American children during the transition from elementary to middle school, especially those exposed to adversity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The role of color-blind racial attitudes in reactions to racial discrimination on social network sites.

This study examines associations between responses to online racial discrimination, more specifically, racial theme party images on social network sites and color-blind racial attitudes. We showed 217 African American and European American college students images and prompted them to respond as if they were writing on a friend’s “wall” on Facebook or MySpace. Reactions to racial theme party images were not bothered, not bothered-ambivalent, bothered-ambivalent, and bothered. A multinomial logistic regression revealed that participants differed in their reactions to the images based on their racial group and color-blind racial ideology. European Americans and participants high in racial color blindness were more likely to be in the not bothered reaction group. Further, these students were more likely to condone and even encourage the racial theme party practice by laughing at the photos and affirming the party goers. Conversely, those low in color blindness were vocal in their opposition to the images with some reporting that they would “defriend” a person who engaged in the practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The role of racial identity in perceived racial discrimination.

This study examined the role that dimensions of racial identity play regarding the antecedents and consequences of perceived racial discrimination among African Americans. A total of 267 African American college students completed measures of racial identity, perceived racial discrimination, and psychological distress at 2 time points. After controlling for previous perceptions of discrimination, racial centrality was positively associated with subsequent perceived racial discrimination. Additionally, perceived discrimination was positively associated with subsequent event-specific and global psychological distress after accounting for previous perceptions of discrimination and distress. Finally, racial ideology and public regard beliefs moderated the positive relationship between perceived discrimination and subsequent distress. The results illustrate the complex role racial identity plays in the lives of African Americans. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gender matters, too: The influences of school racial discrimination and racial identity on academic engagement outcomes among African American adolescents.

The authors examined relationships among racial identity, school-based racial discrimination experiences, and academic engagement outcomes for adolescent boys and girls in Grades 8 and 11 (n = 204 boys and n = 206 girls). The authors found gender differences in peer and classroom discrimination and in the impact of earlier and later discrimination experiences on academic outcomes. Racial centrality related positively to school performance and school importance attitudes for boys. Also, centrality moderated the relationship between discrimination and academic outcomes in ways that differed across gender. For boys, higher racial centrality related to diminished risk for lower school importance attitudes and grades from experiencing classroom discrimination relative to boys lower in centrality, and girls with higher centrality were protected against the negative impact of peer discrimination on school importance and academic self-concept. However, among lower race-central girls, peer discrimination related positively to academic self-concept. Finally, socioeconomic background moderated the relationship of discrimination with academic outcomes differently for girls and boys. The authors discuss the need to consider interactions of individual- and contextual-level factors in better understanding African American youths' academic and social development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Discrimination and unfair treatment: Relationship to cardiovascular reactivity among African American and European American women.

This study examined the relationship of cardiovascular reactivity to both interpersonal mistreatment and discrimination in a community-based sample of African American and European American women (N?=?363) in midlife. Subtle mistreatment related positively to diastolic blood pressure (DBP) reactivity for African American participants but not their European American counterparts. Moreover, among the African American participants, those who attributed mistreatment to racial discrimination exhibited greater average DBP reactivity. In particular, these women demonstrated greater DBP reactivity to the speech task, which bore similarities to an encounter with racial prejudice but not to a nonsocial mirror tracing task. These findings are consistent with the hypothesis that racial discrimination is a chronic stressor that can negatively impact the cardiovascular health of African Americans through pathogenic processes associated with physiologic reactivity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Friendship and social competence in a sample of preschool children attending Head Start.

Relations between friendship (operationalized as reciprocated or nonreciprocated sociometric choices) and social competence were studied for children (mostly African American) attending Head Start. Initial analyses showed that children with reciprocated friends had higher social competence scores than children without reciprocated friends. Correlations suggested that the number of reciprocated friendships was associated with the social competence indicators studied here. Beyond the cost of having no reciprocated friends, having nonreciprocated friendships was not a liability. Cross-time analyses suggested differing patterns of relations for boys and girls. Having versus not having a reciprocated friend was unstable across time, because there was a trend toward participating in reciprocated friendships from 3 to 4 years of age (most older children had at least 1 reciprocated friend). For girls there was a positive relation between the number of reciprocated friendships at Time 1 and at Time 2. No benefit (in terms of social competence) was found for children making the transition from 1 classroom to the next with a friend. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Promoting academic achievement: The role of racial identity in buffering perceptions of teacher discrimination on academic achievement among African American and Caribbean Black adolescents.

In this study, the authors examined the moderating effects of different dimensions racial identity (i.e., racial centrality and public regard) on perceptions of teacher discrimination and academic achievement among a nationally represented sample of African American and Caribbean Black adolescents. The findings revealed that perceived teacher discrimination was negatively related to academic achievement for both African American and Caribbean Black youth. In addition, high racial centrality and low public regard buffered the negative consequences of high levels of perceived teacher discrimination on academic achievement among Caribbean Black adolescents. Implications of these findings for academic achievement among Black youth are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ethnic Identity and Approach-Type Coping as Moderators of the Racial Discrimination/Well-Being Relation in Asian Americans.

Ethnic identity, in combination with approach-type coping strategies (i.e., social support seeking, cognitive restructuring, and problem solving), was hypothesized to moderate the effects of perceived racial discrimination on the well-being of Asian American college students. Results found that individuals with a strong ethnic identity were more likely to engage in approach-type coping strategies, but the use of cognitive restructuring and problem solving coping buffered the effects of racial discrimination on well-being only when racial discrimination was low. These results are contrary to the current literature and suggest ethnic identity and approach-type coping strategies may not always protect against discrimination for Asian Americans. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

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)     

Customer incivility as a social stressor: The role of race and racial identity for service employees.

