Cultural Diversity & Ethnic Minority Psychology最新文献

Objectives: Adolescence marks an important period for developing ideological orientations toward intergroup inequality, and for racially marginalized youth, this can have implications for how they perceive their own social standing. Accordingly, we aimed to assess how two prominent intergroup belief systems, critical consciousness (i.e., critical analysis of and motivation to challenge social inequality) and social dominance orientation (SDO; i.e., preference for intergroup hierarchy), associate with one another over time among racially marginalized adolescents. Additionally, we examine how enrollment in ethnic studies courses, designed to promote critical consciousness, influences the developmental trajectories of these two intergroup ideologies compared to unenrolled students.

Method: We surveyed ninth-grade students of color three times over the academic year on their endorsement of critical consciousness and SDO. A total of 459 students completed the survey at Wave 1 (M_age = 13.9 years, 52% identified as girls, 64% identified as Latinx).

Results: Analyses from random-intercept cross-lagged panel models revealed that critical consciousness negatively predicted later levels of SDO among students enrolled in ethnic studies, whereas SDO tended to negatively predict later levels of critical consciousness among nonenrolled students.

Conclusions: These findings highlight malleability in adolescents' ideological reasoning about intergroup inequality, specifically that the development of critical consciousness may temper SDO in consciousness-raising environments; however, in the absence of these environments, endorsement of SDO may undermine the development of critical consciousness. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Objectives: Queer Asian Americans encounter intersectional stressors due to their multiple minoritized statuses, which can increase the risk of mental health problems. Some research has suggested that social resources, including family acceptance of sexual orientation and general social integration, have the potential to protect lesbian, gay, bisexual, transgender, and queer people of color from the harmful impacts of these minority stressors. However, most studies have been cross-sectional, and few have examined the buffering effects of social resources specifically for queer Asian Americans. The present study addresses these gaps by testing whether family acceptance and social integration can buffer the concurrent and prospective links between racism distress within lesbian, gay, bisexual, transgender, and queer communities and mental health among queer Asian Americans.

Method: A sample of 227 queer Asian Americans in the United States and Canada (M_age = 24.85, SD = 6.30) completed online surveys twice, with an 8-month interval between assessments.

Results: Findings revealed unique contributions of social integration and family acceptance to mental health. Specifically, in concurrent analyses, the negative link between racism distress and mental health was present only for queer Asian Americans with low-to-moderate (but not high) levels of social integration. In longitudinal analyses, the link weakened as family acceptance levels at Time 1 increased.

Conclusions: The findings underscore the significance of social resources from peers and family in counteracting detrimental health impacts created by intersecting minority stressors. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Objectives: Parenting, including parental psychological control, has a considerable influence on Latine adolescent behavior (Barber, 2002). Cultural values are also protective factors among Latine adolescents (Ojeda & Piña-Watson, 2014). To expand this research, the present study validated a parental psychological control measure among Mexican adolescents. It also examined how perceived maternal and paternal psychological control was associated with Mexican adolescent academic and social self-esteem and whether machismo and caballerismo played a role in these associations.

Method: Adolescents (N = 681; 49.2% female; M_age = 14.31 years, SD = 1.55 years) completed the survey at two high schools in Puebla, Mexico.

Results: A principal components analysis indicated moderately strong construct validity of psychological control measures in this sample. A series of hierarchical logistic regressions indicated maternal psychological control was negatively associated with both academic and social self-esteem. Further steps revealed that psychological control's effects on self-esteem are complexly moderated by values of machismo and caballerismo. For instance, adolescents with controlling fathers who endorsed higher levels of machismo suffered lower academic and social self-esteem than those who endorsed lower levels of machismo. Moreover, caballerismo acted as a protective factor against the negative effects of maternal psychological control (but not paternal) on social self-esteem.

