Ethnic Minority Adolescents Research Articles

What does it mean to be European? How identity content shapes adolescent's views towards immigrants and support for the EU

AbstractAdolescents support Eurosceptic and far‐right movements more and more. Since adolescents' years are a formative period for political orientations, it is important to promote a shared sense of belonging together among Europeans to counteract these tendencies. This could be achieved by fostering a European identity, however, only if its content is civically defined. We examined adolescents' understandings of being European, and how they relate to intolerance, EU support, and other predictors. Our sample included 1206 German adolescents (51% female, Age: M = 14.4, SD = .6, 27% ethnic minority adolescents). European identity was assessed via open answers and five closed questions. We conducted latent class analysis to identify identity classes. Three classes emerged: a living‐based (47%), a culture & value‐based (27%), and an ancestry‐based class (26%). Classes did not differ regarding EU support, but regarding intolerance (highest: ancestry‐based, lowest: culture & value‐based). Our results indicate that German adolescents differed in their understanding of being European and that it is important to consider how youth define Europeanness to understand European identity's effect on their views. Furthermore, our study argues for assessing identity openly to capture nuances of identity content adequately.

Examining the Psychometric Properties of the BIIS-2 in Ethnic Minority Adolescents in Germany

Examining the Psychometric Properties of the BIIS-2 in Ethnic Minority Adolescents in Germany

Ethnic socialisation profiles and depression among ethnic minority adolescents in China: a person-centred approach

BackgroundEthnic socialisation plays a vital role in the development of ethnic minority adolescents. However, the generalizability of research findings beyond the context of immigrant societies in the United States remains unclear.MethodsUtilising a person-centred approach, this study analysed a sample of 2,600 ethnic minority adolescents in China (55.8% female, Mage = 14.93 ± 1.82) to explore ethnic socialisation patterns, and their correlations with depression.ResultsLatent profile analysis revealed four distinct ethnic socialisation profiles: low-frequency, moderate-frequency, high-frequency and proactive integration orientation. Adolescents with the high-frequency profile displayed the highest levels of depression, followed by those with the moderate-frequency profile, whereas adolescents with the low-frequency and proactive integration orientation profiles showed a lower risk of depression.ConclusionsWithin the sociocultural context of China, ethnic minority families’ ethnic socialisation practices demonstrate unique characteristics. Various ethnic socialisation messages are integrated in diverse patterns to exert influence on adolescents.

Latent heterogeneity of deviant behaviors and associated factors among ethnic minority adolescents: a latent class analysis

BackgroundDeviant behaviors are common during adolescence. Despite the diversity of juvenile delinquency, the patterns of deviant behaviors remain unclear in ethnic minorities. The present study aimed to evaluate the latent heterogeneity of deviant behaviors and associated factors in ethnic minority Yi adolescents.MethodsThe present study recruited a large sample of 1931 ethnic minority Yi adolescents (53.4% females, mean age = 14.7 years, SD 1.10) in five secondary schools in 2022 in Sichuan, China. The participants completed measures on 13 deviant behaviors and demographic characteristics, attitudinal self-control, and psychological distress. Sample heterogeneity of deviant behaviors was analyzed via latent class analysis using class as the cluster variable.ResultsThe data supported three latent classes with measurement invariance by sex. 68.2%, 28.0%, and 3.8% of the sample were in the Normative, Borderline, and Deviant class, with minimal, occasional, and extensive deviant behaviors, respectively. The Deviant class was more prevalent in males (6.5%) than females (1.6%). There were significant class differences in domestic violence, school belonging, self-control, anxiety, and depressive symptoms. Males, domestic violence, low school belonging, and impaired self-control significantly predicted higher odds of the Deviant and Borderline classes compared to the normative class.ConclusionThis study provided the first results on three latent classes of deviant behaviors with distinct profiles in ethnic minority adolescents in rural China. These results have practical implications to formulate targeted interventions to improve the psycho-behavioral functioning of the at-risk adolescents in ethnic minorities.

