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Satterthwaite-Freiman M, Sladek MR, Wantchekon KA, Rivas-Drake D, Umaña-Taylor AJ. Examining Ethnic-Racial Identity Negative Affect, Centrality, and Intergroup Contact Attitudes Among White Adolescents. J Youth Adolesc 2023; 52:61-75. [PMID: 36169761 DOI: 10.1007/s10964-022-01680-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2022] [Accepted: 09/09/2022] [Indexed: 01/07/2023]
Abstract
Given persisting systemic inequities, rising white nationalism, and an increasingly diverse ethnic-racial population, there is a need for empirical research on how White youth develop anti-racist competencies during adolescence. Indicators of adolescents' ethnic-racial identity (ERI), such as ERI negative affect and centrality may play an important role in this process and are important to examine specifically for White youth because they involve feelings and beliefs about membership in a group socially perceived to be dominant. In fact, ERI negative affect and centrality may operate as unique mechanisms through which White youth develop attitudes about interacting with different ethnic-racial groups. Accordingly, the current study used a prospective longitudinal design to test whether White youth's (N = 1243; Mage = 16.09, SD = 1.20; 47% female, 53% male) ERI negative affect and centrality predicted their ethnic-racial intergroup contact attitudes across a school year. Multivariate path analysis indicated that higher centrality at the beginning of the school year predicted greater avoidance attitudes later in the school year, adjusting for earlier avoidance attitudes. The interaction between ERI negative affect and centrality was marginally significant in predicting later avoidance and approach attitudes. The findings suggest that ERI may function as a mechanism through which White youth develop intergroup contact attitudes.
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Sladek MR, Umaña-Taylor AJ, Hardesty JL, Aguilar G, Bates D, Bayless SD, Gomez E, Hur CK, Ison A, Jones S, Luo H, Satterthwaite-Freiman M, Vázquez MA. "So, like, it's all a mix of one": Intersecting contexts of adolescents' ethnic-racial socialization. Child Dev 2022; 93:1284-1303. [PMID: 35366330 DOI: 10.1111/cdev.13756] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
Cultural-ecological theories posit that ethnic-racial identity (ERI) development is shaped by transactions between contexts of ethnic-racial socialization, yet research considering intersections among multiple contexts is limited. In this study, Black, Latino, White, and Asian American adolescents (N = 98; Mage = 16.26, SD = 1.09; 55.1% female identifying) participated in surveys and focus group discussions (2013-2014) to share insights into ERI development in context. Using consensual qualitative research, results indicated: (a) family ethnic-racial socialization intersects with community-based, peer, media, and school socialization; (b) ethnic-racial socialization occurs outside family through intersections between peer, school, community-based, and media settings; and (c) ethnic-racial socialization is embedded within systems of racial oppression across contexts. Discussion includes implications for future research and interventions supporting youth ERI.
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Affiliation(s)
- Michael R Sladek
- Harvard Graduate School of Education, Harvard University, Cambridge, Massachusetts, USA
| | | | - Jennifer L Hardesty
- Department of Human Development and Family Studies, University of Illinois Urbana-Champaign, Urbana, Illinois, USA
| | - Gladys Aguilar
- Harvard Graduate School of Education, Harvard University, Cambridge, Massachusetts, USA
| | - David Bates
- Harvard Graduate School of Education, Harvard University, Cambridge, Massachusetts, USA
| | | | - Elisa Gomez
- Harvard Graduate School of Education, Harvard University, Cambridge, Massachusetts, USA
| | - Connie K Hur
- Harvard Graduate School of Education, Harvard University, Cambridge, Massachusetts, USA
| | - Ashley Ison
- Harvard Graduate School of Education, Harvard University, Cambridge, Massachusetts, USA
| | - Shandra Jones
- Harvard Graduate School of Education, Harvard University, Cambridge, Massachusetts, USA
| | - Hua Luo
- Harvard Graduate School of Education, Harvard University, Cambridge, Massachusetts, USA
| | | | - Michael A Vázquez
- Harvard Graduate School of Education, Harvard University, Cambridge, Massachusetts, USA
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Long Y, Quan F, Zheng Y. Effects of Bicultural Identity Integration and National Identity on COVID-19-Related Anxiety Among Ethnic Minority College Students: The Mediation Role of Power Values. Psychol Res Behav Manag 2021; 14:239-249. [PMID: 33658871 PMCID: PMC7917360 DOI: 10.2147/prbm.s294547] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2020] [Accepted: 01/22/2021] [Indexed: 12/04/2022] Open
Abstract
PURPOSE The current study investigated the association between bicultural identity integration (BII, incorporating BII-harmony and BII-blendedness), national identity, and anxiety related to Coronavirus disease 2019 (COVID-19) among ethnic minority college students. In addition, this research examined the mediation role of power values in the relationship between BII, national identity, and COVID-19-related anxiety. METHODS This cross-sectional research design made use of online surveys. Using convenience sampling, participants comprised 235 Chinese ethnic minority college students drawn from four colleges in the ethnic minority autonomous regions of China. Data were collected during June 2020. Participants mainly lived in ethnic minority communities or villages in southwest China before receiving higher education at urban campuses. RESULTS Correlation analysis revealed that BII-harmony, BII-blendedness, and national identity were significantly negatively correlated with COVID-19-related anxiety. Mediation model analysis showed that power values were significantly positively correlated with COVID-19-related anxiety. Power values play a mediating role in the relationship between BII-harmony, national identity, and COVID-19-related anxiety, and have an inhibitory effect on this relationship. CONCLUSION Our findings indicate that BII-harmony and national identity could have the function of protecting ethnic minority college students from COVID-19-related anxiety. Emphasizing individualistic personal power values could increase COVID-19-related anxiety, whereas a collectivist identity reduces anxiety. These findings could provide another perspective on psychological interventions to reduce anxiety during the COVID-19 pandemic.
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Affiliation(s)
- Yan Long
- Center for Studies of Education and Psychology of Ethnic Minorities in Southwest China, Southwest University, Chongqing, People’s Republic of China
- Department of Student Affairs, Guilin Tourism University, Guilin, People’s Republic of China
| | - Fangying Quan
- Faculty of Education, Guangxi Normal University, Guilin, People’s Republic of China
| | - Yong Zheng
- Faculty of Psychology, Southwest University, Chongqing, People’s Republic of China
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