Dimensions Of Ethnic Identity Research Articles

Algorithmic counterspaces: exploring Afro-Latino youth information practices using TikTok

Purpose This paper investigates the digital information practices of Afro-Latino youth, focusing on their engagement with mental health content on TikTok. It aims to understand how racial and ethnic identity dimensions shape their information behaviors in digital spaces. Design/methodology/approach Employing qualitative methods, the study involved interviews with thirteen Afro-Latino teens. This exploratory approach, draws connections between Afro-Latino identity and information practices using three constructs: (i) typology of information practices, (ii) intersectionality, and (iii) assemblages. Findings The study reveals that Afro-Latino youth actively construct “information assemblages” and “algorithmic counterspaces” on TikTok, enabling them to engage with content that resonates with their identities. However, it also highlights the challenges posed by these spaces' temporary and algorithm-dependent nature in maintaining consistent engagement with mental health information. Research limitations/implications The research is limited by its small sample size and focus on a single platform, which may affect generalizability. Future research should explore other platforms, and draw a deeper distinction between content creators and other users. Practical implications This paper underscores the need for designers and educators to prioritize the importance of algorithmic literacy and design affordances that empower users to transparently understand algorithmic functionality, so as to support on-going engagement with algorithmic counterspaces. Originality/value This research offers novel insights into the digital information practices of Afro-Latino youth, a typically underrepresented group in academic research. It introduces new concepts in information science and digital media studies, highlighting the importance of intersectional identities in digital information practices.

A Longitudinal Mediation Analysis of the Interrelations among Exclusionary Immigration Policy, Ethnic Identity, and Self-Esteem of Latinx Early Adolescents

Little is known about how exclusionary immigration laws affect ethnic identity and self-esteem among Latinx middle school students. Arizona’s SB 1070, which required local officers to verify the legal status of detained individuals, garnered national attention for its impact on immigrant and Latinx communities. This study tested a longitudinal parallel multiple mediation model where perceptions of the effects of an exclusionary immigration law (Arizona’s SB 1070) on self-esteem were mediated by dimensions of ethnic identity (ethnic centrality, ethnic private regard, ethnic public regard). Data were collected from a two-wave survey of 891 early adolescents ranging in age from 10 to 14 years (M = 12.09 years; SD = 0.99), a majority (71%) of whom were of Mexican descent. Analyses revealed an indirect effect of T1 perceptions of this law on T2 self-esteem (7 months later), holding T1 measures constant, with T2 ethnic centrality, private regard, and public regard acting as mediators. Perceived effects of this exclusionary law led to increased self-esteem through increased dimensions of ethnic identity. Results reveal how ethnic identity functions as a multidimensional construct in the process through which exclusionary immigration policy may impact the self-esteem of Latinx early adolescents.

The role of heritage language in multiple dimensions of ethnic identity: a case study of Chinese-Australian adolescents

ABSTRACT Language is often regarded as one of the characteristics of interaction-based observed race, and heritage language is no exception. Considering the bilingual cultural environment of the Chinese community in Australia, this research analyses the language–ethnic identity relationships of Chinese-Australian adolescents. Drawing on in-depth qualitative interviews and participant observations, it examines the role of Chinese as a heritage language in these adolescents’ ethnic identity formation process from a multidimensional perspective. The paper demonstrates that Chinese as a heritage language acts simultaneously as a link, an indicator and a stress in the construction of the adolescents’ identities in the dimensions of self-identification, observed ethnic identity and reflected ethnic identity. It also highlights that there can be disparities among different dimensions of ethnic identity and examines the complex factors behind this.

Nurturing student ethnic identity through culturally responsive music teaching in China

A multicultural approach has been advocated in school music education in China to heighten the sense of ethnic identity among students from diverse backgrounds, but research has shown that inadequate teaching approaches have been a major challenge in implementing multiculturalism. To facilitate students’ development of their sense of ethnic and cultural identity, international educators have advocated the use of culturally responsive teaching (CRT), which can provide Chinese teachers with pedagogical guidance to put multiculturalism into practice. A mixed methods intervention approach was adopted to explore the impact of CRT on the ethnic identities of Yi, Han, Mongolian and Tibetan students in a multi-ethnic school in Sichuan Province, China. The quantitative results revealed that after participating in the CRT music course, the students demonstrated statistically significant improvement across the four dimensions of ethnic identity. The qualitative findings attributed the improvement in the students’ ethnic identities to the use of ethnic music and native languages, multiple roles of the local music teacher and collective musical engagement. This study contributes to research on pedagogical strategies that help facilitate cultural diversity in school music education in China, and it serves as a reference for the use of CRT worldwide.

