Ethnic Orientation Research Articles

The Phenomenon of Biculturals’ Lived Experiences as Shin-Nikkei and Their Consumption Behavior in Hawaii

This study seeks to verify the existence of a phenomenon of bicultural consumers’ feeling towards their ethnicity (Fielding and Fielding, 1986) by exploring their verbatim self-reports with a minimum of formal structure. The methodological approach employed in this study is a response to the epistemological call for more naturalistic and experiential research approaches (Giorgi, 2006a, 2006b; Rook, 1987; Hycner, 1985; Belk, 1982). This approach is sympathetic to phenomenological psychological criticism of excessive reduction of naturalistic and experiential approaches in behavioral research (Husserl, 1975; Merleau-Ponty, 1962; Giorgi, 2006), and seeks to provide a comprehensive account of bicultural consumer’s felt ethnicity. The objectives are to identify components that construct a bicultural Japanese-American’s felt ethnicity as well as behavioral characteristics in ethnic-situated consumption. Research has shown that ethnic individuals may identify strongly or weakly with their ethnic group and variance in the strength of ethnic identification results in differences in attitudes toward institutions (business and government), use of media language, brand loyalty, and preferences for prestige and ethnically advertised brands (Deshpande, Hoyer and Donthu, 1986). It can be inferred, therefore, that differences in ethnic identification strength may exist in Japanese-Americans, and such differences may result in different responses to consumption-related situations. “So what?” According to market research, it has been asserted that foreign marketer often faces problems with adapting a product to sell abroad. Products are not measured solely by their physical specifications; rather the nature of a product is in what it does to and for the customer-to habits, tastes, and pattern of life. Ultimately, the aim of foreign marketers is to gain product acceptance not only by the largest number of consumers in the market but also within a short span of time (Catoera and Graham, 2003, p.355). However, because there are cultural factors involved, resistance from consumers are inevitable. Therefore, marketers need to be aware of the importance of cultural characteristics (i.e. Japanese-Americans’ cognition patterns as a majority ethnic group) as it is a determinant of the degree of success or failure. This is not only because of this group of Asian-Americans are the majority of the population but in fact they are a growing segment in the United States. In summary, this study focuses on these central aspects of conventional, everyday bicultural consumer’s ethnicity related behavior: (1) the experiential features that characterize a bicultural’s feeling towards ethnic identification depending on their bicultural qualities (acculturation level, ethnic orientation and perceived parents’ ethnic cultural identity), and (2) bicultural consumer’s ethnic-association experiences in different consumption situational contexts.

Adolescent Gender and Ethnicity Differences in Physical Activity Perceptions and Behavior

To examine gender and ethnicity differences in adolescents' physical activity (PA) behavior and perceptions. Surveys designed to measure PA behavior and perception were completed by 175 adolescents. Gender and ethnicity differences in PA behavior were examined using chi-square tests. A two-way between groups MANOVA was used to examine perception. No significant differences were found between gender groups for PA. Caucasian students were more likely to be active and to perceive that PA makes their health better. Hispanics were more likely to perceive that PA requires more time than Caucasians. Findings suggest greater consideration be given to the ethnic orientation of PA behavior antecedents when promoting PA to adolescents.

Journal of behavioral medicine for the twenty-teens: opportunity and responsibility

