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Yan J, Jelsma E, Wang Y, Zhang Y, Zhao Z, Cham H, Alegria M, Yip T. Racial-Ethnic Discrimination and Early Adolescents' Behavioral Problems: The Protective Role of Parental Warmth. J Am Acad Child Adolesc Psychiatry 2024:S0890-8567(24)00239-9. [PMID: 38718977 DOI: 10.1016/j.jaac.2024.03.020] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/06/2023] [Revised: 03/07/2024] [Accepted: 03/12/2024] [Indexed: 05/19/2024]
Abstract
OBJECTIVE The purpose of the study was to investigate the association between discrimination by multiple sources (ie, teachers, students, and other adults) and early adolescents' behavioral problems (ie, internalizing, externalizing, and attention problems), also considering the protective role of parental warmth in the association. METHOD Cross-sectional analyses were conducted with 3,245 early adolescents of color obtained from the Adolescent Brain Cognitive Development Study (ABCD Study) at year 1 follow-up (Y1), a large and diverse sample of children (mean age = 9.48 years) in the United States. Racially-ethnically minoritized adolescents reported sources of discrimination, parental warmth, and symptoms of psychopathology. Regression with interaction terms was conducted to investigate the associations among sources of discrimination, parental warmth, and behavioral problems among racially-ethnically minority adolescents. Sensitivity analyses were conducted to examine (1) race/ethnicity and sex/gender variations; (2) whether the associations between different sources of discrimination and behavioral problems were reliably different; and (3) effects of discrimination, parental warmth, and their interplay at Y1 in predicting adolescents' behavioral problems at year 2 follow-up. RESULTS Early adolescents experiencing interpersonal racial-ethnic discrimination by multiple sources, including teachers, students, and other adults, reported higher levels of attention, internalizing, and externalizing problems. Parental warmth was protective for the association between interpersonal racial-ethnic discrimination and early adolescents' behavioral problems. CONCLUSION Experiencing interpersonal racial-ethnic discrimination from teachers, peers, and other adults is related to heightened attention, internalizing, and externalizing problems among racially-ethnically minoritized early adolescents. Parental warmth may reduce the risk of developing behavioral problems among early adolescents who experience interpersonal racial-ethnic discrimination from students, teachers, and other adults outside of school. DIVERSITY & INCLUSION STATEMENT We worked to ensure race, ethnic, and/or other types of diversity in the recruitment of human participants. We worked to ensure sex and gender balance in the recruitment of human participants. We worked to ensure that the study questionnaires were prepared in an inclusive way. One or more of the authors of this paper self-identifies as a member of one or more historically underrepresented racial and/or ethnic groups in science. One or more of the authors of this paper self-identifies as a member of one or more historically underrepresented sexual and/or gender groups in science. One or more of the authors of this paper received support from a program designed to increase minority representation in science. We actively worked to promote inclusion of historically underrepresented racial and/or ethnic groups in science in our author group. While citing references scientifically relevant for this work, we also actively worked to promote inclusion of historically underrepresented racial and/or ethnic groups in science in our reference list. We actively worked to promote sex and gender balance in our author group. While citing references scientifically relevant for this work, we also actively worked to promote sex and gender balance in our reference list.
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Affiliation(s)
| | | | - Yijie Wang
- Michigan State University, East Lansing, Michigan
| | | | | | | | - Margarita Alegria
- Harvard Medical School, Boston, Massachusetts; Massachusetts General Hospital, Boston, Massachusetts
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Volpe VV, Smith NA, Skinner OD, Lozada FT, Hope EC, Del Toro J. Centering the Heterogeneity of Black Adolescents' Experiences: Guidance for Within-Group Designs among African Diasporic Communities. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2022; 32:1298-1311. [PMID: 35334122 PMCID: PMC9509491 DOI: 10.1111/jora.12742] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/16/2021] [Revised: 09/05/2021] [Accepted: 02/16/2022] [Indexed: 06/09/2023]
Abstract
Despite notable improvements in theory and methods that center the lived experiences of Black adolescents, White supremacy endures in developmental science. In this article, we focus on one methodological manifestation of White supremacy-sampling decisions that assume Black adolescents are a homogeneous group. We examine overlooked concerns about within-group designs with Black adolescents, such as the erasure of some African diasporic communities in the United States. We first describe the homogeneity assumption and join other scholars in advocating for within-group designs. We next describe challenges with current approaches to within-group designs. We then provide recommendations for antiracist research that makes informed within-group design sampling decisions. We conclude by describing the implications of these strategies for researchers and developmental science.
