Pub Date : 2024-02-26DOI: 10.1177/21676968241234398
Melissa Hardesty, Sayre E. Wilson, Leora Wasserman, Sarah Young, Sean Massey, Ann Merriwether
The phrase “just talking” is ubiquitously used by emerging adults to describe amorous interactions. Despite the prevalence of this phrase in public discourse, little is known about what just talking means and whether it is simply popular slang for longstanding relationship patterns or marks a shift in romantic and sexual norms and behavior. We surveyed undergraduate students at a mid-sized university about just talking, then conducted focus groups to better contextualize the phenomenon. Participant responses were coded inductively and interpreted in the historical context of American courtship, contemporary social norms on campus, the developmental tasks of emerging adulthood, and shifting patterns of everyday interaction brought about by smartphone technology. We propose that just talking is a veiled courtship behavior that denies the intimacy it builds thereby meeting emerging adults’ needs for emotional intimacy in a social environment where speaking frankly about emotional connections and seeking stable romantic partnerships are stigmatized.
{"title":"What Are College Students Talking About When They Say They’re “Just Talking?”","authors":"Melissa Hardesty, Sayre E. Wilson, Leora Wasserman, Sarah Young, Sean Massey, Ann Merriwether","doi":"10.1177/21676968241234398","DOIUrl":"https://doi.org/10.1177/21676968241234398","url":null,"abstract":"The phrase “just talking” is ubiquitously used by emerging adults to describe amorous interactions. Despite the prevalence of this phrase in public discourse, little is known about what just talking means and whether it is simply popular slang for longstanding relationship patterns or marks a shift in romantic and sexual norms and behavior. We surveyed undergraduate students at a mid-sized university about just talking, then conducted focus groups to better contextualize the phenomenon. Participant responses were coded inductively and interpreted in the historical context of American courtship, contemporary social norms on campus, the developmental tasks of emerging adulthood, and shifting patterns of everyday interaction brought about by smartphone technology. We propose that just talking is a veiled courtship behavior that denies the intimacy it builds thereby meeting emerging adults’ needs for emotional intimacy in a social environment where speaking frankly about emotional connections and seeking stable romantic partnerships are stigmatized.","PeriodicalId":47330,"journal":{"name":"Emerging Adulthood","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139980213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-21DOI: 10.1177/21676968241234953
Carson R. Dover, Cecilia Serrano, Claudia López-Madrigal, Javier García-Manglano, Brian J. Willoughby
Developing a coherent sense of self and establishing a long-term relationship are two developmental tasks during emerging adulthood. Guided by psychosocial developmental theory, this study explores the associations between relational identity processes (commitment, in-depth exploration, reconsideration of commitments) and relationship outcomes (satisfaction and stability) using a large sample of Spanish emerging adults in a romantic relationship. Results revealed that commitment as part of relational identity is associated with higher relationship satisfaction and stability, while reconsideration of commitments is associated with lower relationship satisfaction and stability. Gender acted as a moderator between in-depth exploration and relationship outcomes, with males reporting more positive associations compared to females. This study expands identity theory by demonstrating how relational identity is crucial when understanding relationship outcomes in emerging adulthood.
{"title":"Relational Identity and Relationship Functioning in Emerging Adulthood: A Brief Report","authors":"Carson R. Dover, Cecilia Serrano, Claudia López-Madrigal, Javier García-Manglano, Brian J. Willoughby","doi":"10.1177/21676968241234953","DOIUrl":"https://doi.org/10.1177/21676968241234953","url":null,"abstract":"Developing a coherent sense of self and establishing a long-term relationship are two developmental tasks during emerging adulthood. Guided by psychosocial developmental theory, this study explores the associations between relational identity processes (commitment, in-depth exploration, reconsideration of commitments) and relationship outcomes (satisfaction and stability) using a large sample of Spanish emerging adults in a romantic relationship. Results revealed that commitment as part of relational identity is associated with higher relationship satisfaction and stability, while reconsideration of commitments is associated with lower relationship satisfaction and stability. Gender acted as a moderator between in-depth exploration and relationship outcomes, with males reporting more positive associations compared to females. This study expands identity theory by demonstrating how relational identity is crucial when understanding relationship outcomes in emerging adulthood.","PeriodicalId":47330,"journal":{"name":"Emerging Adulthood","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139955451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-21DOI: 10.1177/21676968241234125
Timothea I. Aditaputri, Shally Novita, Fitri A. Abidin
Studies on the relationship between perceived parental support (PPS) and subjective well-being (SWB) were mostly conducted in individualistic countries or cohort of adolescents. This study aims to provide empirical evidence for the relationship between PPS and SWB in emerging adults in Indonesia, which is considered to have a predominantly collectivistic culture. Specifically, the present study identifies the types of PPS (attachment, social integration, opportunity for nurturance, reassurance or worth, reliable alliance, and guidance) that play a significant contribution to emerging adults’ SWB. A total of 315 emerging adults ( M age = 21.18, SD = 1.39, 72.06% female, 81.90% college students, and 18.10% college graduates) participated in this study. The structural equation model showed that PPS is significantly related to SWB. In addition, guidance is the only type of PPS that has a statistically significant association with SWB. Potential explanations in respect to Indonesian collectivistic culture are discussed.
