Positive Ethnic Identity Research Articles

Chinese Ethnic Minority Students’ Investment in English Learning Empowered by Digital Multimodal Composing

Although it has been well noted in TESOL that ethnic minority students often experience difficulties in mainstream English classrooms, whether and how such students can be empowered in their English learning remains underexplored. This article reports on a longitudinal case study of a Chinese ethnic minority student’s participation in a digital multimodal composing (DMC) project and its pertinent impact on the student’s investment in EFL learning. Data were gathered through semistructured interviews, classroom observations, informal conversations, written reflections, and student‐authored multimodal videos. The study found that using DMC in mainstream English classrooms constitutes a promising empowering and culturally sustaining strategy for facilitating ethnic minority students’ investment in English learning. Through DMC, the ethnic minority student not only gained access to peer support and a collaborative learning community that was underemphasized in traditional classes, but also learned to capitalize on her ethnic knowledge as essential cultural capital for in‐class participation. Noting the empowering role of DMC in positive ethnic identity constructions of the minority student and the investment in English learning, this study calls for attention to the importance of multimodality and the relevant literacy practices in empowering ethnic minority students to cross the linguistic and digital divides in mainstream classrooms.

“Ethno-Inclusion – Ethno-Exclusion” as a Dualistic Model of Cross-Cultural Adaptation in the University Educational Environment

The article is devoted to the problem of overcoming the contradiction between the requirements of society for inclusion in the ethno-social educational environment and providing comfortable intercultural communication. Therefore, the goal is to study "ethno-inclusion – ethno-exclusion" as a dual model of cross-cultural interaction. The study is presented as an area of scientific reflection describing the situation of interethnic interaction in the socio-cultural environment and revealing the behavioral vectors of the individual, allowing characterizing the current communicative situation in terms of the impact of extremism and negative socio-cultural transformations. The empirical base is the research conducted by the method of questioning of Tomsk state University of Control Systems and Radioelectronics (TUSUR) students in 2017. As a methodological basis adapted by the authors’ version of the method "Types of ethnic identity" G. U. Soldatova, S. V. Ryzhova was chosen. The dominant type, according to the results of surveys, was the type of "norm", suggesting an optimal balance of tolerance towards their own and other ethnic groups. The article presents the models of behavioral vectors correlating with the stages of cross-cultural adaptation process according to M. J. Bennett, that allows us to consider in detail the structure of positive ethnic identity (norm). Positive ethnic identity (norm), represented by the successive development of ethno-relativistic stages of perception of another culture, in its maximum value is defined as the stage of "integration", which is fixed among senior students. The functional stages of "recognition" and "adaptation" is of a transit nature and has fluctuating properties. In the analysis of ethnic identity, it is necessary to focus on the conceptual difference between them, integration as a normative form of cultural existence implies the presence of multiculturalism, a polyvariant image of the world and the multidimensionality of personal experience. The authors rely on their own system of indicators of the quality of the ethno-social educational environment. The materials of this article lay the foundations of interdisciplinary approaches to the formation of theoretical and methodological support of "ethno-inclusion" in the University environment and can be used in the educational process in the preparation of courses on intercultural communication, cultural studies, psychology, philosophy and other fields of knowledge related to the construction of a comfortable environment of cross-cultural interaction.

“Ethno-Inclusion – Ethno-Exclusion” as a Dualistic Model of Cross-Cultural Adaptation in the University Educational Environment