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Austin JL, Jeffries EF, Winston W, Brady SS. Race-related Stressors and Resources for Resilience: Associations With Emotional Health, Conduct Problems, and Academic Investment Among African American Early Adolescents. J Am Acad Child Adolesc Psychiatry 2022; 61:544-553. [PMID: 34133964 DOI: 10.1016/j.jaac.2021.05.020] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/01/2020] [Revised: 04/22/2021] [Accepted: 06/06/2021] [Indexed: 10/21/2022]
Abstract
OBJECTIVE African American youths in the United States grow up in a society with a long, pervasive, and living history of interpersonal and institutional racism. This study examined whether race-related stressors (awareness and experiences of racism) and resources for resilience (racial-ethnic connectedness and perceptions of embedded achievement) were associated with emotional health, conduct problems, and academic investment among African American early adolescents. Embedded achievement is the belief that achievement is a part of one's racial or ethnic group identity. METHOD Participants were recruited from an urban school and youth club (N = 75, mean age = 11.6 years, 71% male participants). Structured interviews were administered to youths. RESULTS Adjusting for age and sex, racial-ethnic connectedness and embedded achievement were associated with fewer emotional problems and conduct problems. In addition, embedded achievement was associated with greater academic investment. Racial-ethnic connectedness modified associations between awareness and experiences of racism and emotional problems; racism was associated with more emotional problems, but only among youths with lower levels of racial-ethnic connectedness. Youths' perceptions of embedded achievement modified an association between experiences of racism and conduct problems; experiences of racism were associated with more conduct problems, but only among youths with lower perceptions of embedded achievement. CONCLUSION Race-related resources for resilience appear to promote emotional, behavioral, and academic well-being among African American youths and to confer protection when youths are confronted with the stress and adversity of racism. Health professionals can advocate for policies and practices to combat racism and to foster racial pride and connectedness among youths of color.
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Affiliation(s)
- Jessie L Austin
- Division of Epidemiology & Community Health, University of Minnesota School of Public Health, Minneapolis
| | - Elijah F Jeffries
- Division of Epidemiology & Community Health, University of Minnesota School of Public Health, Minneapolis
| | - Willie Winston
- College of Community Studies and Public Affairs, Metropolitan State University, Saint Paul, Minnesota
| | - Sonya S Brady
- Division of Epidemiology & Community Health, University of Minnesota School of Public Health, Minneapolis.
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Yusuf HE, Copeland-Linder N, Young AS, Matson PA, Trent M. The Impact of Racism on the Health and Wellbeing of Black Indigenous and Other Youth of Color (BIPOC Youth). Child Adolesc Psychiatr Clin N Am 2022; 31:261-275. [PMID: 35361364 DOI: 10.1016/j.chc.2021.11.005] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
Black, Indigenous, and other Youth of Color (BIPOC youth) experience racism from a young age. These experiences have both immediate and long-term impacts on their health and wellbeing. Systemic racism contributes to the inequitable distribution of health resources and other social determinants of health, creating barriers to accessing care. Substance use disorders and sexual/nonsexual risk behaviors have been linked to experiences of racism in BIPOC youth. The legacy of generational racial trauma can frame behaviors and attitudes in the present, undermining health and survival in this group. BIPOC youth also face difficulties navigating spheres characterized as white spaces. Ethnic-racial socialization may promote resilience and help with coping in the context of racial stress. While many professional health organizations have embraced dismantling racism, a shift in the narrative on racial values will be critical for preventing adversity and achieving health equity for BIPOC youth.
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Affiliation(s)
- Hasiya E Yusuf
- Department of Pediatrics, Johns Hopkins University School of Medicine, Johns Hopkins University, 200 N Wolfe Street, Baltimore, MD 21287, USA.
| | - Nikeea Copeland-Linder
- Department of Psychiatry and Behavioral Sciences, Kennedy Krieger Institute, Johns Hopkins School of Medicine, 600 N Wolfe Street, Baltimore, MD 21205, USA
| | - Andrea S Young
- Division of Child and Adolescent Psychiatry, Johns Hopkins School of Medicine, 1800 Orleans Street, Bloomberg 12 N, Baltimore, MD 21287 USA
| | - Pamela A Matson
- Department of Pediatrics, Johns Hopkins University School of Medicine, Johns Hopkins University, 200 N Wolfe Street, Baltimore, MD 21287, USA
| | - Maria Trent
- Department of Pediatrics, Johns Hopkins University School of Medicine, Johns Hopkins University, 200 N Wolfe Street, Baltimore, MD 21287, USA.
