Cultural Diversity & Ethnic Minority Psychology最新文献

Objectives: This article explores the stages where trauma is experienced (123s) and its physiopsychological impact (affect, behavior, and cognitions [ABCs]) in unaccompanied Latinx Minors through the analysis of a composite case study. Unaccompanied Latinx Minors represent a unique and growing population in the United States that warrants careful consideration from a trauma-informed and resilience-based framework.

Method: A detailed case study was implemented, triangulating caregiver and client therapy records to illustrate the framework of stages of trauma exposure (123s) and physiopsychological impact (ABCs).

Results: Latinx children often encounter various potentially traumatic experiences and adverse childhood experiences at the following stages (123s): (1) Preimmigration; (2) During immigration; and (3) Postimmigration. The extended traumas experienced by immigrant youth may easily constitute toxic stress. Moreover, once in the destination country, youth may lack coping resources or encounter stressful circumstances that prolong or exacerbate the impact of previous traumas. This continuous physiological hyperarousal can also result in changes in brain neurobiology, which further compounds the experience of other symptoms (Krupnik, 2021). These potentially complex trauma responses may manifest for these children through ABCs. The cumulative impact of these incidents may have significant effects on minors' A. Affective, B. Behavioral, and C. Cognitive functioning.

Conclusions: Relevant clinical implications and policy recommendations for addressing the multifaceted needs of unaccompanied Latinx minors. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Objectives: Using longitudinal data, this study investigated the association between parent racial colorblindness and discrimination toward children (reported by both parents and adolescents) in transracial, transnational adoptive families.

Method: Eighty White adoptive parents with adopted Korean children (ages 5-12 years old) were surveyed in 2007 (Time 1 [T1]), and both parents and adolescents (ages 13-19 years old) were surveyed in 2014 (Time 2 [T2]). Parents completed a self-report measure of parent racial colorblindness toward their child at T1 and T2, and parents and adolescents completed a measure of discrimination experienced by adoptees at T2.

Results: Parent reports of racial colorblindness toward their child were not significantly different between T1 and T2. However, parent reports of discrimination increased between time points. Further, parent and adolescent reports of discrimination were not significantly different from one another. Using hierarchical regression models, racial colorblindness among parents at T1 (when children were in middle childhood) was significantly associated with parent reports of discrimination experienced by adolescent children at T2, even when controlling for T2 racial colorblindness. This association did not hold for adolescent reports of discrimination.

Conclusion: Adoptive parents' acknowledgment of their children's race and ethnicity appears relatively stable from childhood into adolescence, and parent racial colorblindness toward their own child can affect their ability to recognize discrimination during adolescent development, a vital period when discrimination becomes more common and salient. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Objective: Despite increasing diversity on predominantly White college campuses, African American college students remain subject to racial discrimination, creating a complex array of mental health stressors. In this study, we adopted a strengths-based approach to mental health in this population and investigated (a) whether school-based discrimination contributes to negative mental health outcomes; (b) whether internal, interpersonal, and campus sources of strength contribute to positive mental health outcomes; and (c) whether internal sources of strength moderate the mental health effects of discrimination.

Method: Secondary analysis was performed on public data from African American college students (N = 1,444; M_age = 24.67, SD_age = 7.87) who participated in the Healthy Minds Study between 2017 and 2020. Healthy Minds Study is a cross-sectional survey examining mental health factors in U.S. university student populations.

Results: School-based racial discrimination was negatively associated with flourishing and positively associated with depression. Flourishing was positively associated with all sources of strength, including academic persistence, religiosity, racial identity, race-based affinity space involvement, and campus climate for diversity. Depression was inversely associated with persistence, religiosity, and affinity space involvement. Except for persistence, internal sources of strength did not mitigate the negative effects of discrimination on mental health outcomes.