The article is devoted to the problem of overcoming the contradiction between the requirements of society for inclusion in the ethno-social educational environment and providing comfortable intercultural communication. Therefore, the goal is to study "ethno-inclusion – ethno-exclusion" as a dual model of cross-cultural interaction. The study is presented as an area of scientific reflection describing the situation of interethnic interaction in the socio-cultural environment and revealing the behavioral vectors of the individual, allowing characterizing the current communicative situation in terms of the impact of extremism and negative socio-cultural transformations. The empirical base is the research conducted by the method of questioning of Tomsk state University of Control Systems and Radioelectronics (TUSUR) students in 2017. As a methodological basis adapted by the authors’ version of the method "Types of ethnic identity" G. U. Soldatova, S. V. Ryzhova was chosen. The dominant type, according to the results of surveys, was the type of "norm", suggesting an optimal balance of tolerance towards their own and other ethnic groups. The article presents the models of behavioral vectors correlating with the stages of cross-cultural adaptation process according to M. J. Bennett, that allows us to consider in detail the structure of positive ethnic identity (norm). Positive ethnic identity (norm), represented by the successive development of ethno-relativistic stages of perception of another culture, in its maximum value is defined as the stage of "integration", which is fixed among senior students. The functional stages of "recognition" and "adaptation" is of a transit nature and has fluctuating properties. In the analysis of ethnic identity, it is necessary to focus on the conceptual difference between them, integration as a normative form of cultural existence implies the presence of multiculturalism, a polyvariant image of the world and the multidimensionality of personal experience. The authors rely on their own system of indicators of the quality of the ethno-social educational environment. The materials of this article lay the foundations of interdisciplinary approaches to the formation of theoretical and methodological support of "ethno-inclusion" in the University environment and can be used in the educational process in the preparation of courses on intercultural communication, cultural studies, psychology, philosophy and other fields of knowledge related to the construction of a comfortable environment of cross-cultural interaction.

ДВА ПОЛЮСА ЭТНИЧЕСКОЙ ИДЕНТИЧНОСТИ СТУДЕНТОВ ВУЗОВ ЯРОСЛАВСКОЙ ОБЛАСТИ

This article examines the features of the types of ethnic identity of university students in the Yaroslavl region. The author points out the insufficient effectiveness of the current policy of fostering tolerance and interethnic friendship. The processes of globalization and leveling of the national self-awareness of ethnic groups taking place in the modern world, on the one hand, and the growing need to preserve ethnic culture, on the other hand, are to a certain extent manifested in the example of university youth in one of the regions of Central Russia. The study of the features of this problem was carried out by the author on the basis of a questionnaire survey of about 900 students using domestic methods. The research results are grouped into six types: ethnonihilism, ethnic indifference, positive ethnic identity, ethno-egoism, ethno-isolationism, ethnophanaticism. The geographical approach allows us to see some qualitative differences in relation to a number of the questions raised among students representing more than 40 peoples of Russia, the republics of the former USSR, foreign Asia, Africa, and foreign Europe. A certain emphasis is placed on identifying one of the negative manifestations in the youth environment - ethnofanaticism among Azerbaijani, Armenian, Kazakh, Russian, Tajik, and Turkmen students. The polarity of the studied phenomena of ethnonihilism and ethnophanaticism is compared, first of all, using the example of russian and tajik youth. Attention is drawn to the desire to preserve the foundations of life in an unchanged form with a noticeable role of Islam among tajik students. On the other hand, among the russian respondents, ethnicity is not so actualized, it is close to western cultural norms. In the context of the mosaic nature of the information space, contacts with multilingual peers receiving education at the universities of the Yaroslavl Upper Volga region, interethnic attitudes and stereotypes are consolidated for subsequent adulthood. The formation of a positive ethnic identity in the host of migrants with educational, labor goals of the local population is an urgent need.

다문화 청소년의 민족정체성에 영향을 미치는 부모 요인 분석: 어머니와 아버지의 영향 요인 비교

The purpose of this study was to examine how distinctively mothers and fathers influence the ethnic identity of multicultural adolescents. The data was drawn from the 2015 National Survey on Multi-Cultural Families. The sample included 1,321 multicultural families composed of foreign mothers, Korean fathers, and their adolescent children. Attitudes on multiculturalism, ethnic socialization, and parent-child relationship were selected as parental variables for each parent. For data analysis, a hierarchical multiple regression was conducted. Key findings of the study were as follows. Regarding mothers, only the mother-child relationship significantly predicted the ethnic identity of multicultural adolescents, and accounted for 7% of the variation. The better the mother-child relationship was, the more positive the ethnic identity of multicultural adolescents was. Regarding fathers, father’s attitudes on multiculturalism, ethnic socialization, and the father-child relationship influenced the ethnic identity of multicultural adolescents, and accounted for 2% of the variation. Specifically, multicultural adolescents were more likely to have a positive ethnic identity when their fathers had positive attitudes on multiculturalism, engaged in ethnic socialization, and had a good father-child relationship. Implications for ethnic identity development of multicultural adolescents were discussed.