Experiencing frequent incivility from customers is a noted social stressor linked with job burnout. Race (as a surface-level characteristic and as a deep-level identity) is proposed to explain emotional exhaustion, the primary burnout dimension, for service employees. The authors did not find that "microaggressions" were more likely toward racial minorities, nor any difference in job-related exhaustion between racial minority (primarily African American) and nonminority (White) retail employees. However, the centrality of minority employees' racial identity strengthened the association of customer incivility with emotional exhaustion because of increased stress appraisals, consistent with the Group Identity Lens Model. Proposals for future research on workforce racial diversity are made. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Racial discrimination and the stress process.

The unique and combined effects of chronic and daily racial discrimination on psychological distress were examined in a sample of 174 African American doctoral students and graduates. Using a daily process design, 5 models of the stress process were tested. Multilevel random coefficient modeling analyses revealed that chronic exposure to racial discrimination predicted greater daily discrimination and psychological distress. Further, results show that differences in daily discrimination and negative events accounted for meaningful variation in daily distress responses. Finally, findings indicate that daily discrimination and negative events mediated the relationship between chronic discrimination and psychological distress. The study provides support for the need to measure chronic strains as distinctive from daily stressors in the lives of African Americans. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Changes in racial identity among African American college students following the election of Barack Obama.

The current study considered the influence of the 2008 presidential election on the racial identity of African American college students (Mage = 19.3 years; 26.3% male). The design of the study consisted of 2 components: longitudinal and daily. The longitudinal component assessed 3 dimensions of racial identity (centrality, private regard, and public regard) 2 weeks before and 5 months after the election, and the daily diary component assessed racial identity and identity exploration on the days immediately before and after the election. Daily items measuring identity exploration focused on how much individuals thought about issues relating to their race. Analyses considered the immediate effects of the election on identity exploration and the extent to which changes in exploration were shaped by racial identity measured prior to the election. We also considered immediate and longer term changes in racial identity following the election and the extent to which longer term changes were conditioned by identity exploration. Findings suggest that the election served as an “encounter” experience (Cross, 1991, 1995, pp. 60–61), which led to increases in identity exploration. Moreover, analyses confirmed that changes in identity exploration were most pronounced among those with higher levels of racial centrality. Results also suggest that the election had both an immediate and a longer term influence on racial identity, which in some instances was conditioned by identity exploration. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Does ethnic identity buffer or exacerbate the effects of frequent racial discrimination on situational well-being of Asian Americans?

A quasi-experimental vignette study was conducted to test whether ethnic identity moderated the effects of frequent racial discrimination on situational positive and negative affect of Asian American college students. Results showed that imagining multiple incidents of racial discrimination was related to higher negative affect than imagining a single incident. Asian Americans with high ethnic identity reported lower positive affect when imagining multiple incidents of racial discrimination compared to individuals with high ethnic identity imagining a single incident; by contrast, Asian Americans with low ethnic identity reported higher positive affect when imagining multiple incidents of racial discrimination compared to individuals with low ethnic identity imagining a single incident of racial discrimination. Results suggest ethnic identity may exacerbate the association between racial discrimination and situational well-being for Asian Americans. Moreover, post hoc analyses indicate that the relationship between ethnic identity and discrimination is more relevant for U.S.-born Asian Americans than it is for immigrant Asian Americans. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Links between social network closure and child well-being: The organizing role of friendship context.

Third grade children (N = 404) and their mothers completed questionnaires and participated in interviews designed to identify children's friendships across multiple contexts, determine levels of social network closure for these friendships, and assess child well-being. Cluster analyses revealed distinct patterns in the contexts in which children's friendships were maintained. Closure was highest for children whose friendship clusters heavily represented relatives as friends and lowest when friends were from schools and the broader community. Intermediate levels of closure were observed for the clusters of neighborhood friends and friends from church and school. Both friendship cluster and, to some extent, ethnicity moderated associations between closure and indicators of well-being. (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)     

After-school activities and the development of low-income urban children: A longitudinal study.

After-school activities of 194 African American and White children from low-income households were studied from 3rd to 5th grade to determine relations with (a) child, family, and contextual variables and (b) children's adjustment over time. Girls were more likely to engage in academic activities and socializing, whereas boys were more likely to play coached sports. Children who attended after-school programs spent more time on academic and extracurricular activities, whereas children in informal care settings spent more time watching TV and hanging out. Evidence of transactional relations between after-school activities and child adjustment was found. Time spent in activities between 3rd and 5th grades was related to children's adjustment in 5th grade. In addition, child adjustment measured in 3rd grade was associated with time in different activities in 5th grade. (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)     

Validation of depression and anxiety measures in White and Black youths: Multitrait–multimethod analyses.

The authors obtained yearly self-report, peer nomination, and teacher rating assessments of depression symptoms, anxiety symptoms, and social acceptance on 2 cohorts of African American (ns?=?139 and 184) and Caucasian school children (ns?=?328 and 339), yielding a total of 6 waves of data between 3rd and 8th grade. Confirmatory factor analyses revealed that the measures manifested significant convergent and discriminant validity in both groups. Multigroup analyses further demonstrated that the measures were equally valid across ethnic groups. Peer nomination measures of depression and anxiety symptoms were biased, however, leading to the underestimation of psychopathology in African American children and adolescents. Allowing for this bias, the authors discovered that African American children evinced more signs of depression and anxiety in Grades 3, 4, and 5 than did Caucasian children. Such differences were not significant in Grades 6, 7, and 8. No ethnic group differences emerged on the social acceptance dimension. (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)