Conclusion: Policies are needed that hold accountable campus members who perpetrate race-based aggressions, tangible support systems involving African American mentors and cultural affinity groups, and strengths-based audits of students seeking mental health care. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Objectives: The United States government has implemented various social policies (e.g., Medicare) to support children and families (U.S. Department of Health and Human Services, 2023). An emerging body of research seems to indicate that many of these programs are being underutilized by Latinx families even though they are sorely needed. Latinx families are often framed as undeserving, taking advantage of social policies, and as a criminal threat to the United States (Baranauskas & Stowell, 2022). Drawing on cultural stress theory (Salas-Wright & Schwartz, 2019), the present study explores how the deficit framing of Latinx families influences how they navigate social policies.

Method: This study draws on data from four qualitative projects across Oregon and California that explored the experiences of Latinx families accessing services to support their families.

Results: Findings indicate that Latinx families experience multiple stressors when navigating social policies or programs (e.g., shame/fear and racism) for their families. These stressors discourage Latinx families from accessing social programs, which exacerbates disparities in the health, development, and learning of Latinx children and families.

Conclusions: Findings from this study can further inform advocacy efforts to create meaningful systemic changes that reduce inequities and call out discrimination/racism within our policy system. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Objectives: This study investigated the associations between teachers' culturally responsive teaching (CRT) self-efficacy, students' perceptions of classroom cultural diversity climate (CDC), and the academic and psychological adjustment of elementary school students in culturally diverse German classrooms.

Method: The sample included 41 teachers and 234 fourth grade students (M_age = 10.48, SD_age = 0.56, 55% female; 38% first immigrant generation). We conducted multilevel analyses to assess the associations between teachers' CRT self-efficacy, student-perceived CDC (i.e., equal treatment by students and heritage and intercultural learning), and students' school achievement, school belongingness, and life satisfaction. We performed mediation analyses to investigate to what extent student-perceived CDC explains the association between CRT self-efficacy and student outcomes. Additionally, we explored the moderating role of students' immigrant generation in the associations.

Results: Teachers' CRT self-efficacy and student-perceived equal treatment were positively related to mathematical competence and German vocabulary. Student-perceived heritage and intercultural learning was positively associated with school belongingness and life satisfaction but negatively with reading comprehension. Equal treatment and heritage and intercultural learning did not mediate the relation between CRT self-efficacy and children's adjustment. Findings did not vary across students' immigrant generation.

Conclusions: Teachers' CRT self-efficacy and CDC positively contribute to students' academic and psychological adjustment, but independently. Both aspects can be beneficial for the adjustment of elementary school children, regardless of their immigrant generation. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Objectives: Previous research has investigated cultural stress and well-being among individuals such as Hispanic college students and immigrants from other countries. However, there is a need to explore the impact of cultural stress among immigrants with a focus on the workforce.

Method: Drawing from cultural stress theory, we present a theoretical framework that considers workplace context while exploring strategies that may mitigate the impact of cultural stress in the workplace, such as promoting diversity and inclusion, addressing biases and discrimination, and supporting employee mental health.

Result: We provide actionable steps that can guide leaders to work toward a workplace where individuals develop a sense of belonging.

Conclusion: This article provides a novel perspective on workplace diversity and inclusion that emphasizes the importance of considering cultural context in understanding and addressing workplace stress, with implications for psychology in the workplace. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Objectives: We developed the 26-item Ethnic-Racial Discrimination Stress Inventory (ERDSI) to assess ethnic-racial discrimination stress in Mexican-origin adults in the United States and Turkish-origin adults in Germany, two groups with similar sociocultural characteristics and immigration experiences.

Method: We developed 73 items measuring firsthand, intragroup, and vicarious discrimination, and internalization and expectations of discrimination experiences. If participants reported experiencing a given situation, they were asked to rate its stressfulness. U.S.-based Mexican-origin adults (N = 222) and German-based Turkish-origin adults (N = 105) completed an online survey of these items, measures of related constructs, and sociodemographic measures.

Results: Study 1: We eliminated items based on interitem correlations and exploratory factor analyses in the U.S.-based Mexican sample. The exploratory factor analyses yielded four reliable and valid factors (F1: Vicarious Discrimination Stress, seven items; F2: Internalization of Discrimination Stress, seven items; F3: Intragroup Discrimination Stress, seven items; and F4: Firsthand Discrimination Stress, five items). The ERDSI factors predicted well-being measures, even after adjusting for control variables. Study 2: The three ERDSI factors (F1, F2, F4, not F3) that applied to the German-based Turkish sample demonstrated reliability and validity. Confirmatory factor analyses demonstrated metric invariance for F2 and partial scalar invariance for F1, F3, and F4.