As many of you know, the Journal of Behavioral Medicine (JBM) has a rich history. It was the first scientific journal specifically dedicated to what, at the time, was the fledgling field of behavioral medicine. Founding Editor W. Doyle Gentry established the journal in 1977 and the first issue was published in 1978. It has been a constant leader in the field since that initial publication. Beginning in January, 2005 Christopher R. France assumed the Editor’s reigns. Dr. France displayed a keen eye for quality work and knew how to solicit it, operated with efficiency that is impossible to duplicate, and maintained the journal’s status and even led it to higher levels of quality and prestige in a field that had, over time, grown crowded with outlets for scientific publications. I know firsthand of Dr. France’s distinguished work because during his time I served as an Associate Editor. So when I received an invitation to apply for the Editor’s position I knew that, if appointed, I would assume a tremendous responsibility. The journal had a welldeserved reputation for high quality articles and efficient production times and I would be filling some very large shoes. I was somewhat surprised, but extremely honored, to become the Editor-in-Chief beginning October, 2009. There is an old saying that good editors are made by good authors, good associate editors, and a good editorial board. This is completely true! I am fortunate to have a very responsible and select panel of Associate Editors. They are a diverse group that includes men and women, members of ethnic and sexual orientation minorities, varying profession identifications, and individuals from the international community outside of the US as well as some who specialize in health research in developing countries. Their areas of expertise cover the broad range demanded by JBM. The Associate Editors are, in turn, supported by an unbelievably talented Editorial Board, the composition and dedication of which must be the envy of journal editors far and wide. I invite you to visit the JBM web page at http://www.springer.com/medicine/journal/10865 or peruse the inside front cover of the hard copy version of the journal to better acquaint yourself with these skilled and dedicated professionals. Ultimately editors can only edit submitted manuscripts. Clearly the backbone of any journal is the authors who submit manuscripts. JBM has, indeed, been very fortunate in this regard as well. Talented authors, from known experts in their fields to emerging professionals, regularly contribute manuscripts. This claim can be tested. I invite you to examine any of our recent tables of contents, pick an article that captures your attention (be it in your area of expertise or not) and give it a leisurely read on your next plane flight. You will quickly agree. But there are other data that come to bear on the issue. The impact factor for JBM has been consistently rising and now ranks among the top journals in behavioral medicine, including those in health psychology. This is something that makes publishers, editors, and authors justifiably proud and I am no different. But impact factors and real society impact may not always be the same and the latter is surely more difficult to gauge. Nevertheless, at JBM we remain interested in the big picture, the big questions, the ones with impact. Yes we are concerned about the influence that the article will have on a specific area of research and among the experts in that field. Similarly, we are concerned that it will add incrementally to a particular body of knowledge. But we are also interested in the impact on the K. S. Masters (&) Department of Psychology, Syracuse University, 430 Huntington Hall, Syracuse, NY, USA e-mail: kemaster@syr.edu

Engaging Men in Clinical Practice: A Solution-Focused and Strengths-Based Model

Men growing into adulthood are inundated with cultural messages about what it is to be a man in American society. This cultural message recreates the “code of masculinity” for each man within various ethnic, racial, cultural, socioeconomic, and sexual orientation contexts. Working within the code of masculinity as a cultural practice and building on the strengths inherent within a culture by means of a solution-focused practice is the focus of this article.

Ethnolects and the city: Ethnic orientation and linguistic variation in Toronto English

AbstractFollowing recent work that questions traditional social categories, this paper examines the role of ethnicity in conditioning linguistic variation. Reporting on a large-scale project in the multicultural context of Toronto, we argue for combining emic and etic approaches to social categorization. Focusing on the Chinese and Italian communities, our analysis of two sociolinguistic variables shows that speakers may vary in overall rate, but linguistic conditioning remains largely constant across and within ethnic groups. Whereas there is evidence for language transfer in the first generation, differences between generations suggest that transfer does not persist. Some speakers appear to use overall rates to express ethnic identity. Differences between communities may be explained in terms of different timelines of settlement and visible-minority status.

Mexican American Parents' Involvement in Adolescents' Peer Relationships: Exploring the Role of Culture and Adolescents' Peer Experiences

This study examined the nature and correlates of Mexican American mothers' and fathers' involvement in adolescents' peer relationships along four dimensions: support, restriction, knowledge, and time spent with adolescents and peers. Mexican American adolescents and their parents in 220 families described their family relationships, cultural orientations/values, and experiences with adolescents' peers in home interviews. In addition, time-use data were collected during a series of seven phone calls to measure parents' time spent with adolescents and peers and parents' knowledge of adolescents' daily experiences with peers. Multi-level models revealed connections between parents' involvement in adolescents' peer relationships and both parents' Mexican and Anglo orientations and familism values and adolescents' peer experiences (e.g., deviant peer affiliations, friends' ethnic orientation). Findings further revealed some evidence that parent and adolescent gender moderated the patterns, with mothers' (but not fathers') restrictions on peer relationships being associated with adolescents' deviant peer affiliations and parents placing greater restrictions on daughters' than on sons' peer relationships when they had more frequent deviant peer affiliations.