Personal and Ethnic Identity in Students: a Cross-Cultural Comparison

The research featured a cross-cultural comparison of personal and ethnic identity in university students in the conditions of multicultural educational environment. The study involved 141 students: 48 Russians, 45 students from various European countries, and 48 Chinese students. The psychodiagnostic research methods included the questionnaire "Who Am I?" by M. Kuhn and T. McPartland as modified by T. V. Rumyantseva and the questionnaire "Types of ethnic identity" by G. U. Soldatova, S. V. Ryzhova. The research revealed common and specific features of personal and ethnic identity of each group. The importance of reflection and identification of one’s own educational and professional role position were present in the structure of personal identity of every group. As for the structure of ethnic identity, all groups demonstrated an increased level of positive ethnic identity and an average level of ethnic indifference. In the content of personal identity of Russian students, the Social Self (profession, family), the Perspective Self, and the Reflective Self were more pronounced in contrast with other groups. The European students showed a greater manifestation of ethnic nihilism. The Chinese students demonstrated a greater hyperidentity. In each test group, the authors established two types that differed in the specifics of the relationship between personal and ethnic identity. The results can improve the psychological support of students in the process of their self-identification in the conditions of multicultural educational environment.

Этнокультурный неотрадиционализм как ресурс формирования идентичности в современных социокультурных трансформациях

This article aims to explain ethnocultural neo-traditionalism as a tool for the formation of ethnic and national identity and for identification of possible interconnection and synergy of these types of identity. The authors interpret ethno-cultural neo-traditionalism and identity problems as the global manifestation of ambiguous consequences of the contemporary socio-cultural transformations. They argue for treating it as a resource for the formation of ethnic and national identity, analyzing the problems and contradictions arising in this case. The potential possibilities of the proposed conceptual scheme are illustrated by two illustrative cases: Breton (Celtic people in France) and Selkup (Siberian people in Russia). In order to achieve this goal, besides the case study, the authors have used sociocultural approach in its authorial interpretation, which allows considering ethnocultural neo-traditionalism, first, as an inter-cultural phenomenon — the effect of interaction between different ethnocultures — and second, as an integrative policy that consolidates the potential of the ethnos in synchrony and diachrony. The analysis of Breton neo-traditionalism from the abovementioned positions allowed to reveal such features as participation in the Breton cultural movement of authentic bearers of tradition, its transmission to new generations through direct immersion in a living tradition, participation in the movement of families and its mass character, absence of borders between spectators and performers, accumulation of various modifications and local variations of cultures, enrichment of tradition with modern elements and experimentation, urban localization of holidays, formation of cultural industry, and organization of international cultural festivals, inclusive of various social and cultural practices. Such experience, presented in the Selkup cultural movement, forms and confirms a positive ethnic identity with the assistance of the state. Cultural expansion and international recognition of ethnocultural non-traditionalism practices remove the problem of local ethno-political ambitions and strengthen national identity as a prerequisite for the development of ethnic identity. Thus, the analysis shows the possibilities of cooperation, synergy of national and ethnic identities based on the implementation of the strategy of ethno-cultural non-traditionalism.

Ethnic identity in our global society: Supporting youth physical and mental health and adjustment

Ethnic identity development is a normative developmental process that youth experience in adolescence. Ethnicity refers to an individual's membership into a group with a common ancestry, including shared culture, place of origin, language, kinship, or values. Ethnic identity refers to one's identity or sense of self as a member of an ethnic group. Research evidence on ethnic identity in children and adolescents overwhelmingly points to its importance in supporting positive mental and physical health, academic, and social outcomes for youth. In this article, we describe the process of ethnic identity development and discuss strategies for caregivers, clinicians, and educators to support positive ethnic identity development in our youth.

Ethnic Diversity and Inclusive School Environments

Inclusive school contexts can promote psychological and social adjustment and enhance learning among students. Changing demographics and 21st-century workplace needs suggest that ethnic diversity is one important dimension of inclusion to consider. This article presents 4 suggestions for how schools can facilitate inclusivity for ethnic diversity that are recommended to be employed in conjunction with one another: (a) school and classroom ethnic composition (i.e., increased ethnic diversity), (b) positive ethnic identity for ethnic minority students, (c) multicultural/diversity training and cooperative learning, and (d) the promotion of social competence and prosocial behaviors. Developmental considerations are discussed and a case is made that improving individual students’ functioning can ultimately promote inclusivity for all students. Assisting students to be ready and able to form friendships with peers from ethnically diverse backgrounds provides them with valuable experience and skills that they can carry forward to new educational, community, and workplace settings.