Conclusions: The ERDSI can be used to assess ethnic-racial discrimination stress in future studies with U.S.-based Mexican-origin adults and German-based Turkish-origin adults. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Objectives: Cultural stress is experienced by undocumented students when they encounter discrimination in higher education and society. In response, undocumented students engage in critical consciousness, while simultaneously experiencing psychological distress. A conceptual model is introduced to describe the links between cultural stress, critical consciousness development, and psychological distress.

Method: One hundred seventy-one undocumented college students were recruited to participate in this study and completed measures of cultural stress (discrimination). They also completed measures of psychological distress, critical consciousness, and social justice self-efficacy and outcome expectations. The proposed model was tested for global fit and path analysis in structural equation modeling. Indirect effects were probed to assess the mediating role of critical consciousness and psychological distress.

Results: The model fit the data excellently. Greater discrimination was associated with higher critical consciousness, which in turn was associated with elevated social justice self-efficacy and outcome expectations. Additionally, higher discrimination was also linked to greater psychological distress. The link between cultural stress and critical consciousness was not explained by psychological distress.

Conclusions: This research expands theory by articulating the adaptive ways undocumented students respond to the conditions that cause cultural stress and psychological distress. This aligns with a growing literature documenting the psychology of undocumented immigrants' activism and advocacy. Findings may inform interventions by higher education institutional agents and research to offset cultural stress and psychological distress. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Objectives: To investigate patterns of cultural stress (racial discrimination and COVID stress) and their impact on ethnic identity and civic engagement among Asian American college students.

Method: 491 undergraduate students who self-identify as Asian American (female = 63.50%; M_age = 20.40, SD = 3.64) were recruited from seven college campuses.

Results: We identified four distinct cultural stress profiles: COVID-related stress, discrimination stress, double pandemic stress (high in both), and low combined COVID-discrimination stress. Double pandemic profile members were more likely to be immigrants and reported higher ethnic identity, civic behaviors, and belief in civic participation, whereas low combined COVID-discrimination stress participants reported significantly lower beliefs in civic participation compared to those in the double pandemic profile.

Conclusions: Findings reaffirm the need to focus on Asian Americans' experiences and expand current conceptualizations of cultural stress to include macrolevel structural processes (COVID stress and racial discrimination) and its implications for identity and civic engagement. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Objectives: Familism is a core ideology in Chinese society, yet it has been understudied in this cultural context, potentially attributed to the lack of quantifiable measures. This study sought to develop a reliable and valid scale, the Contemporary Chinese Familism Scale (CCFS), to assess Chinese familism and analyze its structural and psychological characteristics in contemporary China.

Method: The scale development and validation process comprised four studies: in Study 1, literature review, qualitative interviews, and item evaluations by experts were conducted to develop the initial item pool for the CCFS; in Studies 2 and 3, item analysis, exploratory and confirmatory factor analyses, competing model comparisons, and measurement invariance tests were conducted to examine the structure underlying familism (N₁ = 958, M_age = 25.4 years; N₂ = 570, M_age = 32.01 years); in Study 4, reliability and validity assessments were conducted to further explore the psychometric properties of the final 27-item CCFS using three samples (N₂ = 570, M_age = 32.01 years; N₃ = 710, M_age = 22.37 years; N₄ = 932, M_age = 40.98 years).

Result: A bifactor structure with one general factor and five specific factors (Connection and Closeness, Offspring and Lineage, Honor and Reference, Harmony and Sacrifice, and Care and Help) demonstrated the best fit for the data and supported the multidimensionality of familism in contemporary China. Subsequent psychometric analyses provided initial evidence for the optimal psychometric properties of the CCFS.

Conclusion: This study contributes to our understanding of the multifaceted nature of familism in contemporary China by developing a culturally sensitive scale on Chinese familism. (PsycInfo Database Record (c) 2024 APA, all rights reserved).