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Condon EM, Barcelona V, Ibrahim BB, Crusto CA, Taylor JY. Racial Discrimination, Mental Health, and Parenting Among African American Mothers of Preschool-Aged Children. J Am Acad Child Adolesc Psychiatry 2022; 61:402-412. [PMID: 34153495 PMCID: PMC8683578 DOI: 10.1016/j.jaac.2021.05.023] [Citation(s) in RCA: 12] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/24/2020] [Revised: 05/08/2021] [Accepted: 06/11/2021] [Indexed: 01/28/2023]
Abstract
OBJECTIVE Indirect exposure to racism experienced by a caregiver (ie, vicarious racism) is associated with poor outcomes for children, but mechanisms of vicarious racism transmission are poorly understood. The purpose of this study was to examine the relationship between experiences of racial discrimination and parenting among African American mothers and to identify psychological mediators and moderators of this relationship. METHOD African American mothers (N = 250) with young children (mean age = 3.7 years old) reported on perceived racial discrimination (Race-Related Events Scale), parenting (Parenting Stress Index, Parenting Styles and Dimensions Questionnaire), coping (Coping Strategies Index), and mental health (Stress Overload Scale, Beck Depression Inventory). Multivariable linear regression was used to examine associations between perceived racial discrimination and parenting and to test coping as a moderator of these relationships. Ordinary least-squares regression-based path analysis with bootstrapping was used to examine mediation by stress overload and depressive symptoms. RESULTS At least one experience of racial discrimination was reported by 57% of women. Experiences of racial discrimination were associated with increased parenting stress (β = 0.69, p = .02), and this relationship was mediated by stress overload (95% CI [0.35, 1.09]) and depressive symptoms (95% CI [0.27, 1.18]). Racial discrimination was not associated with parenting styles, and coping strategies largely did not moderate the relationships examined. CONCLUSION Racial discrimination has harmful intergenerational effects on African American children and families. Systemic-level interventions are needed, including adoption of policies to promote racial justice and eliminate structural racism in the United States. Future research on coping strategies specific to racism-related stress is needed to inform approaches to intervention.
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Affiliation(s)
| | | | | | | | - Jacquelyn Y. Taylor
- Center for Research on People of Color, Columbia University School of Nursing, New York
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Stern JA, Barbarin O, Cassidy J. Working toward anti-racist perspectives in attachment theory, research, and practice. Attach Hum Dev 2021; 24:392-422. [PMID: 34528474 DOI: 10.1080/14616734.2021.1976933] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Recent social movements have illuminated systemic inequities in U.S. society, including within the social sciences. Thus, it is essential that attachment researchers and practitioners engage in reflection and action to work toward anti-racist perspectives in the field. Our aims in this paper are (1) to share the generative conversations and debates that arose in preparing the Special Issue of Attachment & Human Development, "Attachment Perspectives on Race, Prejudice, and Anti-Racism"; and (2) to propose key considerations for working toward anti-racist perspectives in the field of attachment. We provide recommendations for enriching attachment theory (e.g. considering relations between caregivers' racial-ethnic socialization and secure base provision), research (e.g. increasing the representation of African American researchers and participants), and practice (e.g. advocating for policies that reduce systemic inequities in family supports). Finally, we suggest two relevant models integrating attachment theory with perspectives from Black youth development as guides for future research.