{"title":"Relationship Between Perceived Parental Support and Subjective Well-Being of Emerging Adults in Indonesia","authors":"Timothea I. Aditaputri, Shally Novita, Fitri A. Abidin","doi":"10.1177/21676968241234125","DOIUrl":"https://doi.org/10.1177/21676968241234125","url":null,"abstract":"Studies on the relationship between perceived parental support (PPS) and subjective well-being (SWB) were mostly conducted in individualistic countries or cohort of adolescents. This study aims to provide empirical evidence for the relationship between PPS and SWB in emerging adults in Indonesia, which is considered to have a predominantly collectivistic culture. Specifically, the present study identifies the types of PPS (attachment, social integration, opportunity for nurturance, reassurance or worth, reliable alliance, and guidance) that play a significant contribution to emerging adults’ SWB. A total of 315 emerging adults ( M<jats:sub> age</jats:sub> = 21.18, SD = 1.39, 72.06% female, 81.90% college students, and 18.10% college graduates) participated in this study. The structural equation model showed that PPS is significantly related to SWB. In addition, guidance is the only type of PPS that has a statistically significant association with SWB. Potential explanations in respect to Indonesian collectivistic culture are discussed.","PeriodicalId":47330,"journal":{"name":"Emerging Adulthood","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139955397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-21DOI: 10.1177/21676968241235427
Ashley B. Barr, Zhe Zhang
Amidst a decline in exclusionary school discipline, the current study asks how a more holistic set of school discipline practices are associated with emerging adult well-being. We use original survey data from over 700 college-educated emerging adults to show that this sample can be categorized into three groups with unique school disciplinary histories—those who received minimal discipline, those who received primarily school-managed discipline, and those who received intensive discipline. These groups were distinguishable not just on the severity or exclusionary nature of discipline but also the involvement of parents, police, or support staff (e.g., counselors). After accounting for selection into these groups, we find that emerging adults with histories of both school-managed and intensive discipline reported lower well-being than their minimally-disciplined counterparts. Such findings demonstrate the reach of school discipline even to this relatively privileged sample and the need to think about discipline and its potential consequences more expansively.
{"title":"Juvenile School Discipline and Well-Being Among College-Educated Emerging Adults","authors":"Ashley B. Barr, Zhe Zhang","doi":"10.1177/21676968241235427","DOIUrl":"https://doi.org/10.1177/21676968241235427","url":null,"abstract":"Amidst a decline in exclusionary school discipline, the current study asks how a more holistic set of school discipline practices are associated with emerging adult well-being. We use original survey data from over 700 college-educated emerging adults to show that this sample can be categorized into three groups with unique school disciplinary histories—those who received minimal discipline, those who received primarily school-managed discipline, and those who received intensive discipline. These groups were distinguishable not just on the severity or exclusionary nature of discipline but also the involvement of parents, police, or support staff (e.g., counselors). After accounting for selection into these groups, we find that emerging adults with histories of both school-managed and intensive discipline reported lower well-being than their minimally-disciplined counterparts. Such findings demonstrate the reach of school discipline even to this relatively privileged sample and the need to think about discipline and its potential consequences more expansively.","PeriodicalId":47330,"journal":{"name":"Emerging Adulthood","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139955457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-11DOI: 10.1177/21676968241233137
Jared Hawkins, Carissa D’Aniello-Heyda, Stephen Fife, Jaclyn Pickens Cravens, Roy Bean
Emerging adults experience frequent life transitions that disrupt social groups and increase loneliness. However, limited research examines how emerging adults respond to social group disruptions. Drawing upon the Social Identity Model of Identity Change (SIMIC), this study explored 11 emerging adults’ experiences of managing social group disruptions. Using interpretive phenomenological analysis (IPA), we identified seven themes that helped participants mitigate loneliness after experiencing social group disruptions. Themes included: (a) engaging with existing social groups, (b) proactively forming new relationships, (c) using technology, (d) becoming more selective about forming and maintaining friendships, (e) increasing acceptance and positive thinking, (f) engaging in meaningful activities, and (g) focusing on self-development. The results call for further research on how emerging adults can effectively manage social group disruptions to mitigate loneliness.