Relationship quality in student-teacher-dyads: Comparing student and teacher determinants in multicultural classrooms

Teacher-student-relationship quality is associated with academic success and, among ethnic minority adolescents, it can promote positive intergroup relations. However, most research has studied student or teacher reports only and rarely accounted for ethnic classroom heterogeneity. This study investigated teacher-student-agreement on relationship quality in minority and majority student-teacher-dyads and tested predictors of relationship quality in adolescence. The sample comprised 309 minority (Mage = 12.99, SD = 1.30) and 200 majority adolescents (Mage = 13.50, SD = 1.56) and their 28 majority teachers (Mage = 45.82, SD = 11.50). Teachers reported higher relationship quality than students. Correlations in student-teacher-dyads were similar for minority and majority students. A better school climate, teachers’ awareness of social heterogeneity and culturally responsive teaching predicted relationship quality in student reports, whereas teaching enjoyment predicted relationship quality in teacher reports. In minority dyads, higher student socioeconomic status (SES) and lower levels of discrimination were additional predictors for relationship quality in both student and teacher reports. Findings suggest different processes in how minority and majority student-teacher-dyads evaluate relationship quality.

Intergenerational Ambivalence, Self-differentiation and Ethnic Identity: A Mixed-methods Study on Family Ethnic Socialization

Ethnic identity, profoundly influenced by familial factors, embodies multifaceted layers; yet, the intricate process of family ethnic socialization warrants deeper exploration. This study focuses on exploring the complexities of ethnic identity formation, specifically within the context of Yi adolescents. Employing a mixed-methods approach, it delves into family ethnic socialization dynamics among Yi adolescents. The research engaged 606 surveyed participants and conducted interviews with 188 individuals in focused group settings in Liangshan Yi Autonomous Prefecture, Sichuan Province, China. Quantitative analysis revealed correlations between caregiver-adolescent relationships (CAR) and ethnic identity. Adolescents experiencing ambivalent, positive, or neutral CAR exhibited higher ethnic identity levels than those with negative CAR. Qualitative analysis highlighted two key themes. Firstly, families tended to acculturate love through traditional cultural expectations and socialization, demonstrated through unconscious integration of Yi culture and a focus on individual modernity within family values. Secondly, ethnic identity attainment was observed through self-differentiation, including reflexive awareness of Yi ethnicity, enrichment of Yi identity through peer interactions, and the connection of self-actualization with Yi prosperity. The findings emphasize the need for culturally sensitive support, particularly for social workers, to facilitate reflexive self-differentiation among ethnic minority adolescents during family ethnic socialization.

Mental health among ethnic minority adolescents in Vietnam and correlated factors: A cross-sectional study

ObjectiveThis study aimed to measure the rate of depression, anxiety and stress among ethnic minority adolescents and identify relationships between demographic characteristics, behaviours and adverse childhood experiences (ACEs) factors with different mental disorders. MethodsA cross-sectional study was conducted in Lang Son province, Vietnam, among adolescents in boarding schools for ethnic minorities. The Depression-Anxiety-Stress Scale–21 (DASS-21) and the ACEs Questionnaire were used. Information on age, gender, ethnicity, frequency of home visits, frequency of parental visits, number of people living together, quality of friendship, physical activity, and frequency of Internet use was also collected. Multivariate Logistic and Tobit regression were employed. ResultsAmong 845 students, the rates of stress, anxiety and depression were 24.7 %, 54.4 % and 59.0 %, respectively. There were 48.9 % experiencing at least one ACEs, and the mean number of ACEs was 1.1 (SD = 1.8, range = 0–6). The number of ACEs was positively associated with anxiety score (Coef. = 0.28), stress score (Coef. = 0.28), and depression score (Coef. = 0.16). Having fair or poor friendships was positively associated with anxiety, stress and depression scores. Adolescents using the Internet daily or not using the Internet had a significantly lower anxiety score than those using the Internet at the weekend. Finally, information sources such as friends or television were negatively associated with stress and anxiety scores. ConclusionThis study revealed the high prevalence of mental health problems and ACEs among ethnic minority adolescents in current sample. The present study illustrates an immediate demand for interventions to address ACEs and cognitive issues to improve adolescents’ well-being.

Family Functioning, Identity Commitments, and School Value among Ethnic Minority and Ethnic Majority Adolescents.

