Positive Ethnic Identity Research Articles

Experiential Acceptance and Psychological Well-Being in Korean-Born Adoptees

Previous research on Korean-born adoptees suggests that exploring one’s ethnic identity may increase one’s psychological well-being. Existing research also suggests that some adoptees may not engage in ethnic identity exploration because they wish to avoid feeling different because of their adopted status. The current study sought to integrate these findings and investigate associations between experiential acceptance of adoption-related thoughts and feelings, ethnic identity, and psychological well-being in a Korean-born adoptee population ( N = 91). Hierarchical multiple regression analyses revealed that experiential acceptance significantly contributed to both psychological well-being and development of a positive ethnic identity. Clinical implications for therapists and families are discussed.

Ethnic identity, self-esteem and variability in perceptions of rap music's empowering and risky influences

Violence, risky sexual behaviors, and substance use are critical targets for improved health behavior. Prior research has linked levels of exposure to rap music with a range of undesirable health behaviors. Contemporary research has also found health-enhancing and other ‘positive’ correlations with rap music exposure. The present study examined unique and shared effects among ethnic identity, self-esteem, music exposure, age, and gender on depressive symptoms among 128 high school and college students, along with variables reflecting empowering and risky rap music influences. Data analyses used structural equation modeling. The full model demonstrated excellent fit (Chi-square (df) = 13.6 (14); CFI = 1.0, TLI = 1.0; RMSEA = 0.000) and strong support for hypothesized variable pathways. Music exposure contributed little independently to undesirable outcomes. Positive ethnic identity was associated with greater music-influenced empowerment. Greater perceived music-influenced empowerment was associated with significantly less depressive symptoms. Participants who were younger, male and with higher self-esteem were most significantly associated with perceived music-influenced risk. The least likely to show depressive symptoms were individuals who felt rap music inspired them to connect with others, consider experiences of others, think critically about the world around them, and want to make a difference in their communities.

Empowering identity reconstruction of indigenous college students through transformative learning

This paper explores the interplay between identity reconstruction of indigenous college students and the effects of transformative learning on their self-development and collective action. Seventeen indigenous college students were interviewed for this study. The findings showed that most indigenous college students developed stigmatized identity and low self-esteem before entering college. Participating in native student clubs and a non-formal tribal service program empowered students to raise their ethnic consciousness. The study also found that transformative learning of college students affected development of their positive self-concepts, interpersonal relationships, and ethnic and cultural identities. The effects of perceptive transformation also empowered meaningful connections in these students to personal career choices and sustainability of ethnic groups and cultural development.

The role of ethnic identity in symptoms of anxiety and depression in African Americans

Ethnic identity has been identified as a factor contributing to resilience and coping in African Americans. Ethnic identity includes positive feelings of ethnic affirmation and belonging, appreciation for one's ethnic identity, and increased ethnic behaviors. This study examines the role of ethnic identity in symptoms of anxiety and depression. Participants were an adult student and community sample (N=572), administered the Beck Anxiety Inventory (BAI), Center for Epidemiologic Studies of Depression Scale (CES-D), State Trait Anxiety Inventory–state portion (STAI-S), and Multigroup Ethnic Identity Measure (MEIM). Compared to European Americans, African Americans reported significantly greater depression and more negative state anxiety, as well as higher levels of ethnic identity. For African Americans, higher ethnic identity was correlated to reduced anxiety and depression, whereas this was not true for European Americans. Findings support the proposition that a strong, positive ethnic identity may serve a protective role among African Americans by moderating the relationship between discriminatory experiences and psychological well-being. An Afrocentric perspective may also contribute to reduced anxiety due to a greater emphasis on a present versus future-oriented worldview. Clinical implications and directions for future research are discussed.

MULTICULTURAL COMPETENCE AND ITS DEVELOPMENT IN STUDENTS OF TEACHER EDUCATION CURRICULA

According to the Estonian State Integration Programme the system of education is considered to be one of the main areas of implementing the state integration policy. The main task of schools in Estonia is to support the feeling of belonging for permanent residents of the Estonian society by sharing common values and knowledge of the official language, and to create possibilities for understanding other cultures and establishing methods for cross-cultural communication with various ethnic groups. The purpose of the research is to study multicultural competence which is considered to be a key component of professional teacher education, as it is of interdisciplinary nature and comprises various aspects which contribute to the development of cognition, personality and professional activities. The research, conducted among students into the level of development of their multicultural competence, has revealed that Narva College students have a positive ethnic identity and quite a high degree of tolerance, which testifies to the positive attitude to their own and other cultures and students’ readiness for intercultural communication. To support the development of multicultural competence in students there has been devised a programme based on such educational components as the comprehensive knowledge of research methods and practices in multicultural education; formation of positive respectful attitude towards native and other cultures; development of skills to support culture-centred education and effective cross-cultural communication; and with inclusion of professional pedagogical activities being based on the humanistic approach and efficient pedagogical interaction. The research covers key points of how the principles of multilingual and multicultural education are realised in everyday teaching practices to achieve corresponding learning outcomes. Key words: multicultural competence, multicultural educational environment, principles of multicultural education, teacher education.