Dis/locating the Margins: Gloria Anzaldua and Dynamic Feminist Learning

It is confusing to be a feminist student. Deconstruction is de rigueur; reconstruction less so. Awareness rises while answers recede. We feminist students seek out learning experiences that disrupt, empower, and make us feminist students not only by what we learn, but also by how we learn, by the pedagogy in which we engage. Certainly there are many debates over the theory and practice of feminist pedagogy and by extension feminist learning. As a recent recipient of a BA degree in women, gender, and sexuality studies, I wish to contribute to this conversation by commenting on feminist pedagogy from a student’s perspective. Principally, I wish to speak to the process of feminist learning as a student influenced by the writing of Chicana feminist scholar Gloria Anzaldua, specifically her narration of the dynamics of marginalization in Borderlands/La Frontera: The New Mestiza.1 My interpretation of Borderlands/La Frontera transforms Anzaldua’s discussion of Chicana feminist identity formation into a framework through which to interpret my undergraduate experiences and studies of feminist pedagogy and to direct my future feminist learning both in and out of the classroom. On a personal level, expanding the theoretical and practical applications of Anzaldua’s work to feminist learning makes meaning of my confusion as a feminist student, developing a structure in which to ground the frequent instability of those experiences. More broadly, this analysis seeks to further feminist pedagogy’s preparedness for the increasing diversity of feminist students and classrooms. Classrooms today bring together students of multiple, sometimes shifting, sometimes hidden racial and ethnic identifications, socioeconomic situations, linguistic backgrounds, learning needs, genders, and sexual orientations. I am a multi-ethnic, multi-class blend of so many influences and goals that no one category of feminist pedagogy—Second Wave cultural, liberal, radical, socialist; Third Wave; black, critical race, Chicana, indigenous, postcolonial; lesbian, queer; masculinity-focused; global; postmodern; ecofeminist; disability feminist, or any other—could ever speak universally to my needs as a feminist learner. Since the early 1990s, numer-

A Multilevel Analysis of Gifted Korean American Students' Characteristics and School Context Effects on Learning Style Preferences

This study examined school factors related to the learning style preferences of gifted Korean American students. The Learning Styles Inventory-Ill (LSI, Renzulli, Rizza, & Smith, 2002) and the Ethnic Orientation Scale (EOS) were administered to 407 Korean American students in 30 schools. A Hierarchical Linear Model (HLM) with student and school-level variables indicated differences in learning style preferences between gifted Korean American and non-gifted Korean American students on preferences for direct instruction, technology, simulations, projects, and games. School context mediated these learning style differences between students' giftedness and learning styles. Learning is based on students' experiences, culture, gender, genetic codes, and neurological wiring (Tomlinson, 1999). Students may have preferred ways of taking in, processing, internalizing, and retaining information and skills. These are typically referred to as students' learning styles (Dunn & Milgram, 1993). Students' learning styles can dictate how they approach and process tasks. Understanding how students learn is important in planning instructions to assist them to achieve their fullest potential.

Cultural Diversity and Suicide: Ethnic, Religious, Gender, and Sexual Orientation Perspectives

Cultural Diversity and Suicide: Ethnic, Religious, Gender, and Sexual Orientation Perspectives

Influence of Race, Acculturation, and Socioeconomic Status on Tendency Toward Overweight in Asian-American and Mexican-American Early Adolescent Females

Health disparities in chronic disease prevalence exist in the United States among racial/ethnic groups. This study explores relationships between physical, socioeconomic, and cultural characteristics of a multi-ethnic sample of early adolescent females which may assist health educators in designing programs targeting these groups. Mexican-American and Asian-American sixth grade females (n = 144) were enrolled in Adequate Calcium Today. Physical measurements included weight, height, and BMI. Dual energy X-ray absorptiometry determined percent body fat (%BF). Socioeconomic status was determined by enrollment in free or reduced meal program (FRMP). An adapted Acculturation Rating Scale for Mexican-Americans-II (ARSMA-II) measured acculturation. Mexican-Americans had greater height, BMI, %BF, and a greater tendency toward overweight (P < 0.01) than Asian-American. Asian-Americans were more acculturated than MA (P < 0.005), attributed to a lower ethnic orientation scale score. Within Asian-Americans, %BF was higher among FRMP participants than non-participants (P < 0.05). Income and acculturation may affect tendency toward chronic disease.

Ethnicity and Image: Correlates of Crowd Affiliation Among Ethnic Minority Youth

Because ethnicity is a basis for defining peer crowds in ethnically diverse American high schools, some may question whether crowds foster discrimination and stereotyping or affirm minority youths' positive ties to their ethnic background. Through examination of both self- and peer ratings of crowd affiliation among 2,465 high school youth aged 14-19 years, this study assesses the likelihood that African American, Asian American, Latino, and multiethnic adolescents are associated with ethnically defined crowds. Crowd affiliations are related to friendship patterns among all groups, positive features of ethnic orientation for Asian and Latino youth, but also some aspects of stereotyping and discrimination for Latinos. Results emphasize ethnic diversity in the role that peer crowds play in minority adolescents' social experiences.