Guiding Principles for Reaching and Engaging Latinx Youth in Youth Development Programs

This qualitative study presents practices associated with sustained youth engagement at 13 Latinx-serving youth development programs located in 3 California counties: 1 rural, 1 suburban and 1 urban. Empirical findings reflect 5 key dimensions of practice: (a) integrate extended understandings of positive youth development, (b) support positive ethnic identity development, (c) contend with physiological and social effects of discrimination, (d) respond to the ramifications of economic poverty, and (e) act upon the diversity of local and regional Latinx experience. Study findings translate into guiding principles that youth development programs are encouraged to operationalize based on local interests, needs, and resources.

Features of Ethno-Linguistic Identity Characteristic for Representatives of Different Ukrainian Linguistic Groups

The article analyzes features of ethno-linguistic identity characteristic for representatives of the main Ukrainian language groups: Ukrainian-speaking Ukrainians, Russian-speaking Ukrainians and Russian-speaking Russians. The main concepts of the ethno-linguistic identity theory and ethnic group vitality are examined; individual and collective strategies maintaining positive identity through language are described; the factors influencing language expressiveness in the structure of ethnic identity are presented. The article shows that Russian-speaking Ukrainians are more competent in both languages​(Ukrainian and Russian); Ukrainian-speaking Ukrainians are highly proficient in their ethnic language and have predominantly an average level of Russian language proficiency; Russian-speaking Russians are characterized by good understanding and knowledge of their ethnic language only, at the same time they are low proficient in Ukrainian. As for Ukrainian-speaking Ukrainians and Russian-speaking Russians, their ethnic language competence coincides with their linguistic behaviour and attitudes. Russian-speaking Ukrainians do not show such coincidence; they are characterized by a discrepancy between the prevailing positive attitude to their ethnic language and their real linguistic behaviour. The data shows that the respondents do not choose mainly a language as a main ethnic-determining characteristic, however, in the system together with other distinctive features, it still occupies uppers rank positions for Ukrainian-speaking and Russian-speaking Ukrainians; family ties and psychological choices are more important for ethnic identification of Russian-speaking Russians. The vast majority of the respondents do not focus on their own ethnic status, paying more attention to personal, family and professional social characteristics. Ukrainian-speaking Ukrainians have the most steadfast ethnic identity, and marginal ethnic identity is predominantly observed among Russian-speaking Ukrainians. The relation between language and ethnic identity is described: correspondence between mother and ethnic language determines the respondents’ positive ethnic identity, and vice-versa, their mismatch leads to appearance of ethno-nihilistic tendencies.