Ethnic Identity and Ethnicity-Related Stress in Accompanied and Unaccompanied Adolescent Immigrants: Does the Family Work as Social Capital for Adolescent Immigrants?

This study assesses the ethnic identity and ethnicity-related stress for adolescent immigrants accompanied by their families, for unaccompanied adolescent immigrants and for native (German) adolescents. Seventy adolescents completed the Ethnic Group Membership Questionnaire and the Perceived Ethnic Discrimination Questionnaire. Results show that unaccompanied adolescent immigrants (n = 20) report more negative private feelings about their own ethnic identity, lower beliefs about the public’s regard for their ethnic group and more ethnicity-related stress in the dimensions “perceived ethnic discrimination”, “stereotype confirmation concern” and “own-group conformity pressure” than accompanied adolescent immigrants (n = 25) and German adolescents (n = 25). Accompanied adolescent immigrants revealed higher scores than German adolescents only in the dimension “perceived ethnic discrimination”. Results support the hypothesis derived from the theory of social capital that for the accompanied adolescent immigrants, the family works as social capital, reduces ethnicity-related stress, and promotes the development of a positive ethnic identity.

ETHNIC IDENTITY OF YOUNG MALAYSIAN ADOLESCENTS IN SARAWAK

ABSTRACT The study examined the ethnic identity of young Malaysian adolescents living in Sarawak from the aspects of their identification with their own ethnic group and their tolerance of ethnic diversity. The ethnic groups focused on were the Malay, Chinese and Indigenous groups of Sarawak. The development of ethnic identity of the adolescents was measured by means of Phinney’s (1992) multi group ethnic identity measure. The data for the study were obtained from 1181 participants aged 13 to 17 in three urban and three rural localities in Sarawak. The results showed positive ethnic identity development for the group of adolescents under study, with frequent reports of affective behavior towards their own ethnic group. However, this was not backed by up an equally strong display of ethnic behavior such as using the ethnic language, practicing the life style of the ethnic group and interaction with members of the same ethnic group. A comparison by ethnic group revealed that the Indigenous participants had the strongest affiliation with their ethnic group, followed by the Malay participants, and the lowest was shown by the Chinese participants. The results suggest that the close proximity in social space for the adolescent Malaysians generates the conditions for them to construct notions of an ethnic identity that is hinged on the distinctiveness of their own ethnic group and interlaced with culture elements of other ethnic groups. Keywords: Ethnic Identity, Ethnic Diversity, Malay, Chinese, Indigenous

Chicana/o Students Respond to Arizona’s Anti–Ethnic Studies Bill, SB 1108

Arizona Senate Bill 1108, the “anti–ethnic studies bill,” proposed to eliminate ethnic studies programs and ethnic-based organizations from state-funded education. Along with other anti-immigrant legislation, this bill is creating an oppressive climate of discrimination against individuals of Mexican descent in Arizona. This study investigates the impact of SB 1108 on the mental well-being of Mexican-descent undergraduate students and examines protective factors such as ethnic identity, civic engagement, and individual coping responses (engaged and disengaged). Ninety-nine undergraduates who self-identified as Mexican, Mexican American, or Chicana/o completed an online survey. Pearson productmoment correlation analysis indicates that greater stress due to SB 1108 was significantly associated with lower self-esteem and more depressive symptoms. Engaged coping responses to SB 1108 protected students’ self-esteem even at high levels of stress; in contrast, students who felt high stress but were not engaged had significantly lower self-esteem. Our results also indicate that a positive ethnic identity, based on knowledge of cultural history and traditions, is a significant protective factor. Thus, while legislation such as the anti–ethnic studies bill may have a negative impact on the mental well-being of youth, it may also make them stronger as they become academically and civically engaged in response.

The Relationship of Ethnicity-Related Stressors and Latino Ethnic Identity to Well-Being

Based on the risk and resilience model, the current study examined the effect of ethnicity-related stressors (perceived discrimination, stereotype confirmation concern, and own-group conformity pressure) and ethnic identity (centrality, private regard, public regard, and other-group orientation) on the well-being of 171 Latino American college students. The study also examined the moderating role of ethnic identity on the relationship between ethnicity-related stressors and well-being. Findings showed that stereotype confirmation concern significantly predicted less well-being, whereas a positive ethnic identity predicted greater well-being. Ethnic identity also moderated the effect of ethnicity-related stressors on well-being. Different patterns emerged for the moderating effect of different ethnic identity dimensions and different ethnicity-related stressors. Findings are discussed in terms of the acculturative and ethnic diversity context of the college students.