Ethnic identity and mental health stigma among Black adults in the United States

Mental illness stigma is a barrier to engagement in mental health services. This study assesses our hypothesis that specific ethnic identity dimensions influences mental health behavior including stigma. We performed an online cross sectional observational study among Black adults (n = 248, ages 18-65). We examined the relationship between an individual's approach to their racial identity in the community and stigma behavior towards mental health; generalized linear models were performed. We assessed demographic characteristics as moderators of the primary association. Black adults with higher centrality reported lower past stigma behavior (RR=1.57, CI: 1.11-2.21, P = 0.01), but higher future intended stigma behavior (RR=0.93, CI: 0.88-0.99, P = 0.02). Majority of respondents reported high centrality and high assimilation; however, assimilation did not appear to correlate with mental health stigma behavior. Age, education and ethnicity appeared to have a limited moderating effect on the association between centrality and stigma behavior. Centrality was associated with mental health stigma behavior. By understanding the intersecting characteristics that may increase the likelihood for mental illness stigma, we will be better able to reduce mental illness stigma and optimize engagement in mental health services.

The Role of Racial–Ethnic Identity in Understanding Depressive Symptoms in the Context of Racial Discrimination Among African American Youth

Objective: The current study tested the individual associations of three dimensions of racial–ethnic identity (i.e., private regard, public regard, and racial centrality) on depression and their moderation effects on the relationship between racial discrimination and depression. Method: We conducted secondary data analysis using a large, nationally representative cross-sectional sample of African American youth in the United States (N=810; mean age =15, SD=1.44; 52% female). We used hierarchical multiple regression modeling to test the moderation effects of racial–ethnic identity dimensions on the relationship between racial discrimination and depression, controlling for demographics and parental support. Results: Of participants, 86% reported experiencing at least one of the racial discrimination experiences on the Everyday Discrimination Scale. Consistent with prior research, racial discrimination was associated with depressive symptoms; higher levels of emotional support from parents were significantly and negatively associated with depression. Most importantly, whereas the racial–ethnic identity dimensions were positively correlated to one another, we found they have unique associations with depression. In particular, public regard (i.e., participants’ evaluation of how society views the Black racial group) moderated the association between racial discrimination and depression. Conclusions: Although it is important to understand the independent effects of the racial–ethnic identity dimensions, the current study also suggests the need to understand their interactive effects on depression in the context of racial discrimination among African American youth.

Ethnic Identity, Implicit Associations, and Academic Motivation of Hispanic Adolescents

One of the major tasks of adolescence is to integrate the different aspects of identity into a coherent sense of self. Prior research has found that under certain circumstances, students who identify as members of groups about which there are negative stereotypes can experience a disassociation between their academic identity (i.e., academic self-concept) and the aspect of their identity that is negatively stereotyped (i.e., their ethnic or gender identity). In this study, we examined the association between ethnic identity, academic self-concept, valuing of school, and feelings of belonging among a sample of Hispanic high school students attending a majority-Hispanic high school. In addition, we used an Implicit Associations Test (IAT) to assess their implicit associations between success and ethnic group (Hispanic or white). Results indicated that centrality of ethnic identity was positively correlated with academic self-concept and the regard dimension of ethnic identity was associated with feelings of belonging. The IAT indicated that Hispanic students had implicitly associated success more with being white than with being Hispanic.

Indigenous ethnic identity, in-group warmth, and psychological wellbeing: A longitudinal study of Māori

Longitudinal studies into the relationship between affect (positive or negative feelings) towards one’s own ethnic group and wellbeing are rare, particularly for Indigenous peoples. In this paper, we test the longitudinal effects of in-group warmth (a measure of ethnic identity affect) and ethnic identity centrality on three wellbeing measures for New Zealand Māori: life satisfaction (LS), self-esteem (SE), and personal wellbeing (PW). Longitudinal panel data collected from Māori (N = 3803) aged 18 or over throughout seven annual assessments (2009–2015) in the New Zealand Attitudes and Values Study were analyzed using latent trajectory models with structured residuals to examine cross-lagged within-person effects. Higher in-group warmth towards Māori predicted increases in all three wellbeing measures, even more strongly than ethnic identity centrality. Bi-directionally, PW and SE predicted increased in-group warmth, and SE predicted ethnic identification. Further, in sample-level (between-person) trends, LS and PW rose, but ethnic identity centrality interestingly declined over time. This is the first large-scale longitudinal study showing a strong relationship between positive affect towards one’s Indigenous ethnic group and wellbeing. Efforts at cultural recovery and restoration have been a deliberate protective response to colonization, but among Māori, enculturation and access to traditional cultural knowledge varies widely. The data reported here underline the role of ethnic identity affect as an important dimension of wellbeing and call for continued research into the role of this dimension of ethnic identity for Indigenous peoples.