Ethnic minority youth show worse school adjustment than their ethnic majority peers. Yet, it remains unclear whether this gap can be explained by differences in family functioning and consequent identity commitments. This study examined (1) whether family functioning relates to identity commitments over time and (2) whether identity commitments impact later school value (3) among minority and majority adolescents. Minority (N = 205, Mage = 16.25 years, 31.1% girls) and majority adolescents (N = 480, Mage = 15.73 years, 47.9% girls) participated in this preregistered three-wave longitudinal study (T1: March-April 2012; T2: October 2012; T3: March-April 2013). Dynamic Panel Models revealed that most within-person cross-lagged associations were not significant in the total sample. Yet, multigroup analyses revealed differences between groups: Stronger identity commitments related to lower school value among minority adolescents, but were unrelated to school value among majority adolescents over time. Additionally, higher school value increased identity commitments among minority youth, yet it decreased identity commitments among majority youth over time. The findings highlight the differential interplay between identity commitments and school adjustment for minority and majority adolescents, with important implications for their future life chances.

Traumatic experiences and mental health status for female ethnic minority adolescents and young adults on the run from their families due to negative social control

ABSTRACT This study addresses family-related violence against ethnic minority women, a global public health concern. The study aims to investigate various forms of negative social control experienced by this group at the Safehouse, assess their mental health status, examine the links between negative social control and mental health outcomes, and the impact of other potentially traumatic events in this context. Data was collected at a safehouse with 86 young Danish ethnic minority women, who have been sheltered due to experiences of negative social control in the family. Measures included the ICD-11 Trauma Questionnaire, Life Event Checklist, Beck Youth Inventories, Beck Depression Inventory, Beck Anxiety Inventory as well as background information, where respondents were asked whether they had experienced negative social control, violence etc. and sociodemographic characteristics. Findings indicate severe mental health consequences, such as high prevalence of Post-Traumatic Stress Disorder (PTSD) (50.7%) and Complex-PTSD (C-PTSD) (29.9%), as well as severe symptoms of depression and anxiety in a large proportion of the respondents. Furthermore, correlations suggested that negative social control might play an important role in the development of e.g. PTSD. A hierarchical regression analysis including negative social control, explained 35.5% of the PTSD symptomatology. Most of the young people who seeks shelter at a Safehouse suffer from severe mental health problems due to violence and negative social control. The clinical implications of the findings are discussed. Future research should further focus on psychological sequelae in a prospective design. The development and validation of a measure for negative social control would contribute greatly to this area of research.

Police discrimination and police distrust among ethnic minority adolescents in Germany.

In light of ongoing debates about racially motivated police violence, this paper examines two separate but interrelated phenomena: instances of police discrimination and mistrust in police and the judicial system among ethnic minorities in Germany. Analyses are carried out based on waves 1, 3, and 5 of the CILS4EU-DE data collected among 14 to 20 year-old respondents in Germany. The focus of the paper lies on young men from the Middle East, as well as Northern and Sub-Saharan Africa, who-as our study demonstrates-tend to disproportionally more often report discrimination experiences and particularly low levels of trust in police and courts compared to other ethnic minorities and the majority populations in Germany, and partially also in comparison to their female counterparts. We also show that more frequent experiences of police discrimination are associated with greater distrust of the police and partially also with courts among young men from the Middle East, North and Sub-Saharan Africa. Female adolescents from similar backgrounds are also more distrustful of the police, but this is not explained by their own experiences of police discrimination.

Low self-control, perceived social support and internet gaming addiction: findings from an ethnicity minority region in China.