{"title":"Emerging Adults’ Experiences of Managing Social Group Disruptions","authors":"Jared Hawkins, Carissa D’Aniello-Heyda, Stephen Fife, Jaclyn Pickens Cravens, Roy Bean","doi":"10.1177/21676968241233137","DOIUrl":"https://doi.org/10.1177/21676968241233137","url":null,"abstract":"Emerging adults experience frequent life transitions that disrupt social groups and increase loneliness. However, limited research examines how emerging adults respond to social group disruptions. Drawing upon the Social Identity Model of Identity Change (SIMIC), this study explored 11 emerging adults’ experiences of managing social group disruptions. Using interpretive phenomenological analysis (IPA), we identified seven themes that helped participants mitigate loneliness after experiencing social group disruptions. Themes included: (a) engaging with existing social groups, (b) proactively forming new relationships, (c) using technology, (d) becoming more selective about forming and maintaining friendships, (e) increasing acceptance and positive thinking, (f) engaging in meaningful activities, and (g) focusing on self-development. The results call for further research on how emerging adults can effectively manage social group disruptions to mitigate loneliness.","PeriodicalId":47330,"journal":{"name":"Emerging Adulthood","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139785327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-11DOI: 10.1177/21676968241233137
Jared Hawkins, Carissa D’Aniello-Heyda, Stephen Fife, Jaclyn Pickens Cravens, Roy Bean
Emerging adults experience frequent life transitions that disrupt social groups and increase loneliness. However, limited research examines how emerging adults respond to social group disruptions. Drawing upon the Social Identity Model of Identity Change (SIMIC), this study explored 11 emerging adults’ experiences of managing social group disruptions. Using interpretive phenomenological analysis (IPA), we identified seven themes that helped participants mitigate loneliness after experiencing social group disruptions. Themes included: (a) engaging with existing social groups, (b) proactively forming new relationships, (c) using technology, (d) becoming more selective about forming and maintaining friendships, (e) increasing acceptance and positive thinking, (f) engaging in meaningful activities, and (g) focusing on self-development. The results call for further research on how emerging adults can effectively manage social group disruptions to mitigate loneliness.
{"title":"Emerging Adults’ Experiences of Managing Social Group Disruptions","authors":"Jared Hawkins, Carissa D’Aniello-Heyda, Stephen Fife, Jaclyn Pickens Cravens, Roy Bean","doi":"10.1177/21676968241233137","DOIUrl":"https://doi.org/10.1177/21676968241233137","url":null,"abstract":"Emerging adults experience frequent life transitions that disrupt social groups and increase loneliness. However, limited research examines how emerging adults respond to social group disruptions. Drawing upon the Social Identity Model of Identity Change (SIMIC), this study explored 11 emerging adults’ experiences of managing social group disruptions. Using interpretive phenomenological analysis (IPA), we identified seven themes that helped participants mitigate loneliness after experiencing social group disruptions. Themes included: (a) engaging with existing social groups, (b) proactively forming new relationships, (c) using technology, (d) becoming more selective about forming and maintaining friendships, (e) increasing acceptance and positive thinking, (f) engaging in meaningful activities, and (g) focusing on self-development. The results call for further research on how emerging adults can effectively manage social group disruptions to mitigate loneliness.","PeriodicalId":47330,"journal":{"name":"Emerging Adulthood","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139845411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-07DOI: 10.1177/21676968241230999
Sayani Paul, Rachael Battistelli, Simone Arbour
This paper describes the preliminary findings of the implementation of recovery colleges - a strengths-based, peer-driven, mental health learning model in five postsecondary institutions in Canada. Using exploratory methods and a sample of 124 participants completing a pre-participation and 72 completing a post-participation survey we aimed to answer two research questions; (1) Who is accessing the postsecondary recovery college? and (2) How is recovery college participation impacting students individually and interpersonally? Addressing the first research question, 80% were female students, between the ages of 18–25 years (73%), and 73% were in their second year of study. With regards to the second research question, recovery college participation improved students’ knowledge of coping and life skills and supported their mental health and wellbeing. Results provide evidence of impact of recovery college in postsecondary settings and may contribute to mental health system transformation to explore novel ways to support emerging adults’ mental health.