Intergenerational family conflict and ethnic identity among Chinese American college students.

There has been a call for increased attention to experiences of sociocultural contexts and their role in mental health and help-seeking among specific subgroups of Asian Americans (Leong, Park, & Kalibatseva, 2013). In particular, as suggested by the integrative contextual framework of minority youth development (García Coll & Marks, 2012), racial minority adolescents and emerging adults develop identity and psychological well-being through their experiences within multiple contexts. Guided by this perspective, the present study examined the role of specific developmental and contextual factors (e.g., acculturation-based intergenerational family conflict and ethnic identity) on depressive and anxiety symptoms and help-seeking attitudes among Chinese American college students. One-hundred and 73 Chinese American college students (132 women and 36 men) from various geographic regions in the U.S. completed a series of questionnaires administered online, assessing acculturation-based intergenerational family conflict, ethnic identity, depressive and anxiety symptoms, and help-seeking attitudes. The findings indicated that the seriousness of acculturation-based intergenerational family conflict and the commitment dimension of ethnic identity were associated with symptoms of depression and anxiety. Additionally, the exploration dimension of ethnic identity was associated with less favorable attitudes toward seeking help from mental health professionals. There was no association between acculturation-based intergenerational family conflict and help-seeking attitudes. The findings underscore the importance of developing culturally informed interventions that attend to the intensity of family conflict and one's sense of connection to ethnic community in the college context. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Ethnicity as a Historical Process: An Appraisal on Patterns of Ethnogenesis in Nepal

Ethnicity is a social and historical process, which carries changes and continuity simultaneously in different dimension of ethnic identity among the ethnic groups. Historical forces in terms of their social, political and economic dimension shape how ethnic identity is defined and created as well as recreated in contemporary society. Given the discussion this paper focuses on how the members of an ethnic group define themselves as a social group over time according to the social and political field in which they are in. The study has aims to describe the historical chronology of the transformation of Pahari identity over time in Nepal. Further, the paper particularly attempted to see how the political system of the country shapes the creation and recreation of identity among the members of the given ethnic group. The study is based on primarily on number of in-depth interviews of the members of the given ethnic community living in middle hills in and around around Kathmandu valley accompanied by available empirical literatures on ethnicity based on Nepal and abroad. The paper concludes that ethnicity and ethnic identity are not a stable entity rather it transforms as per social and political environment of the contemporary society.

The Impact of Festival Participation on Ethnic Identity: The Case of Yi Torch Festival

This study examines the impact of ethnic festival participation on community members' ethnic identity. Applying the Multigroup Ethnic Identity Measure (MEIM) in a questionnaire survey administered to the Yi ethnic community members attending a Yi Torch Festival in Sichuan Province, China, the study identifies that the festival attendees' ethnic identity is reflected in two dimensions: ethnic identity commitment and ethnic identity exploration. Independent sample t tests show that there is no difference of ethnic identity commitment between the performers' group and the spectators' group in the festival; however, performers as active participants of the festival score much higher on ethnic identity exploration than spectators. Practical festival management implications are discussed. This study has the following contributions. First, it validated the dimensionality and measurement stability of MEIM, in the context of ethnic festivals. Second, this study extends the application of MEIM from the fields of anthropology and ethnology to festival studies. This is the first study applying MEIM in festival research. It demonstrates the applicability of the MEIM scale in studying ethnic festivals. Lastly, this study expanded the knowledge on the relationship between festival participation and ethnic identity. It evidenced through empirical analysis that active participation in ethnic festivals by ethnic community members can effectively contribute to the ethnic identity of the community members, especially on the exploration dimension of ethnic identity.