Review of Cultural diversity and suicide: Ethnic, religious, gender, and sexual orientation perspectives.

Review of Cultural diversity and suicide: Ethnic, religious, gender, and sexual orientation perspectives.

Armenian Ethnic Orientation Questionnaire–Revised

The purpose of this study was to report the development of a shorter revised version of the 57-item Armenian Ethnic Orientation Questionnaire. Data from two different independently conducted studies were presented. One of the studies used a convenient sample from Pasadena, California (n = 155) composed of Armenian adolescents (48% girls, 52% boys; with a mean age of 15.6 yr., SD = 1.2) who attended public schools. The second study used a convenient sample from Toronto, Ontario (n = 108) composed of community members at large (48% women, 52% men; with a mean age of 34.0 yr., SD = 15.3). A revision of 15 items rated on a 6-point scale showed good scale score reliability and construct validity. In both studies, scores on the revised version differentiated native-born from immigrant groups and were correlated with more ethnic behaviors and greater involvement.

Ethnic and national identity among second-generation immigrant adolescents in France: The role of social context and family

This study, based on 365 second-generation adolescents from five ethnic groups, examined the cultural identity according to two orientations (ethnic and national) including two components (affirmation and exploration). Parents (356 mothers, 292 fathers) are also interviewed. Following ecological models of development and acculturation, multiple layers of context and their influence were analyzed: socialization with peers (ethnic composition of school and friends), the perception of discrimination and several aspects of parent–adolescent relationship including the perception of adolescent of their relationship with parents and both mothers’ and fathers’ reports on their own ethnic and national enculturation practices and on their parental styles. Ethnic and national affirmations were found to be two independent orientations. Regression analysis showed that the highest explanation of variance came from the adolescent's perception of their relationship with their parents, followed by parental enculturation, and perceived discrimination. The school and peer context explained a lesser amount of variance. Parents’ contribution to cultural identity is not limited to the ethnic orientation; parents also contribute in a positive way to national identity. The parents’ contribution was different in the case of mothers and fathers. This reflects the dynamic of acculturation within immigrant families.

Cultural Orientation in Asian American Adolescents

The study assessed variation in cultural orientation among Asian American adolescents by age and ethnic density in the community. A total of 128 students at a public high school in Oakland, California, participated in the study. Of these early and middle adolescents, 86 were Chinese American and 42 were Southeast Asian American. They completed the General Ethnicity Questionnaire—Ethnic and American versions, which assessed cultural orientation in the domains of cultural pride, language, social affiliation, food, and recreation. Middle adolescents reported a stronger ethnic orientation in the domains of social affiliation and recreation and weaker American orientation in the domains of food and language use (English) than early adolescents. Furthermore, Chinese Americans, residing in an ethnically dense community, reported a stronger ethnic orientation in the domains of language and food and a weaker American orientation in language than their Southeast Asian American peers with less access to their ethnic community.

Intersections of Identities

ABSTRACT This paper addresses several key issues related to counseling lesbian, gay, bisexual, and transgender (LGBT) Asian-Americans. An understanding of the intersections of these identities is important, yet can be complex because of the diversity within Asian-American cultural groups (i.e., ethnicity, generation, skin color, religion, levels of minority stress, and acculturation) and within LGBT communities. These factors may influence counselors' selection of developmentally appropriate and culturally sensitive counseling approaches for LGBT Asian-American clients. We propose a framework for understanding the intersection of racial/ethnic and sexual identity development, the Racial Ethnic and Sexual Orientation Identification Chart (RSIC), which is designed to assist therapists in determining relevant counseling issues and strategies. A case study is included along with a discussion of multidimensional assessment and clinical implications.

GROWING UP ETHNIC IN TRANSNATIONAL WORLDS: IDENTITIES AMONG SECOND-GENERATION CHINESE AND DOMINICANS

Transnationalism refers to the phenomenon of immigrants maintaining connections to their country of origin and using a dual frame of reference to evaluate their experiences and outcomes in the country in which they have settled. How does transnationalism matter in the identities among the second generation? This article argues that growing up with parents who want children to participate in their homeland imaginary and in a strong transnational social field does not necessarily mean second-generation Dominicans and Chinese will themselves adopt transnational orientations and/or practices. I find that my Chinese respondents, because of authoritarian parent-child relationships, relative loss of the ethnic language, and scarcity of contact with their parents’ countries of origin, viewed themselves as mainly ethnic subjects. Identities for my Chinese respondents involved a generational- and class-specific ethnic identity grounded in the enclaves and perceived rarefaction vis-à-vis mainstream America. My Dominican respondents, because of greater communication within the family, ethnic language maintenance, and the very frequent number of trips they made to the Dominican Republic, drew from both transnational and ethnic orientations, meaning they situated who they were within both national contexts. Although my Dominican respondents acknowledged the differences between Dominicans “back there” and themselves, they spoke cogently on class, gender, and the color line there as well as here. At the same time, their identities were informed by their pan-ethnicity in the United States, namely, how Latinos and Dominicans, in particular, are perceived.