{"title":"Impact of Recovery Colleges in Postsecondary Institutions in Canada – Preliminary Findings","authors":"Sayani Paul, Rachael Battistelli, Simone Arbour","doi":"10.1177/21676968241230999","DOIUrl":"https://doi.org/10.1177/21676968241230999","url":null,"abstract":"This paper describes the preliminary findings of the implementation of recovery colleges - a strengths-based, peer-driven, mental health learning model in five postsecondary institutions in Canada. Using exploratory methods and a sample of 124 participants completing a pre-participation and 72 completing a post-participation survey we aimed to answer two research questions; (1) Who is accessing the postsecondary recovery college? and (2) How is recovery college participation impacting students individually and interpersonally? Addressing the first research question, 80% were female students, between the ages of 18–25 years (73%), and 73% were in their second year of study. With regards to the second research question, recovery college participation improved students’ knowledge of coping and life skills and supported their mental health and wellbeing. Results provide evidence of impact of recovery college in postsecondary settings and may contribute to mental health system transformation to explore novel ways to support emerging adults’ mental health.","PeriodicalId":47330,"journal":{"name":"Emerging Adulthood","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139794680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-07DOI: 10.1177/21676968241230999
Sayani Paul, Rachael Battistelli, Simone Arbour
This paper describes the preliminary findings of the implementation of recovery colleges - a strengths-based, peer-driven, mental health learning model in five postsecondary institutions in Canada. Using exploratory methods and a sample of 124 participants completing a pre-participation and 72 completing a post-participation survey we aimed to answer two research questions; (1) Who is accessing the postsecondary recovery college? and (2) How is recovery college participation impacting students individually and interpersonally? Addressing the first research question, 80% were female students, between the ages of 18–25 years (73%), and 73% were in their second year of study. With regards to the second research question, recovery college participation improved students’ knowledge of coping and life skills and supported their mental health and wellbeing. Results provide evidence of impact of recovery college in postsecondary settings and may contribute to mental health system transformation to explore novel ways to support emerging adults’ mental health.
{"title":"Impact of Recovery Colleges in Postsecondary Institutions in Canada – Preliminary Findings","authors":"Sayani Paul, Rachael Battistelli, Simone Arbour","doi":"10.1177/21676968241230999","DOIUrl":"https://doi.org/10.1177/21676968241230999","url":null,"abstract":"This paper describes the preliminary findings of the implementation of recovery colleges - a strengths-based, peer-driven, mental health learning model in five postsecondary institutions in Canada. Using exploratory methods and a sample of 124 participants completing a pre-participation and 72 completing a post-participation survey we aimed to answer two research questions; (1) Who is accessing the postsecondary recovery college? and (2) How is recovery college participation impacting students individually and interpersonally? Addressing the first research question, 80% were female students, between the ages of 18–25 years (73%), and 73% were in their second year of study. With regards to the second research question, recovery college participation improved students’ knowledge of coping and life skills and supported their mental health and wellbeing. Results provide evidence of impact of recovery college in postsecondary settings and may contribute to mental health system transformation to explore novel ways to support emerging adults’ mental health.","PeriodicalId":47330,"journal":{"name":"Emerging Adulthood","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139854713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-30DOI: 10.1177/21676968231211961
Irina Catrinel Crăciun
The COVID-19 pandemic had an impact on emerging adults’ life and development. The present study explores the socio-emotional development during the corona pandemic from the perspective of German students themselves. Episodic semi-structured interviews were conducted with 30 students and analysed with thematic coding. The main developmental challenges included missed opportunities and experiencing uncertainty, while family support and an optimistic attitude facilitated socioemotional growth. Social developmental gains included increased social support from family and friends and the formation of a generational social identity. Regarding emotional development, self-reflection and self-confidence were enhanced. Findings can be integrated in the Positive Youth Development Theory, as the socio-emotional gains match the 5 C’s (competence, confidence, connection, caring, character). Results have relevant practical implications concerning how to foster positive youth development during uncertain times.