Expanding the discourse on urban youth of color.

The authors in this study used regression analyses to examine the effects of urban hassles, ethnic identity, and neighborhood satisfaction on perceptions of school and life satisfaction among a diverse group of 158 early adolescents. The question of whether positive ethnic identity and neighborhood satisfaction could moderate the impact of urban hassles on school and life satisfaction was examined. Results indicated that urban hassles and ethnic identity were both uniquely predictive of school satisfaction. However, the relationship between urban hassles and school satisfaction was not in the predicted direction. Neighborhood satisfaction was a significant predictor of both school and overall life satisfaction. Contrary to the hypotheses, neither ethnic identity nor neighborhood satisfaction moderated the effect of urban hassles on school and life satisfaction. These findings underscore the importance of conducting survey research to directly assess the perceptions of urban youth of color, which will ultimately provide a more accurate appraisal of the specific factors that influence their well-being.

Variability in the Inter‐group Attitudes of White Children: What We Can Learn from Their Ethnic Identity Labels

AbstractThe current study examined the ethnic identity of White (N = 120), Latino (N = 87), and African‐American (N = 65) children and early adolescents (aged = 9–14 years), with an emphasis on whether the specific ethnic label White children used to describe themselves might reflect differences in their inter‐group attitudes and whether those differences mirror group differences between White children and children in ethnic minority groups. Results indicated that White children who identified with a minority label (i.e., White biracial, hyphenated American, ethnic/cultural/religious label) had more positive ethnic identities, were more aware of discrimination, and were less likely to show biases in their perceived similarity to in‐group and out‐group peers than youth who identified as White or American. In many instances, White children who identified with a minority label did not differ from ethnic minority youth. In addition, although all participants were more positive about their ethnic in‐group than out‐groups, children who identified their ethnicity as American were less positive about out‐groups relative to other children. Taken together, the findings indicate that children's self‐chosen ethnic identity is as important as their ascribed ethnic or racial identity in predicting their inter‐group attitudes.

Examining Relationships Between Ethnic Identity, Family Environment, and Psychological Outcomes for African American Adolescents

Ethnic identity has been linked to a number of healthy psychological outcomes for African American adolescents. The levels of conflict and cohesion in the family environment have also been found to be predictive of adolescent mental health. This study examined whether the ethnic identity and levels of conflict and cohesion in the family environments were related to adolescents’ psychological adjustment. Participants included 61 African American adolescents, ages 10–14 years old, and their parents. Hierarchical regression models were used to determine the cumulative effects of ethnic identity and family functioning on adolescent mental health, specifically adolescent levels of depression, self-esteem, and interpersonal functioning. Results indicated that having a positive ethnic identity and a cohesive family environment were most strongly associated with psychological adjustment. Implications of these results are discussed in terms of family interventions.

FORGOTTEN FACES: EXAMINING THE REPRESENTATIONS OF LATINO SUBCULTURES IN AMÉRICAS AND PURA BELPRÉ PICTUREBOOKS

Latinos are the largest and fastest growing ethnic minority in the United States with millions of Latino children enrolled in US early-childhood programs. These children represent a heterogeneous group of people celebrating diverse cultures. The children's literature written about them, however, does not. Research indicates that it is important for Latino children as well as non-Latino children and educators to encounter accurate and positive representations of the Latino people in children's literature. This promotes positive ethnic identity development in Latino children while helping non-Latino children and educators develop an appreciation and understanding of the diverse Latino culture. The Américas and Pura Belpré awards are presented to children's books that exemplify literary quality and authentic portrayal of the Latino culture. Latino and non-Latino children and educators frequently encounter the messages within these award-winning picturebooks. Using content (visual and textual) and semiotic analyses, this study critically examined the representation of diverse Latino cultures in a sample of these award-winning picturebooks. The study concluded that picturebooks winning the Américas and Pura Belpré awards do not represent the complete social and cultural mosaic of the Latino people, with deficiencies in representation of cultural diversity, socioeconomic status, gender roles, sexual orientations, and physical/mental abilities.

Ethnic and Racial Identity and Adolescent Well-Being

Identity is a major developmental task for adolescents, and the development of ethnic identity is a unique and significant developmental task for many adolescents. This article reviews theoretical and empirical literature that informs our understanding of the development of a positive ethnic identity, and the consequences for adolescent mental health. The review includes research on both psychological and behavioral outcomes for adolescents; the relationships among ethnic identity, discrimination, and mental health; and the role of racial socialization in ethnic identity development and mental health. The authors also pay particular attention to ethnic identity and academic achievement. Overall, this review supported the conclusion that a strong, positive ethnic identity benefits adolescent mental health and academic success. The authors conclude with a discussion of strategies for parents, teachers, and schools to support the development of a positive ethnic identity in adolescents of color.