Conclusions: The present study is one of the first to examine the role of cultural values in the relationships between parental psychological control and domain-specific self-esteem in Mexican adolescents. In addition, it empirically validated a psychological control scale among Mexican adolescents. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Objectives: Black girls are at elevated sexual risk due to the combined effects of sexual development, adultification, gendered racist stereotyping, and lack of protection. Colorism is a skin-tone stratification system that privileges lighter skinned people of color over their darker skinned counterparts. Although colorism has been conceptualized as a determinant of Black girls' mental, physical, and sexual health, little is known about Black girls' understanding of the influence of colorism on psychological and sexual development. This qualitative study examined the influence of colorism on Black girls' psychological and sexual development.

Method: Twenty-five multiethnic Black girls between 9 and 18 participated in semistructured interviews. Directed content analysis utilizing an intersectional approach was conducted to better understand the relationship between colorism and Black girls' health.

Results: Our analysis confirmed that Black girls perceive colorism as a significant factor influencing their psychological and sexual development. A conceptual model was developed demonstrating that Black girls perceive skin-tone-related messaging and colorist stereotypes as contributing to an increased risk of violence, internalization of colorist notions, and elevated sexual risk behaviors among Black girls.

Conclusions: Current systems, such as families, schools, and media, should seek to address stereotyped messages and mistreatment that harm Black girls' development. Programming surrounding colorism, gendered racism, and discrimination may serve as an opportunity to begin dismantling systems rooted in Eurocentric preferences that encourage the oppression and mistreatment of Black girls based on skin tone. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Objective: The cumulative consequences of maternally experienced racism stress may be transmitted intergenerationally from mother to child during sensitive developmental periods. Guided by segmented assimilation theory and the multidimensional conceptualization of racism-related stress, we examined how sociopolitical context (sanctuary vs. nonsanctuary county status) may play a critical role in maternal and child emotional well-being.

Method: We employed a concurrent nested mixed methods design, QUAN(+qual). Immigrant Latina mothers (N = 92) completed structured questionnaires assessing racism stress, depressive symptoms, and their preschool-aged children's emotional-behavioral difficulties. We conducted bivariate and moderation analyses to examine associations. In addition, a subsample of participants (n = 22) described experiences of racism and/or community support during survey administration; these elaborations were analyzed using conventional content analysis.

Results: Mothers residing in nonsanctuary counties reported higher levels of depressive symptoms (z = 2.88, p = .004) and racism stress (z = 2.04, p = .041). Sanctuary county designation moderated the relationship between mothers' experiences of racism stress and children's internalizing and externalizing behaviors, with significantly stronger associations observed in nonsanctuary counties across both adjusted and unadjusted models. Qualitative findings revealed that racism permeated place-based life domains-reinforcing exclusion, posing a pervasive emotional threat, and limiting social mobility. Mothers primarily described intergroup community support in sanctuary counties.

Conclusions: Community-based support programs should expand into areas where families face high levels of racism stress and scarce community support. During the vulnerable postmigration period, mutually opposing forces of community support and racism may have far-reaching impacts across immigrant generations and broader society. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Objectives: Despite the well-documented scholarship highlighting ethnic-racial identity (ERI) and critical consciousness (CC) as promotive of positive academic outcomes, little research has explored what role these cultural assets may play in shaping science, technology, engineering, and math (STEM) engagement and perceptions of barriers to STEM for youth of color. This work explored relations between racially minoritized youths' patterns of ERI and CC in association with STEM engagement and perceptions of STEM career and educational barriers.

Method: Latent class analysis and analysis of variance were used with a predominately Black and Latinx sample (N = 265, M_age = 15.83, SD = 1.35; 49% female).

Results: Four classes emerged. Members of the naïve affirmed advocates class had significantly higher STEM engagement than the disillusioned class. Youth in the affirmed and critical class reported the highest perceptions of STEM-related career barriers, followed by the affirmed advocates class.