Adolescent Internet gaming addiction (IGA) is an pincreasing global concern. Drawing on self-control theory, social support theory, and problem behavior theory, this study aimed to examine the relationships between low self-control, perceived social support, and IGA among Chinese Yi and Non-Yi adolescents, with a focus on the moderating role of perceived social support and ethnic differences. A cross-sectional study was conducted among 1,997 adolescents (53.78% female, mean age 14.70 years) in Liangshan Yi Autonomous Prefecture, Sichuan Province, China, using a multi-stage cluster random sampling method. Participants completed questionnaires assessing IGA (Internet Gaming Disorder Scale-Short Form), low self-control (Low Self-Control Scale), and perceived social support (Multidimensional Scale of Perceived Social Support). Data were analyzed using descriptive statistics, t-tests, OLS regression, and the seemingly unrelated estimator (SUE). Low self-control was positively associated with IGA (β = 0.35, p < 0.001), while perceived social support was negatively associated with IGA (β = -0.27, p < 0.001). Perceived social support, particularly from family (β = -0.43, p < 0.05) and significant others (β = -0.49, p < 0.01), moderated the relationship between low self-control and IGA. These associations were more salient among Yi adolescents compared to non-Yi adolescents. This study highlights the protective role of perceived social support, especially from family and significant others, in buffering the risk of low self-control on IGA. The findings extend self-control theory and social support theory, and provide empirical support for problem behavior theory in a cross-cultural context. The results underscore the importance of considering cultural contexts in understanding IGA and developing targeted interventions for ethnic minority adolescents.

Disparities and Trends in Middle School Students' Suicidal Thoughts and Behaviors: Results From the Youth Risk Behavior Survey, 2015–2019

PurposeTo examine trends and racial and ethnic disparities in early adolescent suicidal thoughts and behaviors in the years immediately prior to the COVID-19 pandemic. MethodsThis study used pooled data from Centers for Disease Control and Prevention's middle school Youth Risk Behavior Survey (n = 127,912) between 2015 and 2019. Three dichotomized measures of suicide-related behaviors were assessed: suicidal thoughts, planning, and attempts. Weighted prevalence estimates with 95% confidence intervals were calculated for each survey year. Linear trends examined disparities in the prevalence of suicidal thoughts and behaviors, overall and by student demographic characteristics. Main effects odds ratios compared estimates among racial and ethnic minority adolescents with non-Hispanic White students, controlling for sex and grade. ResultsSignificant linear increases were observed for the percentage of middle school students who reported seriously thinking about suicide (18.2%–22.3%), ever making a suicide plan (11.8%–14.7%), and ever attempting suicide (6.9%–9.3%). Racial and ethnic minority students, other than non-Hispanic Asian, showed higher odds of suicidal thoughts and behaviors compared with non-Hispanic White students. DiscussionFindings indicate a need for comprehensive suicide prevention to address health equity and disparities in suicide-related behaviors among middle school-aged adolescents.

Self-Efficacy to Refuse Sex Mediates the Relationship Between Dating Violence Victimization and Sexual Risk Behavior

PurposeWhile cross-sectional studies have shown that teen dating violence (TDV) victimization is linked to sexual risk behavior (SRB), the pathway between these variables is not well-understood. To address this knowledge gap, we explore the mediating role of self-efficacy to refuse sex in the longitudinal relationship between physical TDV victimization and subsequent SRB among adolescents. MethodsSelf-report data from three prior longitudinal studies were harmonized to create a single aggregated sample of primarily racial and ethnic minority adolescents (N = 4,620; 51.4% Hispanic, 38.5% Black, and 58% female) from 44 schools in the southwest U.S. Participants' physical TDV victimization at baseline (seventh and eighth grade), self-efficacy to refuse sex at 12-month follow-up, and SRB at 24-month follow-up was tested using mediation models with bias corrected bootstrapped confidence intervals. All regression models controlled for age, race, parental education, SRB at baseline, and intervention status. ResultsPhysical TDV victimization at baseline was associated with refusal self-efficacy at 12 months and SRB (e.g., frequency of vaginal and oral sex, lifetime number of vaginal sex partners, and number of vaginal sex partners in the past three months without condom use) at 24 months. Refusal self-efficacy mediated the link between physical TDV victimization and increased risk of SRB for females and males, to a lesser extent. DiscussionAdolescent victims of physical TDV report diminished self-efficacy to refuse sex, predisposing them to engage in SRBs, including condomless sex.

