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)     

Transparency and trust as antecedents to perceptions of commitment to stated diversity goals.

Student perceptions of their university's commitment to its stated diversity goals impact important outcomes on campus. Perceptions that the university is committed to its stated diversity goals decreases perceptions of racial tensions on campus, while perceptions that the university is not committed to its stated diversity goals causes a host of negative outcomes for students, including higher perceptions of hostility and discrimination. Using a sample of 360 students at a small university, the current study addresses the relationships between trust, breach of obligations, transparency, and perceptions of the university's commitment to stated diversity goals. Results indicate that transparency and trust are important to building and maintaining the perception that the university is committed to its stated diversity goals. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Cultural competence as an ethical requirement: Introducing a new educational model.

Demographic data show a trend toward increasing racial and ethnic diversity among students in public schools, but the teaching population is projected to remain largely White and female. Without proper training, teachers will be ill equipped to meet the educational needs of these diverse students and run the risk of unwittingly perpetuating prevalent stereotypes and discriminatory practices about certain racial and ethnic groups. This preliminary study offers a theoretically driven model for training, the Racial and Ethical Sensitivity Training KIT (REST-KIT), which is designed to (a) increase preservice teachers' ability to recognize ethical dilemmas related to intolerance in schools and (b) provide preservice teachers with techniques and skills for handling these dilemmas. The REST-KIT is unique in that it ties cultural competence to ethical principles based on professional codes of ethics accepted by school professions and emphasizes that cultural competence is a professional requirement, not a personal choice. Pre- and posttests were given to ascertain the program's effectiveness. Both a self-report and a behavior-based measure indicated that participants showed more cultural competence after completing the workshop. Implications and directions for future research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Tapping the wisdom tradition: Essential elements to mentoring students of color.

The relevance of race, ethnicity, and culture in the mentor–mentee relationship is the essence of this article. The authors argue that diversity education for those mentoring students of color merits an additional level of required expertise in the following key areas: culture and academia, shared/assumed existential posture, racial discrimination, race and ethnic self-awareness, and relationship and process. With support from APA publications, the authors highlight specific academic and professional concerns for students of color, to work toward effective mentoring of culturally diverse students. For prospective mentors of students of color, the authors make recommendations related to engagement, instruction, and integration of personal and professional identity. Further, the authors make recommendations for the management of experiences with discrimination and the recognition of racial identity and racial awareness in the mentor–mentee relationship. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Racial identity, social context, and race-related social cognition in African Americans during middle childhood.

This study examined the effect of changes in racial identity, cross-race friendships, same-race friendships, and classroom racial composition on changes in race-related social cognition from 3rd to 5th grade for 73 African American children. The goal of the study was to determine the extent to which preadolescent racial identity and social context predict expectations of racial discrimination in cross-race social interactions (social expectations). Expectations of racial discrimination were assessed using vignettes of cross-race social situations involving an African American child in a social interaction with European Americans. There were 3 major findings. First, expectations for discrimination declined slightly from 3rd to 5th grade. Second, although racial composition of children's classrooms, number of European American friends, gender, and family poverty status were largely unrelated to social expectations, having more African American friends was associated with expecting more discrimination in cross-racial interactions from 3rd to 5th grade. Third, increases in racial centrality were related to increases in discrimination expectations, and increases in public regard were associated with decreases in discrimination expectations. These data suggest that as early as 3rd grade, children are forming attitudes about their racial group that have implications for their cross-race social interactions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A critical paradox? Predictors of latino students' sense of belonging in college.

Data from the Diverse Democracy Project Study, a national longitudinal study of 1st-year students enrolled in 4-year public research universities who were followed into their 2nd year of college, were used to explore background characteristics and college experiences associated with Latino students' sense of belonging. A framework including perceptual and behavioral dimensions of campus climate was used to organize the analysis. The direct or indirect effects of positive diversity experiences, perceptions of a hostile racial/ethnic climate, other perceptions and behaviors regarding college experiences, and immigrant status on sense of belonging were examined. Structural equation modeling analyses revealed that measures of positive diversity experiences and engagement in the campus community were positively associated with sense of belonging and with perceptions of a hostile racial/ethnic climate. Being a 2nd-generation immigrant was negatively and indirectly related to sense of belonging. These findings indicate that Latino students find a sense of belonging in a more complex, paradoxical way than traditional theories of college transition would imply. Effectively measuring relationships among campus climate indicators for various racial/ethnic groups may require more sophisticated methodological approaches. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A survey of common misconceptions about epilepsy.