Correlates of Treatment Retention Among Multi-Ethnic Youth with Substance Use Problems: Initial Examination of Ethnic Group Differences

ABSTRACT Aims: To explore (1) the influence of pretreatment and treatment factors on treatment retention among a multi-ethnic sample of adolescents and (2) the potential differential influence of pretreatment and treatment factors on treatment retention within each ethnic subgroup. Participants: A multi-ethnic sample of 420 adolescent juvenile offenders in treatment for substance use problems (U.S.-born Hispanics n = 222; foreign-born Hispanics n = 94; African-Americans n = 66; and non-Hispanic Whites n = 38). Design: Cross-sectional data were examined using analysis of variance (ANOVA) testing putative differences in treatment retention for the entire sample (N = 420) for the following factors: (1) ethnicity, (2) psychiatric comorbidity, and (3) treatment variables. The second set of analyses examines differences in treatment retention associated with these factors within the ethnic subgroups. Finally, supplementary analyses were conducted to explore the potential influence on retention of the following cultural factors: (a) ethnic orientation, (b) perceived discrimination, and (c) acculturation level (for Hispanic youth only). Findings: Consistent with prior research, results indicated that non-Hispanic White adolescents had significantly higher treatment retention than the ethnic minority adolescents (p = .003). The particular factors related to treatment retention varied greatly across the four ethnic subgroups; however there were no differences in treatment retention by any of the cultural variables. Conclusions: Taken together, the results suggest that ethnic minority youth continue to drop out of treatment at higher rates than their non-Hispanic White counterparts, and the factors associated with treatment retention vary greatly across ethnic groups.

Psychocultural impact of cybersex on sexuality of Nigerian youths

This paper presents an experimental study of the effects of Exposure to Cybersex, Ethnic Group, and Gender on Sexual Behaviour (defined as Socio-sexual Orientation) of 133 university students. Exposure to Cybersex was determined through networking of computers used by night internet-browsing students at three major Cyber cafes in a university setting. The sampled students responded to an instrument comprising a Biographic Questionnaire and a Socio-sexual Orientation Inventory (SOI). Results showed a significant main effect of Exposure to Cybersex, as well as a significant interaction effect of Exposure to Cybersex, Ethnic Group, and Gender, on Socio-sexual Orientation. In this 3-way interaction, ethnic group impacted socio-sexual orientation more when the students in focus were female than when they were male irrespective of whether they were exposed or unexposed to cybersex. Post hoc analysis revealed that socio-sexual orientation was generally higher among male (Igbo and Yoruba) students who were exposed to cybersex (with male Yoruba students scoring higher than their Igbo counterparts); and lower among female (Igbo and Yoruba) students who were unexposed to cybersex whereby female Igbo students scored higher than their Yoruba counterparts. Cybersex-exposed students generally reported higher Socio-sexual Orientation than their unexposed counterparts, but neither Ethnic Background nor Gender impacted this behaviour independently. Results were discussed in the light of reviewed literature while recommendations were made taking into cognizance the reality of the contemporary pervasiveness of internet pornography. African Journal for Psychological Study of Social Issues Vol. 8(1) 2005: 132-153

Relationship of Ethnic Identity and Spiritual Development: An Exploratory Study

The current investigation examined the relationship of ethnic identity and spiritual development. The Multigroup Ethnic Identity Measure (J. Phinney, 1992), Spirituality Ends Measure (B. Fiorito &amp; L. Ryan, 1998), and Spirituality Means Measure (B. Fiorito &amp; L. Ryan, 1998) were administered to 198 male and female college students from 4 ethnic groups. Results revealed differences among ethnic groups in the way that they identified with their ethnic heritage and spiritual orientation. In addition, the results Indicated that ethnic identity was positively associated with an intrinsic spiritual means orientation and negatively related to an extrinsic spiritual ends orientation. Implications for counselors and recommendations for future research are discussed.