Cultural Diversity & Ethnic Minority Psychology最新文献

Objectives: Latinx youth often experience racism and discrimination in various settings, which can significantly impact their socialization process. Latinx families commonly utilize ethnic-racial socialization (ERS) to help their children navigate these experiences. While ERS is typically understood as a parenting process, children's active participation in ERS remains understudied. This study aimed to address this gap by examining what happens after a child labels a hypothetical event in a standardized vignette as discriminatory or biased, specifically what responses youth elicit from their parent in a structured discussion task.

Method: Transcription data from 26 Latinx mother-child dyads were microcoded at the level of conversational turn-taking using a novel coding scheme that included aspects of ERS.

Results: Sequential analysis indicated that when children labeled an event as discriminatory, they primarily elicited scaffolding responses from their mothers.

Conclusions: These results highlight the active role of Latinx youth in familial discussions of race and ethnicity, illustrating how children elicit different responses from their parents, ultimately helping to shape the ERS process. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Objectives: The present study aimed to gain more understanding of the relationship between racism and cultural socialization among Chinese parents in Canada and the United States. The study examined the interplay of three types of racial discrimination experiences (acute, everyday, and internalized) and the potential differences in their associations with parental cultural socialization.

Method: Chinese parents who lived in Canada and the United States (n = 478) completed a voluntary cross-sectional online survey that contained the Acute and Everyday Racism Scale, the Colonial Mentality Scale (internalized racism), and the modified version of the Cultural Socialization Scale. Structural equation modeling was used to test the hypothesized model.

Results: The structural model showed that acute racism was negatively related to internalized racism, while the relationship was positive between everyday racism and internalized racism. Moreover, parents who reported higher levels of internalized racism were less likely to convey cultural messages to their children. In addition, findings indicated that Chinese parents' cultural socialization practices were related to their age, their children's age, annual household income, and place of origin.

Conclusion: This study contributes to the literature by revealing the experience of Chinese parents living in Canada and the United States. The findings demonstrate the importance of addressing parents' appraisal and internalization of negative racialized experiences when working with Chinese families. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Objectives: We tested the hypothesis that graduate students of color (Black, Latinx, Native American, Asian/Asian American) perceive lower race-based empathy (understanding of their specific needs and problems as students of color) from White faculty advisors versus faculty advisors of color, and that this discrepancy is greater in graduate programs with low faculty racial diversity. In turn, perceived race-based empathy was tested as a predictor of students' academic well-being and career aspirations.

Method: Two survey studies included 767 graduate students (378 students of color, 384 White students; 469 women, 276 men, 20 nonbinary/other). Participants reported on perceived race-based empathy, perceived mentorship efficacy, perceptions of graduate program's faculty racial diversity, and self-reported academic well-being and career aspirations.

Results: Graduate students of color perceived lower race-based empathy from White faculty advisors versus faculty advisors of color, while White graduate students did not differ in race-based empathy perceptions based on advisor race. Graduate students of all races perceived lower race-based empathy from White advisors in programs with lower (vs. higher) faculty racial diversity. Perceived race-based empathy predicted students' self-reported academic well-being and career aspirations, effects that were mediated by perceived instrumental mentorship efficacy (for career aspirations) and socioemotional mentorship efficacy (for academic well-being) of their advisor.

Conclusions: Results showed that perceived race-based empathy predicts student outcomes associated with success, but that students of color perceive low race-based empathy from White advisors. Educators should strive to create equitable and supportive environments that promote perceptions of race-based empathy among graduate students of all races. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Objective: Research regarding the racialized experiences of biracial Asian individuals is greatly limited. The present study investigated whether associations between ethnic-racial identity (ERI), racial discrimination, and mental health differed between monoracial and biracial Asian college students. We also tested whether associations between biracial identity integration and mental health differed by ERI or racial discrimination among biracial Asian individuals.

Method: Monoracial Asian college students (N = 320; M_age = 20.00, SD = 1.63; 76.3% female; 55.3% East Asian, 14.3% South Asian, 15.9% Southeast Asian, 14.6% different Asian ethnicities) and biracial Asian college students (N = 137; M_age = 20.21, SD = 3.16; 66.4% female; 46.7% East Asian, 9.4% South Asian, 29.2% Southeast Asian, 14.5% different Asian ethnicities) completed a psychosocial survey regarding ERI search and affirmation, racial discrimination, and mental health (i.e., depressive symptoms and well-being). Biracial participants also reported their identity integration with respect to racial distance and racial conflict.