A Practice Model to Protect the Ethnic Identity of International Adoptees

ABSTRACTChildren who are adopted internationally are at risk for losing their ethnic heritage, and social workers in the field have a vital role to play in minimizing this risk. By applying social identity theory to the case of international adoptees' ethnic identity formation, it follows that a positive ethnic identity is best facilitated by exposure to information and experiences that communicate the inherent value of the child's ethnic group. Research indicates that adoptive parents are able to contribute to the internationally adopted child's cultural socialization. However, the research on the prevalence of such practice by parents is mixed, and it appears that some agencies do a better job than others of encouraging this parental practice. The article offers a theoretically based practice model for producing culturally astute parents who possess the skills, motivation, and resources to facilitate the development of the ethnic identity of their internationally adopted children.

The Relationships of Peer Norms, Ethnic Identity, and Peer Support to School Engagement in Urban Youth

Investigating variables associated with the school success and educational resilience of urban youth of color should be a high priority because of the persistent achievement gap in the United States. The current study examined individual and peer factors' relation to the school engagement of 132 seventh- and eighthgrade students from a diverse public elementary school in a large Midwestern city. The participants ranged in age from 12 to 15 years old. In this study, positive peer norms, peer support, and positive ethnic identification were hypothesized to intervene in the relationship between negative peer norms and low school engagement. The findings suggest that both positive peer norms and positive ethnic identity may serve as significant protective factors for urban youth of color.

The Relationships of Peer Norms, Ethnic Identity, and Peer Support to School Engagement in Urban Youth

Investigating variables associated with the school success and educational resilience of urban youth of color should be a high priority because of the persistent achievement gap in the United States. The current study examined individual and peer factors’ relation to the school engagement of 132 seventh- and eighth-grade students from a diverse public elementary school in a large Midwestern city. The participants ranged in age from 12 to 15 years old. In this study, positive peer norms, peer support, and positive ethnic identification were hypothesized to intervene in the relationship between negative peer norms and low school engagement. The findings suggest that both positive peer norms and positive ethnic identity may serve as significant protective factors for urban youth of color.

Sariling Gawa Youth Council as a Case Study of Youth Leadership Development in Hawai'i

SUMMARY This article describes Sariling Gawa Youth Council as a case study of youth leadership development in Hawai'i. Since 1980, thousands of young people-primarily Filipino youth-have participated in Sariling Gawa activities which have developed their leadership skills. Many of them have continued to lead the organization and utilize what they learned with numerous local organizations and state agencies. The authors examine Sariling Gawa's growth, structure, and other factors that contribute to its longevity. The model includes (1) youth empowerment through building their leadership skills, (2) fostering and strengthening peer social support and social networks, (3) promotion of positive ethnic identity, and (4) community capacity building by involving youth in civic and community affairs.

Children Negotiating Korean American Ethnic Identity Through Their Heritage Language

This preliminary study provides an interpretive reading of focus group interviews of four Korean American children in the Phoenix metropolitan area. It examines how these Korean American children are negotiating their ethnic identity as Korean Americans while learning Korean as a heritage language. It shows that maintaining heritage language is important to Korean American children in terms of helping them have a positive ethnic identity. This study provides a viewpoint on learning heritage language and ethnic identity from the perspectives of young Korean Americans.

Ethnicity and Ethnic Identity as Predictors of Drug Norms and Drug Use Among Preadolescents in the US Southwest

This article reports the results of research exploring how ethnicity and ethnic identity may “protect” adolescents against drug use and help them form antidrug use norms. This study was conducted in 1998 and is based on a sample of 4364 mostly Mexican American seventh graders residing in a large southwestern city of diverse acculturation statuses. It aims at testing existing findings by conducting the research within the unique geographic and ethnic context of the Southwest region of the United States. This research examines how strength of ethnic identity plays a distinctive role in drug use behavior among the various ethnic groups represented in the sample: Mexican Americans, other Latinos, American Indians, African Americans, non-Hispanic Whites, and those of mixed ethnic backgrounds. Positive ethnic identity (i.e., strong ethnic affiliation, attachment, and pride) was associated with less substance use and stronger antidrug norms in the sample overall. Unexpectedly, the apparently protective effects of positive ethnic identity were generally stronger for non-Hispanic White respondents (a numerical minority group in this sample) than for members of ethnic minority groups. Implications for prevention programs tailored for Mexican/Mexican American students are discussed.