Administered a survey questionnaire to 202 Ss of varying age, educational, occupational, racial, and gender background to determine the most common misconceptions about epilepsy relative to causes, initiators of seizures, first aid, personal characteristics, everyday activities, and treatment. Responses were dichotimized into categories of true and false, and the Ss' source of information was reported. ANOVAs indicated that public knowledge about the causes of epilepsy was limited. Educational information regarding first aid for seizures and treatment was needed. Specific knowledge deficiencies and some stigmatizing still persisted, and younger members of the general populations were the least informed. College graduates, white collar workers, and postgraduate students are the most informed. The data obtained can be used to design enlightening educational programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Longitudinal examination of the psychosocial costs of racism to Whites across the college experience.

This longitudinal investigation adds to the growing body of scholarship on the psychosocial costs of racism to Whites, which refer to the consequences of being in the dominant position in an unjust, hierarchical system of societal racism. We examined how White students' affective costs of racism (i.e., White empathy, guilt, and fear) changed across the college experience and how gender, colorblind racial ideology, and diversity experiences were associated with those costs. Findings indicated that White empathy, guilt, and fear each had a distinct trajectory of change across the college experience. Moreover, patterns of change for each cost were moderated by colorblind racial attitude scores at college entrance. We also found that participation in college diversity experiences (e.g., diversity courses) was associated with the costs; moreover, different types of diversity experiences were linked to particular costs. These findings provide insight into the affective experiences of White students across college and thus may be useful to counseling psychologists and educators who design and implement programs and policies to enhance diversity education. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Beliefs about affirmative action: A test of the group self-interest and racism beliefs models.

Two models of affirmative action attitudes (i.e., group self-interest and racism beliefs) were examined among a sample of racially diverse college students. Open-ended questions were included to provide students an opportunity to elaborate on their beliefs about affirmative action and beliefs about the existence of racial discrimination. Findings from logistic regression analysis on a subsample (n = 376) provide support for both models; race (a proxy for group self-interest) and racism beliefs (as measured by the Color-Blind Racial Attitudes Scale [CoBRAS] and an the open-ended question) helped predict endorsement of affirmative action in theoretically expected ways. Asian, Latino, and Black students were more likely to view affirmative action as helpful compared to their White counterparts, and limited awareness of institutional racism (i.e., higher CoBRAS scores) was associated with antiaffirmative action arguments. Follow-up analysis, however, provided support for the superiority of the racism beliefs model as measured by the CoBRAS in predicting affirmative action beliefs over the group-interest model. Limitations and implications for future research are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

An educational support group

This article describes an educational support group (ESG) for a cohort of RMN student nurses and two of their teachers. The group, which ran for about one year, had a double task. Its educational task was for members to learn experientially about group theory and practice. The other task was for the group to provide support for members in their educational endeavours generally. Evaluation during and after the group's term demonstrated that the members had moved through the classical stages of group theory, and had emerged with stronger peer relationships and better communication between students and teachers.     

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)     

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)     

Stigma consciousness among Asian Americans: Impact of positive stereotypes in interracial roommate relationships.

The present research examined the intrapersonal consequences that Asian Americans experience as a result of their concerns about appearing highly intelligent, a positive stereotype associated with their racial group. A daily diary study of Asian-American college students (N = 47) revealed that higher levels of stigma consciousness were associated with greater anxiety, contact avoidance, perceived need to change to fit in with a roommate, and concerns about being viewed as intelligent for Asian Americans living with a European-American (vs. racial minority) roommate. Further, among Asian Americans with a European-American roommate, concerns about appearing intelligent partially mediated the relationships between stigma consciousness and the outcomes of anxiety and perceived need to change to fit in. In sum, these findings demonstrate that positive stereotypes about the group—not just negative stereotypes—may lead to undesirable intrapersonal outcomes. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

A review of programs that promote higher education access for underrepresented students.

This review of the research on college access programs between 1997 and 2007 examines: (a) target populations of students served; (b) assumptions and value judgments of researchers and program staff about participants in connection with participants' diverse backgrounds; and (c) views of access held by college access programs, based on analysis of program practices. Very few research studies were published on college access programs, of which the majority focused on racial and ethnic minority students, and only a few focused on students with disabilities. No programs targeted students from diverse racial/ethnic backgrounds with disabilities, nor did any studies question college access programs' neglect to target or measure outcomes for minority students with disabilities. In addition to these findings, implications are provided for future policies, practices, and research around college access, as well as for higher educational institutions. (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)     

Racial and ethnic harassment and discrimination: In the eye of the beholder?