Results: Biracial Asian individuals had lower ERI search and affirmation than monoracial Asian individuals, and higher ERI search and affirmation were related to lower depressive symptoms in biracial, but not monoracial, Asian individuals. Racial discrimination was related to greater depressive symptoms and poorer well-being to a similar extent for monoracial and biracial participants. Among biracial Asian individuals, higher ERI search and affirmation also buffered the consequences of racial conflict on well-being.

Conclusions: ERI tends to be lower in biracial Asian individuals but is potentially related to positive outcomes. Interventions may improve biracial Asian individuals' well-being by promoting ERI processes. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Objectives: Disproportionate exposure to childhood adversity and the effects of racial discrimination take a toll on Black American men's mental health. Despite increasing rates of suicidal behaviors and thoughts among young adult, Black American men, few longitudinal studies examine their risk for suicidal and death ideation (SDI). We tested a developmental model linking childhood adversity (experiences of deprivation and threatening experiences) and emerging adult exposure to racial discrimination to increases in SDI and examined a potential mechanism for these effects, negative relational schemas.

Method: A sample of 504 Black men (M_age = 20.7) from rural Georgia were recruited with respondent-driven sampling and completed a baseline survey. Men participated in two additional follow-up surveys (M_age = 21.9 and M_age = 23.5). Hypotheses were tested using structural equation modeling.

Results: Analyses largely supported the proposed model. Childhood adversities were associated directly with reports of SDI. Childhood deprivation indirectly predicted SDI via negative schemas (β = 0.03, 95% CI [.014, .046]). Racial discrimination also indirectly predicted SDI via negative relational schemas (β = 0.01, 95% CI [.001, .018]).

Conclusion: Study results suggest that clinical and preventive interventions for suicidality should target the influence of racism and adverse experiences and the negative relational schemas they induce. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Objectives: This study aimed to evaluate the feasibility, acceptability, and preliminary efficacy of the Italian adaptation of the Identity Project (IP), a school-based intervention promoting cultural identity formation in adolescence.

Method: Participants were 138 adolescents (M_age = 15.66 years, SD = 0.84, 63% female, 37% of immigrant descent) from nine classrooms that were assigned to the intervention or control condition based on teachers' indications to ensure sustainability. The curriculum was delivered online due to COVID-19 pandemic-related restrictions in spring 2021. Youth self-reported on their cultural identity exploration and resolution 1 week before and 1 week after the intervention. Feedback on the cultural appropriateness and salience of the program was gathered from students and teachers via online focus groups.

Results: The analysis of qualitative data supported the feasibility and acceptability of the culturally adapted IP, with students expressing appreciation for its interactive approach and the possibility to learn about their classmates' cultural origins. Analysis of quantitative data indicated that the program led to increases in cultural identity resolution, but not exploration.

Conclusion: This pilot implementation confirms the importance of intervening in cultural identity development in multiethnic classrooms in Italy, although further work is necessary to better understand if nonsignificant findings for exploration were due to measurement issues introduced by the COVID-19 pandemic or if program modifications are necessary to stimulate adolescents' engagement in exploration processes. Delivering the activities in person and without social distancing measures may be crucial to increase its efficacy. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Objectives: Pre- and postmigration exposures to violence are significant social determinants of immigrant women's health, safety, and well-being, with Black immigrant women being at high risk because of many coming from conflict-zone countries. The existing literature does not report the development and testing of a multicomponent digital intervention to address safety and health issues among immigrant women with cumulative exposures to violence. This pilot randomized controlled trial evaluated preliminary efficacy of a multicomponent digital intervention (BSHAPE) to improve health and safety outcomes for immigrant women with cumulative violence exposures, posttraumatic stress disorder and/or depression symptoms, and human immune deficiency virus (HIV) risk behaviors.

Method: The intervention was developed based on formative qualitative work and input from women. In the randomized controlled trial, 144 Black immigrant women, average age being 33.6 years, were randomly assigned to either the BSHAPE arm (n = 72) or a control arm (n = 72). Data were collected at four time points over 12 months. A generalized estimating equation analysis was performed to examine group differences in change in outcomes over time.