Ethno-religious discrimination and adjustment among Muslim adolescents: the promotive and protective roles of ethnic and religious identification

ABSTRACT Due to rising Islamophobia in Europe today, Muslim ethnic minority adolescents are at great risk of experiencing identity-based harassment at school. We extend previous research on ethnic discrimination by focusing on religious discrimination of Muslim adolescents and its effect on their psychological (i.e., depressive symptoms and self-esteem) and behavioural adjustment (i.e., disruptive behaviour at school). Further, we consider Muslim adolescents’ ethnic and religious identification as two factors that may promote adolescents’ adjustment and protect them from the negative consequences of discrimination. We used data from N = 105 Muslim ethnic minority adolescents (M age = 13.30, SD = 0.75, 45% female). Factor analysis revealed that adolescents did not differentiate between ethnic and religious discrimination. Results show that higher perceived ethno-religious discrimination (PERD) was related to more depressive symptoms. While higher ethnic identification was associated with greater self-esteem, higher religious identification was related to fewer depressive symptoms. Contrary to our expectation, Muslim adolescents who were highly identified with their ethnic group reported more depressive symptoms when experiencing more PERD. Their self-esteem was negatively affected by higher PERD when possessing high religious identification, while for low religious identification a positive effect of higher PERD on self-esteem emerged. Results highlight the importance of developing evidence-based intervention programmes for schools to tackle identity-based harassment.

The Association between Teacher-student Relationship and Social-emotional Competence among Adolescents: The Chain Mediating Roles of Positive Empathy and Self-efficacy

To investigate the influence mechanism of teacher-student relationship and the social emotional competence of teenagers in ethnic areas of western China, 802 ethnic minority students were conducted by the teacher-student relationship scale, positive empathy scale, self-efficacy scale and social-emotional competence scale. The results show that the teacher-student relationship has a significant positive effect on the social and emotional competence of middle school students; positive empathy and self-efficacy play a separate role between the teacher-student relationship and social-emotional competence; the chain mediation of positive empathy and self-efficacy also plays a significant role between the teacher-student relationship and social-emotional competence. These finding indicates that the teacher-student relationship and individual internal positive resources can promote the social emotional competence of ethnic minority adolescents, and has guiding significance for the positive development of adolescents.

The relationship between family cohesion and adaptability and non-suicidal self-injury behavior in ethnic minority adolescents: a moderating mediation model.

To explore the relationship between family cohesion and adaptability and non-suicidal self-injury behavior among ethnic minority adolescents, as well as the mediating effect of depression and the moderating effect of school connectedness, this study adopts the Family Adaptability and Cohesion Scale, the Non-Suicidal Self-Injury Behavior Questionnaire, the Center for Epidemiological Studies Depression Scale, and the School Connectedness Scale to collect behavioral data from 949 ethnic minority middle-school students. Descriptive statistical analysis and correlation analysis, as well as the mediating and moderating effects, were performed using SPSS 25.0 and the PROCESS macro program. We found that family cohesion and adaptability significantly and negatively predicted non-suicidal self-injury in ethnic minority adolescents (β = -0.28, p < 0.001); depression mediated the relationship between family cohesion and adaptability and non-suicidal self-injury in minority adolescents, with a confidence interval (mediating effect size -0.15, and a Bootstrap 95% CI) of [-0.19, -0.12]. School connectedness moderated the second half of the mediating effect (β = -0.08, p < 0.01).

Navigating Across Heritage and Destination Cultures: How Personal Identity and Social Identification Processes Relate to Domain-Specific Acculturation Orientations in Adolescence.

Personal identity and social identification processes can be challenging for adolescents belonging to an ethnic minority, who have to cope with the acculturation task of navigating several (and often conflictual) alternatives put forth by their cultural heritage community and destination society. Because identity and acculturation tasks are embedded in core domains of adolescents' life, this three-wave longitudinal study with ethnic minority adolescents (N = 244, 43.4% male; Mage = 14.9) examined how personal identity processes and social identifications are related to acculturation orientations in the education and friendship domains. Results of traditional cross-lagged models showed that, in the educational domain, adolescents who scored higher on cultural heritage maintenance compared to their peers, scored higher on commitment later on. In the friendship domain, stronger associations were found, such that adolescents who scored higher on cultural heritage maintenance compared to their peers, reported higher commitment and in-depth exploration later on, while those who scored higher on identification with friends reported over time also higher cultural heritage maintenance and destination culture adoption. Random-intercept crossed-lagged models indicated that, when adolescents reported above their own average on reconsideration of educational commitment, they reported increased cultural heritage maintenance later on. Furthermore, consistent associations (at baseline and over time) emerged. Overall, this study points to virtuous alliances between the fulfillment of tasks related to adolescents' identity development and acculturation.