{"title":"Learning From Experience: Perceptions of Socio-Emotional Development Among German Students During COVID-19","authors":"Irina Catrinel Crăciun","doi":"10.1177/21676968231211961","DOIUrl":"https://doi.org/10.1177/21676968231211961","url":null,"abstract":"The COVID-19 pandemic had an impact on emerging adults’ life and development. The present study explores the socio-emotional development during the corona pandemic from the perspective of German students themselves. Episodic semi-structured interviews were conducted with 30 students and analysed with thematic coding. The main developmental challenges included missed opportunities and experiencing uncertainty, while family support and an optimistic attitude facilitated socioemotional growth. Social developmental gains included increased social support from family and friends and the formation of a generational social identity. Regarding emotional development, self-reflection and self-confidence were enhanced. Findings can be integrated in the Positive Youth Development Theory, as the socio-emotional gains match the 5 C’s (competence, confidence, connection, caring, character). Results have relevant practical implications concerning how to foster positive youth development during uncertain times.","PeriodicalId":47330,"journal":{"name":"Emerging Adulthood","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139955459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-05DOI: 10.1177/21676968231224098
Michael Park, Bongki Woo, Hye-Min Jung, Eunseok Jeong, Yoonsun Choi, David Takeuchi, H. N. Peregrina
The COVID-19 pandemic provoked a spike in racial discrimination and hate crimes against Asians in the U.S. Although research substantiates the harmful impact of discrimination on health and mental health, limited research has examined how it influences civic engagement among Asian American young adults. Using cross-sectional data from the Midwestern U.S., this study investigated how the experience of anti-Asian racism was associated with civic engagement among Filipino Americans ( n = 260; M age = 22) and Korean Americans ( n = 340; M age = 21) during the pandemic. Results showed that Filipino American women reported more COVID-19 related racial discrimination than Filipino American men. Women, regardless of ethnicity, exhibited more civic engagement than men. Various forms of COVID-19 discrimination were associated with more civic engagement in both groups, except that assault was associated with less civic engagement among Korean Americans. The study results underscore the importance of providing tailored resources for targeted Asian American subgroups to promote continued civic engagement.
{"title":"COVID-19, Racial Discrimination and Civic Engagement Among Filipino American and Korean American Young Adults","authors":"Michael Park, Bongki Woo, Hye-Min Jung, Eunseok Jeong, Yoonsun Choi, David Takeuchi, H. N. Peregrina","doi":"10.1177/21676968231224098","DOIUrl":"https://doi.org/10.1177/21676968231224098","url":null,"abstract":"The COVID-19 pandemic provoked a spike in racial discrimination and hate crimes against Asians in the U.S. Although research substantiates the harmful impact of discrimination on health and mental health, limited research has examined how it influences civic engagement among Asian American young adults. Using cross-sectional data from the Midwestern U.S., this study investigated how the experience of anti-Asian racism was associated with civic engagement among Filipino Americans ( n = 260; M age = 22) and Korean Americans ( n = 340; M age = 21) during the pandemic. Results showed that Filipino American women reported more COVID-19 related racial discrimination than Filipino American men. Women, regardless of ethnicity, exhibited more civic engagement than men. Various forms of COVID-19 discrimination were associated with more civic engagement in both groups, except that assault was associated with less civic engagement among Korean Americans. The study results underscore the importance of providing tailored resources for targeted Asian American subgroups to promote continued civic engagement.","PeriodicalId":47330,"journal":{"name":"Emerging Adulthood","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139383188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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