Results: Compared to the control arm, participants in BSHAPE showed significant improvement in multiple outcome measures (e.g., HIV/STI risk).

Conclusion: This pilot trial of BSHAPE showed promising results for immigrant women with lifetime exposures to violence, poor mental health, and HIV risk. The study also provided useful information to further improve BSHAPE for a full-scale efficacy trial. The digital BSHAPE can be especially advantageous for violence-affected immigrant women who face numerous barriers to accessing in-person care for their safety and health needs. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Objectives: Like other racial and ethnic minority groups in the United States, discrimination has contributed to health disparities for Arab Americans and placed them at increased risk for health concerns that have only persisted with the COVID-19 pandemic. The purpose of the present study was to identify how the wellbeing of Arab Americans was impacted during the peak of the COVID-19 pandemic in the United States.

Method: Using a qualitative approach, we gathered responses from 604 Arab Americans to open-ended questions. Relying on coders and thematic analysis, common patterns were identified in the data.

Results: Themes and subthemes that focused on the impact of COVID-19 were identified in the data set. The themes of negative outcomes included depression, interpersonal loss, and anxiety. The theme of positive outcomes included time with family, heightened reflection, and strengthened faith. The theme of challenging adjustments included disrupted routine and change in plans.

Conclusions: As Arab Americans in this study reported numerous mental health outcomes due to the COVID-19 pandemic, the conclusion that this group warrants attention in the health disparities discourse was further reinforced. The themes discovered in this study can be used to develop culturally relevant health interventions for Arab Americans as a means of beginning to make health care more accessible for this population. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Objectives: Parents can set examples of social norms about ethnic diversity and interethnic relations in interaction with their children. The present study examined whether and how parents set norms of color-evasiveness and White normativity when playing a social categorization game with their children.

Method: In a sample of 141 White Dutch, 73 Turkish-Dutch, and 56 Black Dutch mothers of a 6- to 10-year-old child, behaviors reflecting color-evasiveness (avoiding skin color questions, asking about skin color late in the game, taking relatively long to formulate skin color questions) and White normativity (bias in ethnic-racial focus used) were observed. Two subsamples (mothers approximately 2 years later and fathers) were used to try to replicate results.

Results: Color-evasiveness was most frequent among White Dutch mothers and during the version of the game including pictures of South West Asian/North African and Black adults, but did not depend on the ethnic-racial background of the researchers. All mothers who asked about skin color displayed patterns of ethnic-racial focus that reflect White normativity, by focusing on dark rather than light skin colors. This bias was irrespective of their own ethnic-racial background, ethnic-racial background of the researchers, and the version of the game. Patterns of color-evasiveness and White normativity were largely replicated in both subsamples.

Conclusions: These results suggest that children might already learn societal norms that conflict with anti-racism in very basic parent-child interactions situations. Future research is needed to investigate how to foster more inclusive social norms such as color consciousness in the next generation and their parents. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Objectives: The current cross-sectional study examined whether parental cultural socialization, preparation for bias messages, and adolescents' ethnic-racial identity (ERI) were associated with shift-and-persist coping strategy characterized by reappraising and accepting uncontrollable stressors (e.g., discrimination, poverty) while maintaining purpose and a positive future orientation.

Method: Participants were 367 diverse ethnically/racially minoritized (42.2% Black, 25.9% Latinx, 16.1% Asian/Asian American, 12.5% multiracial, 3.3% from other groups) adolescents (M_age = 15.85, SD = 1.17, 68.9% girls). Structural equation models examined the direct effects of parental cultural socialization and preparation for bias messages on youth's ERI and shift-and-persist, as well as the indirect effects of socialization messages on shift-and-persist.

Results: Preparation for bias and cultural socialization were directly related to a stronger ERI for adolescents, but only cultural socialization was directly associated with greater shift-and-persist. Stronger ERI was associated with greater shift-and-persist, and both cultural socialization and preparation for bias were indirectly associated with greater shift-and-persist.

Conclusions: Frequent parental preparation for bias may be indirectly associated with minoritized adolescent's shift-and-persist coping, whereas cultural socialization impacts youth's shift-and-persisting both directly and indirectly. (PsycInfo Database Record (c) 2025 APA, all rights reserved).