Ethnic Identity Impact on Consumers’ Ethnocentric Tendencies: The Moderating Role of Acculturation and Materialism

In the era of globalization and technological advancements, ethnic identity (EID) is creating both opportunities as well as challenges for domestic and international marketers in formulating suitable marketing and branding strategies. This study attempts to investigate the role of EID in shaping consumers’ ethnocentric tendencies (CET). By analyzing data obtained from 385 surveys completed by Indian consumers, the study assessed the association of EID dimensions and consumer ethnocentrism. The findings showed that Association with Local Culture, Preserving Local Culture, Feelings towards Local Culture and Local Interpersonal Relationship enhance consumers’ CET. Materialism strengthens the effects of association for three EID dimensions and ethnocentrism, whereas acculturation weakens the association for three dimensions of EID. This study contributes to the literature, especially in the understanding of social identity theory. Practically, the findings are useful to marketers and retailers dealing with consumers in India in formulating their cultural branding strategies.

Perceived Discrimination, Ethnic Identity, and Psychological Well-Being Among Arab Americans

In this study, we examined associations among perceived discrimination, ethnic identity dimensions (exploration, resolution, affirmation), and psychological well-being (self-esteem, life satisfaction, flourishing) among 156 Arab Americans. Multiple moderated regression analyses revealed that perceived discrimination was negatively associated, and ethnic identity resolution and affirmation were positively associated, with psychological well-being. Ethnic identity affirmation moderated the association between perceived discrimination and flourishing by buffering the negative effect of perceived discrimination. Ethnic identity resolution and exploration did not moderate the associations between perceived discrimination and psychological well-being. Affirmation both promoted and protected well-being, resolution promoted well-being, and exploration was not associated with promoting or protecting well-being. We discuss implications to help Arab American clients develop and capitalize on their ethnic identity, promote their well-being, and buffer against perceived discrimination.

Ethnic Identity in Diverse Schools: Preadolescents' Private Regard and Introjection in relation to Classroom Norms and Composition.

Ethnic identity plays a key role in the normative development of children and adolescents, and efforts to provide a positive and safe environment for ethnic identity benefit from an understanding of its context-dependency. Following the social identity perspective, we add to research on ethnic identity by considering the role of the classroom context and by conceptualizing ethnic identity in terms of two key dimensions. Specifically, the present study aims to investigate the role of the classroom context for ethnic private regard (positive ethnic self-feelings) and for the under-researched construct of ethnic introjection (subjective self-group merging). These two dimensions of ethnic identity were examined in 51 Dutch school classes among grade 4-6 students (N= 573; Mage = 10.77, SD = 1.02; 54% girls) of Dutch, Turkish and Moroccan ethnic background. We focused on teachers' multicultural norms and classmates' evaluation of the ethnic in-group (peer group norms) in combination with the ethnic class composition. It was found that ethnic introjection was empirically distinct from ethnic private regard, and that the former dimension depended on the classroom context more than the latter. Multicultural teacher norms affected minority preadolescents' private regard positively, but only when the share of in-group classmates was low. Positive peer group norms of in-group classmates strengthened students' introjection, while those of out-group classmates lowered it. The findings indicate that ethnic identity research will be enhanced by more fully considering the conceptual and contextual implications of the social identity perspective.

Dimensions of ethnic identity as protective factors for substance use and sexual risk behaviors in African American college students

ABSTRACTObjective: To examine ethnic identity and ethnic socialization as potential protective factors for risk behaviors among US college students. Participants: Participants were 398 African American and Afro-Caribbean students recruited from 30 colleges and universities during September 2008–October 2009. Methods: Data on hazardous alcohol use, substance use, sexual behaviors, ethnic identity, and ethnic/racial socialization were collected. Hierarchical linear and negative binomial regression analyses were conducted to determine the degree to which ethnic identity and ethnic/racial socialization predicted the risk behaviors. Results: Ethnic Identity affirmation, belonging, and commitment (EI-ABC) significantly predicted lower substance use and hazardous alcohol use. Ethnic/racial socialization was not a significant predictor of substance use or sexual risk behaviors. Conclusions: Components of ethnic identity are potentially protective against alcohol and substance use behaviors. Additional research is recommended to determine effective intervention strategies.

Developmental and contextual correlates of mental health and help-seeking among Asian American college students.