Cultural Identity and the Academic, Social, and Psychological Adjustment of Adolescents with Immigration Background

As Western societies become more ethnically and culturally diverse, understanding the acculturation of immigrant youth is essential for fostering social cohesion. How the cultural identity formation of ethnic minority adolescents relates to their academic, social, and psychological adjustment is an important and as yet unresolved research question. This study examined to what extent identifying with the heritage and/or host culture is an individual resource or risk factor for the adjustment of immigrant youth in Germany. A random sample of 15–17-year-olds (N = 1992; Mage_w1 = 15.3 years, SD = 0.64; 44.5% girls; 44.7% students with immigrant background) was assessed twice: at the end of 9th and 10th grade. Academic performance and three dimensions of social/psychological adjustment (school attachment, self-esteem, and life satisfaction) were examined. Results showed that biculturalism was the modal identification pattern. Contrary to expectations, cultural identification did not differ systematically with perceived distance from the majority culture. Multivariate structural equation modeling revealed that both heritage and host identification can be developmental resources, but that their effects are dependent on the dimension of adjustment; biculturalism only proved to be a cumulative resource for school attachment. The domain specificity of the findings challenges the generalization claims of predominant acculturation theories.

The Prevalence of HPV Vaccination among Racial/Ethnic Minority Adolescents During the COVID-19 Pandemic.

Human papillomavirus (HPV) vaccination among adolescents has steadily improved over the past several years. However, research conducted to determine whether the COVID-19 pandemic disrupted this positive trend in HPV vaccine initiation among racial/ethnic minority adolescents is limited. Therefore, this study was conducted to determine if the COVID-19 pandemic and the resulting changes in the U.S. health care sector affected the increasing HPV vaccine initiation among non-Hispanic Black and Hispanic adolescents aged 13-17 years. Using a cross-sectional design to examine data from the National Immunization Survey-Teen (2019-2021), logistic regression and moderation analysis were used to model race-specific variations in HPV vaccine initiation (n = 49,031). Two-sided P values of up to .05 were considered significant. Hispanic (adjusted odds ratio [aOR], 1.35 [95% CI, 1.16-1.57]) and non-Hispanic Black (aOR, 1.29 [95% CI, 1.10-1.51]) adolescents had higher odds of HPV vaccine initiation than did non-Hispanic White adolescents. Additionally, the odds of HPV vaccine initiation were higher in 2021 (aOR, 1.22 [95% CI, 1.08-1.38]) than in 2019. Other variables-age, region, sex, insurance status, and poverty status-were also associated with HPV vaccine initiation. These findings demonstrate that during the COVID-19 pandemic, racial and ethnic minorities had higher odds of receiving the HPV vaccine. Therefore, more research of the impact of the pandemic on HPV vaccine initiation among non-Hispanic White and racial/ethnic minority adolescents is needed.

Sleeping Healthy, Living Healthy: Using Iterative, Participatory Processes to Develop and Adapt an Integrated Sleep Hygiene/Mind-Body Integrative Health Intervention for Urban Adolescents.

Racial and ethnic minority adolescents living in urban settings experience sleep disparities. Few interventions have been developed to address these disparities. Guided by principles of participatory design and inclusion, our team developed a novel intervention that combined sleep hygiene education with mind-body integrative health (MBIH) practices to improve sleep quality among adolescents in New York City. The goal of this article is to describe our iterative development and design process, the final product, and future directions. Our participatory approach incorporated information from formative work with adolescents having lived experience, practitioners, and syntheses of published literature. The final intervention-Sleeping Healthy, Living Healthy-consists of six, 40-minute group sessions and one 20-minute individual session designed for high school students. Each session has a set of learning objectives, combining instruction, group activities, and discussions on sleep hygiene and MBIH topics. Our manualized intervention includes handouts created by a graphic design team that served as a review and reminder for home practice. We describe intervention implementation to two unique cohorts and detail our methods used to fine-tune the intervention between cohorts. Our partnership with and insights from both adolescents and practitioners serve as a guide for researchers aiming to use participatory methods to develop interventions to decrease health disparities in specific populations.