INTERACTION OF ETHNIC TOLERANCE AND CERTAIN PERSONALITY TRAITS

CZEPIL Mariya – Doctor of Pedagogical Sciences, Professor , Head of the Department of General Pedagogy and Preschool Education, Drohobych Ivan Franko State Pedagogical University, Franko Str., 24, Drohobych, 82100, Ukraine; Head of the Department of History of Education and Comparative Pedagogy, Maria Curie-Sklodowska University in Lublin, Narutowicza Str., 12, Lublin, 20-004, Poland E-mail address: chepilmaria@gmail.com ORCID: http://orcid.org/0000-0002-2215-3994 ResearcherID : http://www.researcherid.com/rid/M-4262-2015 REVT Alla – Candidate of Pedagogical Sciences, Associate Professor of the Social Pedagogy and Correctional Education Department, Drohobych Ivan Franko State Pedagogical University, Franko Str., 24, Drohobych, 82100, Ukraine E-mail address: alla_revt@ukr.net ORCID: http://orcid.org/0000-0002-8006-6186 ResearcherID : http://www.researcherid.com/rid/D-6975-2018 To cite this article: Czepil, M., & Revt, A. (2019). Interaction of ethnic tolerance and certain personality traits. Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy» , 8/40, 68–80. doi: 10.24919/2413-2039.8/40.164401. Article history Received: October 17, 2018 Received in revised form: December 12, 2018 Accepted: February 18, 2019 Available online: April 22, 2019 Journal homepage: http://lssp.dspu.edu.ua/ p-ISSN 2313-2094 e-ISSN 2413-2039 © 2019 The Authors. Human studies. Series of «Pedagogy» published by Drohobych Ivan Franko State Pedagogical University & Open Journal Systems. This is an open access article under the CC BY-NC-SA 4.0 license ( http://creativecommons.org/licenses/by-nc-sa/4.0/ ). Abstract. The article studies the relationship between ethnic tolerance and certain personality traits. It stresses the importance of ethnic tolerance in the system of modern education specifying the problems that prevent and hinder its formation in the students. Especially today, the problem of tolerance and ethnic tolerance has become one of the central problems of both global and national character. Therefore, the relevance of this problem is determined by the strengthening of multicultural contacts between the students and the need for their harmonization, insufficient study of this issue in psychology in general, and the fragmentation of the study of ethnic tolerance in pedagogical and developmental psychology, in particular. An important condition for studying the mechanisms of harmonious multicultural communication is defining clear boundaries between ethnic tolerance as recognition of other cultures and values and ethnic identity as a clear awareness of belonging to an ethnic group. University students are especially sensitive to the issue of ethnic tolerance. In the process of learning, the student acquires the initial skills of professional and also social communication, assimilates both documented and unwritten rules and rules that are adopted in a particular professional community, that is, mastering the fundamentals of a culture of tolerant behavior, tolerant personality. The results of the study of the relationship between ethnic tolerance and personality characteristics testify to significant indicators of positive correlation between levels of ethnic tolerance and the motivation to achieve success, communicative, conceptual thinking and positively-formed communicative guidance; significant indicators of negative correlations are established between levels of ethnic tolerance and depression, shyness, motivation to avoid failures. The author identifies practical ways and gives recommendations for the formation of the students’ ethnic tolerance. A key aspect of studying ethnic tolerance is its interrelation with positive ethnic identity. Therefore, the normalized awareness of the personality as a member of a particular ethnic group leads to a respectful attitude to others. Despite the fact that, to a large extent, ethnic tolerance is conditioned by the personal characteristics of the student’s image, the conditions of social macro- and microenvironment, which regulate the tolerant attitude to others, are of great significance. In our opinion, among such conditions, the legal regulation of ethnic tolerance, which is enshrined in the laws of this country, plays an essential role. Acknowledgments. Sincere thanks to the Board of Drohobych Ivan Franko State Pedagogical University, in the person of Nadiia Skotna, Rector. Funding. The authors received no financial support for the research, authorship, and/or publication of this article. No potential conflict of interest was reported by the authors.

The Role of Familial Incarceration and Ethnic Identity in Suicidal Ideation and Suicide Attempt: Findings from a Longitudinal Study of Latinx Young Adults in California.

Suicide is a leading cause of death among young adults; however, contextual risks and cultural factors are rarely studied in the context of ethnic minority suicidal ideation (SI) and suicidal attempt (SA). This study assessed the association between familial incarceration and suicide behaviors and examined ethnic identity as a potential moderator. Data from a longitudinal study of health among Hispanics (n=1,094) in California were used to test associations between familial incarceration, ethnic identity, and SA and SI, adjusting for demographic factors and covariates. Approximately 18% and 8% of respondents reported SI and SA, respectively. Compared to no incarceration, or the incarceration of a relative, parental incarceration was associated with higher odds (AOR: 2.09, 95% CI: 1.23-3.34) of SI whereas higher affective ethnic identity reduced the odds (AOR: 0.52, 95% CI: 0.31-0.89) of SA. Ethnic identity moderated the association between parental incarceration and SI (AOR: 0.33, 95% CI: 0.13-0.79). Incarceration of a family member can set the stage for exclusion from critical institutions and can have long-term consequences for adult mental health. Promoting a positive ethnic identity may be a promising prevention strategy that could bolster resilience among at-risk, urban minority youth.

DYNAMICS OF FORMATION OF FUTURE TEACHERS’ PROFESSIONAL INTERCULTURAL COMPETENCE AMONG FOREIGN STUDENTS

Russian science remains interested in the formation of the intercultural competence of students. Intensive migration processes taking place in the world lead to the social interaction of representatives of different communities and nations. The relevance of this study lies in the fact that it considers the professional intercultural competence as a necessary condition of acculturation processes among foreign students in polyethnic educational environment of the university. The need to increase competitiveness of Russian higher education institutions in the area of international educational services necessitates creation of appropriate conditions in Russian educational institutions for the full development of a personality of a foreign student as a professional in a particular field of activity in accordance with the social order between the states. The article presents the results of studying the dynamics of formation of future teachers’ professional intercultural competence among foreign students living in Russia from 0 to 5 years. The authors carried out diagnostics of the general level of tolerance among the interviewed students, types of ethnic identity, and positive ethnic identity. The attitudes towards acculturation strategies were also investigated. The study based on the results of a written survey revealed the degree of formation of this competence among the respondents.