Guided by an integrative contextual framework of immigrant youth development (García Coll & Marks, 2012), this study investigated the potential role of developmental (e.g., ethnic identity) and contextual factors (e.g., perceived discrimination, stereotyping) in mental health outcomes and help-seeking attitudes, and variations across gender and nativity among Asian American college students. Online surveys assessing perceived subtle and blatant racism, ethnic identity, the internalization of the model minority stereotype, depressive symptoms, anxiety symptoms, and attitudes toward seeking help from mental health professionals were administered to Asian American college student participants (n = 465) from diverse ethnic backgrounds and geographic regions in the United States. The findings support prior research indicating that perceived subtle racism and blatant racism are positively associated with depressive and anxiety symptoms. Further, only certain dimensions of ethnic identity and internalization of the model minority stereotype were found to be associated with mental health outcomes and help-seeking attitudes. The findings did not indicate a significant association between perceived racism and help-seeking attitudes. There were also no significant differences in the relationships among variables across gender and nativity, with the exception of the association between ethnic identity and help-seeking attitudes across gender. The study identified potential risk and protective factors in mental health, while underscoring the multidimensional aspects of social and contextual factors that contribute to mental health and help seeking among Asian American college students. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Ethnic Identity and Loneliness in Predicting Suicide Risk in Latino College Students

This study examined the role of ethnic identity and loneliness as predictors of suicide risk, namely, hopelessness and suicidal behaviors, in Latino college students. One hundred sixty Latino students completed a survey assessing for the aforementioned constructs. Results of conducting regression analyses indicated that ethnic identity was a significant predictor of suicide risk. When loneliness was added into the regression model, it was found to account for a significant amount of incremental variance in both of the suicide risk indices. Our findings indicate that ethnic identity dimensions and loneliness are involved in suicide risk among Latinos.

Do different dimensions of ethnic identity reduce the risk of violence among Asian American and Pacific Islander adolescents in Hawai‘i?

ABSTRACTThis study examines whether different dimensions of ethnic identity are associated with reduced risk of violence among an understudied population: Asian American and Pacific Islander adolescents. Drawing from survey data of 298 Native Hawaiian, Samoan, Japanese, and Filipino adolescents in Hawai‘i, this study focuses on whether three dimensions of ethnic identity (“affirmation and belonging,” “ethnic identity achievement,” and “other-group orientation”) related to overall and different types of violence. Results of the multivariate analyses reveal that higher levels of ethnic identity achievement are associated with reduced risk of overall violence and family/partner violence, which suggests that this dimension is a beneficial social-psychological resource. Contrary to our expectations, higher levels of ethnic affirmation and belonging are associated with attacking someone. In addition, other-group orientation has no relationship with violence. Implications of our findings regarding distinct effects for different dimensions of ethnic identification are discussed pertaining to developmental research and violence prevention.

Ethnic Identity as a Moderator against Discrimination for Transracially and Transnationally Adopted Korean American Adolescents.

Despite the growing practice of international adoption over the past 60 years, the racial and ethnic experiences of adopted youth are not well known. This study examined the moderating role of ethnic identity in the association between racial/ethnic discrimination and adjustment among transracially, transnationally adopted Korean American adolescents (N = 136). Building on self-categorization theory and past empirical research on Asian Americans, it was hypothesized that ethnic identity would exacerbate negative outcomes associated with discrimination. The moderating role of ethnic identity was found to vary by specific ethnic identity dimensions. For individuals with more pride in their ethnic group (affective dimension of ethnic identity), discrimination was positively associated with externalizing problems. For individuals with greater engagement with their ethnic group (behavioral dimension of ethnic identity), discrimination was positively associated with substance use. By contrast, clarity regarding the meaning and importance of one's ethnic group (cognitive dimension of ethnic identity) did not moderate the relationship between discrimination and negative outcomes.

Do dimensions of ethnic identity mediate the association between perceived ethnic group discrimination and depressive symptoms?

Ethnic group discrimination represents a notable risk factor that may contribute to mental health problems among ethnic minority college students. However, cultural resources (e.g., ethnic identity) may promote psychological adjustment in the context of group-based discriminatory experiences. In the current study, we examined the associations between perceptions of ethnic group discrimination and depressive symptoms, and explored dimensions of ethnic identity (i.e., exploration, resolution, and affirmation) as mediators of this process among 2,315 ethnic minority college students (age 18 to 30 years; 37% Black, 63% Latino). Results indicated that perceived ethnic group discrimination was associated positively with depressive symptoms among students from both ethnic groups. The relationship between perceived ethnic group discrimination and depressive symptoms was mediated by ethnic identity affirmation for Latino students, but not for Black students. Ethnic identity resolution was negatively and indirectly associated with depressive symptoms through ethnic identity affirmation for both Black and Latino students. Implications for promoting ethnic minority college students' mental health and directions for future research are discussed.