Conclusions: Findings highlight the critical link between ERI and CC as promotive factors for academic engagement for racially minoritized youth in STEM and promote awareness of STEM-related barriers that may be useful to prepare and navigate future STEM challenges. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Objectives: Historically, hip-hop has highlighted racial injustices experienced by Black people in a White supremacist power structure, as well as promote Black empowerment and activism. Across two experiments, we examined the influence of listening to hip-hop on Black Americans' collective action intentions. We also explored whether the effect of listening to conscious hip-hop on collective action intentions was mediated by group-based anger and/or collective efficacy using the dual-pathway model of collection action (Experiment 2).

Method: In Experiment 1, Black Americans (n = 122) between the ages of 18- and 34 (M_age = 27.71) were randomly assigned to listen to conscious rap, nonconscious rap, or no music, and afterward they completed a collective action intention measure. In Experiment 2, Black Americans (n = 150; M_age = 26.52) were randomly assigned to listen to conscious rap or nonconscious rap and afterward completed group-based anger, collective efficacy, and collective action intention measures.

Results: We found that listening to conscious hip-hop (but not nonconscious hip-hop) increased Black people's intentions to engage in collective action (Experiment 1). In Experiment 2, we found that group-based anger, but not collective efficacy, fully mediated the relationship between listening to conscious hip-hop music and collective action.

Conclusion: Exposure to some forms of artistic expression may influence emotion focused pathways of dealing with collective disadvantage among groups who are historically disadvantaged. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Objectives: Female migrant domestic workers (MDW), often unemployed in their home country, are household workers that migrate abroad for better wages. Although poor employment conditions have shown detrimental effects on MDWs health, the mental health effect of perceived discrimination remains understudied among MDWs. This mixed-methods study seeks to (a) assess the association between perceived discrimination and mental health among female MDWs and (b) explore in-depth the common ways MDWs experience discrimination.

Method: A cross-sectional self-administered survey (n = 1965) was conducted among Filipino and Indonesian MDWs from August 2020 to August 2021 in Hong Kong. A multivariable logistic regression model, controlling for background characteristics, assessed associations between perceived discrimination with anxiety and depression. Qualitative semistructured interviews were then conducted (n = 20) to provide in-depth information about perceived discrimination. Thematic analysis was used to identify the contexts and types of discrimination experienced.

Results: Among survey respondents, 60.4% reported ever experiencing discrimination, and 10.5% reported often/always feeling discriminated against. Of MDWs, 18.1% and 31.5% were classified with anxiety and depression, respectively. MDWs reporting higher frequency of discrimination were at increased risk of anxiety (OR_adj: 2.30-6.60) and depression (OR_adj: 2.06-5.91). In-depth interviews revealed that perceived discrimination inside the workplace (from overwork, lack of autonomy, and employer-imposed restrictions) and outside the workplace (from MDW policies) had strong effects on MDWs' mental health.

Conclusions: Increased availability to mental health services should be considered. To improve MDW mental health, policymakers may also regulate maximum weekly working hours and ensure minimum standards for living environments. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Objectives: Racial microaggressions at predominantly White institutions (PWIs) are a major concern for Black undergraduates because these experiences evoke feelings of "otherness" and may contribute to growing impostor phenomenon beliefs (IP)-feelings of intellectual fraudulence where people question their academic abilities. School belonging (i.e., a sense of connection to one's academic institution) may be an important mediating factor that explains how racial microaggressions contribute to greater IP over time. Furthermore, these effects may be distinct for Black men and women, given their unique experiences at PWIs.

Method: The current longitudinal study utilizes moderated-mediation analyses to examine these effects among 269 Black undergraduates (M_age = 19.71, SD = 2.36, 72% female) over a full academic year at a PWI.

Results: Findings indicate that racial microaggressions indirectly predicted increased IP over a 1-year period through a negative association with schools belonging to Black men but not for Black women.

Conclusions: These findings highlight the importance of gender and school belonging when examining how racial stressors contribute to changes in IP beliefs. Implications for theory and policy recommendations for educators and stakeholders are discussed. (PsycInfo Database Record (c) 2025 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) 2025 APA, all rights reserved).