Exploring the complexity of hair and identity among African American female adolescents in foster care

African American children are disproportionately overrepresented in the child welfare system. Many of these children linger in the system and experience disconnection from their biological families, communities, cultural beliefs, values and practices. Familial socialization and cultural exposure are essential to developing a positive ethnic identity and self-concept. For African American female adolescents, hair and hair care are critical areas for such socialization and support. This exploratory qualitative study examined the hair and hair care experiences and perceptions of African American female adolescents in foster care. The goal was to examine hair and hair's connection to, and influence on, sense of self and self-esteem for African American female adolescents in foster care.Eleven African American female adolescents participated in individual interviews, and grounded theory was used to analyze the data. Four major themes emerged: perceptions of hair and identity as an African American female; hair care experiences/support and perspectives; societal influences on self-awareness; and influence of the foster care system. Results from the study indicated African American female adolescents in foster care identify hair as important. Participants noted hair was connected to appearance and shaped who they are and how they viewed themselves as African American females. Participants addressed the complexity of hair and politics associated with hair. The findings further emphasized the role of racial socialization and the importance of a supportive hair care environment. Participants also discussed their awareness of societal influences on their perception of African American women. They offered recommendations for improving the hair care experiences of African American children in foster care, for supporting positive development of identity and self-esteem, and for implementing standards of practice that will ensure these youths' cultural needs are addressed in the child welfare system.

BEHAVIORAL STRATEGIES OF THE PERSONNEL IN THE CROSS-CULTURAL INTERACTION PROCESS AS A PRECONDITION OF EFFECTIVE DEVELOPMENT OF THE ENTERPRISE: UKRAINE AND MONGOLIA

This article deals with the results of the study to determine, compare and analyze the behavioral strategies of personnel of Ukrainian and Mongolian enterprises in the process of cross-cultural interaction. The aim of this study is to identify, compare and analyze behavioral strategies of the personnel that are typical of representatives of Ukrainian and Mongolian enterprises in the process of cross-cultural interaction as a precondition for the effective development of the enterprise. To determine the behavioral strategy of personnel in the process of cross-cultural interaction, a methodical approach based on the questionnaire “Types of ethnic identity” was used. As a result of the research it was revealed that the personnel of Ukrainian enterprises adhere to the behavioral strategy of “intermediaries”, and the personnel of Mongolian enterprises adhere to three different categories of behavioral strategies (“intermediaries”, “nationalists” and “ethnophobia’s neurotics”). As a result of the study, it was determined that the personnel of the studied Ukrainian enterprises in comparison with the personnel of the Mongolian enterprises have a more positive ethnic identity that indicates readiness for cross-cultural interaction. The personnel of Ukrainian enterprises only require additional information about the culture of the representatives of which they will be interacting. While only part of Mongolian personnel (60%) is ready for cross-cultural interaction and has an appropriate behavioral strategy, 35% of personnel is not ready for cross-cultural interaction, and 5% of personnel has not yet determined their behavioral strategy in the process of cross-cultural interaction. It means that the personnel of the studied Mongolian enterprises require to carry out additional training and training in the context of cross-cultural management in order to increase the ethnic identity and bring it to a positive level, since almost half of the personnel is not ready to carry out the process of cross-cultural interaction. The results of the research can become one of the key aspects for the development of practical recommendations for the strategy of effective development of these enterprises, taking into account the peculiarities of personnel behavior in the process of cross-cultural interaction.

Динамика этнической идентичности студентов коми-пермяков и русских в процессе обучения