The nature, rate, and higher-order relationships among facets of racial/ethnic harassment (REH) and discrimination (RED) were examined across five racial/ethnic groups in a sample of 5,000 US military personnel. Using a hierarchical, multigroup confirmatory factor analysis approach, results suggest that the nature of REH and RED do not differ by race, with behavioral items equally representing REH and RED across the different groups. Further, higher-order relationships among the facets of REH and RED do not vary across race, with a single second-order factor accounting for the relationships. This single factor is theorized to represent a root intergroup prejudice that leads to harassment and discrimination. However, as anticipated, individuals from minority groups generally reported higher levels of REH and RED once measurement equivalence has been established. Together, the results suggest that both intergroup prejudice (which is multidirectional) and racism (which originates in powerful groups against other groups) are operating in REH and RED experiences. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Looking inside and out: The impact of employee and community demographic composition on organizational diversity climate.

An organization's diversity climate refers to employees' shared perceptions of the policies and practices that communicate the extent to which fostering diversity and eliminating discrimination is a priority in the organization. The authors propose a salient element of the organizational context, the racial composition of the community where the organization is located, serves an important signaling function that shapes the formation of climate perceptions. In a study of 142 retail bank units in the United States, evidence is found for a relationship between the racial composition of an organization's workforce and diversity climate that is moderated by the racial composition of the community where the organization is located. The results suggest that when few racial minorities live in the community in which an organization is embedded, workforce diversity has an impact on employees' diversity climate perceptions. As racial minority popular share increases, workforce diversity tends to lose this signaling value. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Participation in formal and informal campus diversity experiences: Effects on students' racial democratic beliefs.

The authors examined the influence of participation in formal campus diversity experiences (e.g., courses and workshops) and interracial friendships on 2 specific democratic racial beliefs among a racially diverse sample of freshmen (N = 589). Using separate path analyses for each outcome, the authors examined the effects of diversity experiences and friendships on universal diverse orientation (UDO) and color-blind racial ideology over the course of an academic year. While controlling for sex and entrance attitudes, the authors found support across racial groups for models predicting UDO and racial color-blindness. Furthermore, participation in formal diversity experiences and interracial friendships mediated a number of the associations. The authors also tested 2 causal mediation models examining the influence of 1 racial belief at entrance on the other racial belief at follow-up (e.g., UDO at entrance on racial color-blindness at follow-up) and found that the model predicting color-blind racial ideology provided an adequate fit to the data for White, Black, and Latino/a students; participation in formal diversity experiences mediated this association among White students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Trusting ole' wise owls: Therapeutic use of cultural strengths in African-American families.

The development of competent cross-racial psychotherapeutic strategies requires that psychologists understand the underlying racial dynamics that can hinder therapeutic relationships with African-American families and address them. This involves identifying and cultivating family strengths during the process of psychotherapy. Key domains of African-American family strengths include the dependence on helpful extended relatives, transmission of cultural childrearing values, influence of a religious worldview, and family communication about surviving societal racism struggles, educational achievement, and Black pride and culture. These behaviors are expressed through the process of racial socialization. This article advises professional and research psychologists to appreciate and mobilize the oppression-survival strategies of many African-American families. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Racial discrimination and blood pressure: the CARDIA Study of young black and white adults

OBJECTIVES: This study examined associations between blood pressure and self reported experiences of racial discrimination and responses to unfair treatment. METHODS: Survey data were collected in year 7 (1992/93) of the Coronary Artery Risk Development in Young Adults (CARDIA) study, a prospective multisite community-based investigation. Participants included 831 Black men, 1143 Black women, 1006 White men, and 1106 White women 25 to 37 years old. RESULTS: Systolic blood pressure among working-class Black adults reporting that they typically accepted unfair treatment and had experienced racial discrimination in none of seven situations was about 7 mm Hg higher than among those reporting that they challenged unfair treatment and experienced racial discrimination in one or two of the situations. Among professional Black adults, systolic blood pressure was 9 to 10 mm Hg lower among those reporting that they typically challenged unfair treatment and had not experienced racial discrimination. Black-White differences in blood pressure were substantially reduced by taking into account reported experiences of racial discrimination and responses to unfair treatment. CONCLUSIONS: Research on racial/ ethnic distributions of blood pressure should take into account how discrimination may harm health.