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Affiliation(s)
- Jessica A Stern
- Department Of Psychology, University of Virginia, Charlottesville, United States
| | - Oscar Barbarin
- Department Of African American Studies, University of Maryland, College Park, College Park, United States.,Department Of Psychology, University of Maryland, College Park, College Park, United States
| | - Jude Cassidy
- Department Of Psychology, University of Maryland, College Park, College Park, United States
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Osborne KR, Caughy MO, Oshri A, Smith EP, Owen MT. Racism and preparation for bias within African American families. CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY 2021; 27:269-279. [PMID: 32297761 PMCID: PMC7572795 DOI: 10.1037/cdp0000339] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Objectives: Exposure to racism experienced by caregivers poses a threat to child developmental outcomes. The current study examines the effects of caregiver-experienced racism on the development of internalizing behaviors for African American children during a sensitive period in their development of racial awareness. Two aspects of caregiver-provided ethnic racial socialization (ERS), cultural socialization and preparation for bias, were assessed as moderators. Supported by prior research, cultural socialization was hypothesized to be protective. Given that research on preparation for bias in early childhood is sparse or inconclusive, no directional hypothesis was formulated for the moderation effect of preparation for bias. Method: A community-recruited, low-income sample of 130 African American caregivers and their children (T3 Mage = 6.20, T4 Mage = 7.17) reported on past-year experiences with racism, ERS practices, and child internalizing behaviors. Path analyses were utilized to assess the influence of caregivers' racist experiences and ERS practices on children's first grade internalizing behaviors after controlling for kindergarten levels. Results: Cultural socialization was not a significant protective factor as hypothesized. However, caregivers' past-year experiences with racism predicted more anxious and sad behaviors in children when caregivers reported using more preparation for bias. Conclusions: The effects of caregivers' racism experiences on their 6-year-old children's internalizing behaviors were contingent on their use of preparation for bias socialization. This study adds to the literature on racism and further elucidates the role preparation for discrimination plays in developmental outcomes for young African American children. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
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Affiliation(s)
- Kimberly R Osborne
- Department of Human Development and Family Science, University of Georgia
| | | | - Assaf Oshri
- Department of Human Development and Family Science, University of Georgia
| | | | - Margaret Tresch Owen
- Department of School of Behavioral and Brain Sciences, The University of Texas at Dallas
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Cheeks BL, Chavous TM, Sellers RM. A Daily Examination of African American Adolescents’ Racial Discrimination, Parental Racial Socialization, and Psychological Affect. Child Dev 2020; 91:2123-2140. [DOI: 10.1111/cdev.13416] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Bennett M, Roche KM, Huebner DM, Lambert SF. School Discrimination and Changes in Latinx Adolescents’ Internalizing and Externalizing Symptoms. J Youth Adolesc 2020; 49:2020-2033. [DOI: 10.1007/s10964-020-01256-4] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2020] [Accepted: 05/06/2020] [Indexed: 10/24/2022]
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Parenting Styles and Internalizing Symptoms in Adolescence: A Systematic Literature Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 16:ijerph16173192. [PMID: 31480548 PMCID: PMC6747480 DOI: 10.3390/ijerph16173192] [Citation(s) in RCA: 78] [Impact Index Per Article: 15.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/29/2019] [Revised: 08/29/2019] [Accepted: 08/31/2019] [Indexed: 12/24/2022]
Abstract
A growing body of recent research has identified associations between various parenting practices and styles and internalizing problems among adolescents. However, the reported findings are inconsistent and the studies in question have been conducted from different theoretical backgrounds. The aim of this systematic review was to synthesize the literature on the association of parental socialization styles with depression, anxiety, and suicidal ideation. To this end, we conducted a systematic search of the PsycInfo, Scopus, Pubmed, and Web of Science databases, covering literature published from 2010 to 2019. The search was restricted to peer-reviewed studies in English or Spanish. The results show that parental warmth, behavioural control, and autonomy granting are inversely related to internalizing symptoms in adolescents. Conversely, psychological control and harsh control by parents are positively associated with adolescent anxiety, depression, and suicidal ideation. Although the associated effect sizes are only small or moderate, the results suggest that these variables should be taken into account when designing programmes aimed at promoting parenting styles conducive to the wellbeing of adolescents.
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Lara L. Ethnic identities of immigrant and native adolescents: development and relationship to life satisfaction. ACTA ACUST UNITED AC 2018; 31:19. [PMID: 32026067 PMCID: PMC6967108 DOI: 10.1186/s41155-018-0100-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2018] [Accepted: 07/06/2018] [Indexed: 11/10/2022]
Abstract
Ethnic identity becomes an important issue during adolescence, especially for ethnic minority groups. This study examines ethnic identities of immigrant and native adolescents who live in Spain, focusing on the ethnic labels they use, their development, and the relation with life satisfaction. Questionnaires were administered to first-generation immigrants (n = 501; mean age 14.6 years) as well as to their native host classmates (n = 501, mean age 14.3 years). Results show that ethnic identification was mainly determined by country of birth; however, in the case of immigrants, having immigrated at an early age favored the use of identity labels of the majority group. Immigrants were more likely to be in the achieved ethnic identity category than non-immigrants, although it was positively related to life satisfaction in both groups. Finally, older adolescents were not more likely to be in the achieved category than younger ones.
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Affiliation(s)
- Laura Lara
- Universidad Autonoma de Chile, 5 Poniente, 1670, Talca, Chile.
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