Ethnic identity is a system of the individual’s representations and attitudes concerning his/her ethnic group. The learning process positively affects interethnic interaction and promotes the mutual acceptance of ethnic groups. The Komi-Perm people lose their ethnic identity because of the desire to belong to a wider or more attractive socio-ethnic group. The paper attempts the following: (a) to present the study of ethnic identity and ethnoaffiliative motives in Komi-Perm and Russian students; (b) to examine ethnic identity dynamics in Komi-Perm and Russian students in the learning process; (c) to analyze the joint effect of factors of ethnos, stage of training, and gender. Works of G. U. Soldatova, T. G. Stefanenko, and V. Yu. Khotinets in the field of ethnic identity provided the theoretical and methodological basis for this study. The participants comprised 273 junior and senior students. The “Types of Ethnic Identity” questionnaire (G. U. Soldatova, S. V. Ryzhova) was applied to examine the characteristics of ethnic identity. Statistical methods included comparative analysis, t-test, and variance analysis.The study findings suggest that negative characteristics of ethnic identity decrease in Komi-Perm and Russian students in the joint learning process. Gender differences in ethnopsychological characteristics were manifested in the fact that women had higher rates of a positive ethnic identity. The results are of applied value for forming positive interethnic relations and identity.

Eating Disorders in Ethnic Minorities: an Update.

Eating disorders are recognized to occur across ethnic and racial groups. The aim of the present review was to examine recent advances in the understanding of the development, presentation, and intervention approaches specific to eating disorders among ethnic and racial minority groups. An increasing number of measures have been found to be useful tools for assessing eating disorder risk and symptoms among ethnic and racial minority populations. In addition, further evidence has emerged supporting the relationship between higher levels of eating disorder symptoms and acculturation stress, as well as investment in appearance ideals. In contrast, the relationship between ethnic identity and eating disorder symptoms is less consistent, although several studies suggest that positive ethnic identity may be protective. Finally, increasing efforts have been made to develop and implement culturally sensitive interventions by tailoring evidence-supported treatments. Our understanding of and capacity to treat eating disorders among ethnic and racial minority groups continues to improve. However, further research is needed, particularly among neglected groups, such a smaller ethnic and racial groups, males, and intersecting minority statuses.

Exploring whether mindfulness can enhance ethnic identity among undergraduate and graduate students

Purpose The purpose of this paper is to explore whether attention, emotion, and cognitive regulation (CR) may be strategies to advance one’s ethnic identity. Design/methodology/approach The paper is presented in three parts. The first section discusses integrative inquiry (INIQ) (Bresciani Ludvik et al., 2016), a mindfulness methodology and mindful inquiry training program, as a potential pathway to help mitigate stress and enhance healthy development and well-being strategies that combat stressors related to ethnic and racial identity; and increase opportunities for positive ethnic identity development. INIQ was designed to influence areas of the brain associated with attention regulation, emotion regulation, and CR in order to decrease stress and anxiety, and heighten executive functions of undergraduate and graduate students. The second section discusses an exploratory study to see whether INIQ resulted in higher mean scores for participants on their ethnic identity, as assessed by the multigroup ethnic identity measure (Phinney, 1992). Findings The results indicated that there was a significant increase in pre-test and post-test scores for mindfulness (p=0.001) as well as the dependent measure for learning exploration (p=0.028) among 30 undergraduate, master’s- and doctoral-seeking students. There was also a non-significant increase for clear understanding (p=0.15) and overall ethnic identity achievement (p=0.387); and non-significant decrease for ethnic belonging (p=0.424). Originality/value These findings suggest that INIQ may increase students’ ethnic learning exploration, which is an important process in ethnic identity development (Phinney and Ong, 2007). This study also suggests that INIQ increases mindfulness in participants. The authors conclude with a discussion and recommendations to future INIQ and other diversity centered student support practitioners interested in influencing positive ethnic identity formation.

Stress and Resilience: Key Correlates of Mental Health and Substance Use in the Hispanic Community Health Study of Latino Youth.

This study examined associations of immigrant generation, acculturation, and sources of stress and resilience with four outcomes-depression symptoms, anxiety symptoms, alcohol susceptibility, and smoking susceptibility. We used data from 1466 youth (ages 8-16) enrolled in the Hispanic Community Health Study of Latino Youth (SOL Youth), a probability sample of Hispanic/Latino youth living in Chicago (IL), Miami (FL), Bronx (NY), and San Diego (CA). We found no evidence of an immigrant paradox. Greater children's acculturative stress was associated with depression/anxiety symptoms; greater parent's acculturative stress was associated with smoking susceptibility. Family functioning and children's ethnic identity were associated with fewer depression/anxiety symptoms and lower alcohol/smoking susceptibility. Although acculturation-related stressors increase youths' risks for poor mental health and substance use, the development of positive ethnic identities and close, well-functioning family support systems can help protect Latino/Hispanic children from the negative behavioral and health-related consequences of stress.