Model Of Racial Identity Research Articles

Racial and Ethnic Identity of Transnational Adoptees: A Model Reflecting the Lived Experience of Adult Colombian Adoptees

International and transracial adoptions have been practiced by multiple developed countries since World War II, where transracial adoptees are removed from their country of origin and raised by parents of a completely different cultural and racial background. In the United States, adoption was institutionalized after the Korean War, making adoption across races a common practice. This demographic change brings different developmental challenges to the transracial adoptee, including the task of racial and ethnic identity. In this dissertation study, the authors dived into the narratives of six Colombian transracial adoptees raised in the United States by White parents to understand their stories regarding their racial and ethnic identity process. The authors’ findings include the development of a racial and ethnic identity model that emerged from the participants’ themes and common lived experiences, including five nonlinear stages: questioning and curiosity; action-seeking behaviors; judgment and expectations; reculturation and reclaiming; and wanting to embrace both identities. Adult Colombian adoptees highlighted the fluidity of their racial and ethnic identity process and the importance of reclaiming and reconnecting with their Colombian part of self as part of this process. The ethnic and racial identity model informs mental health professionals’ clinical and professional practice by offering a guide to comprehending the process and some of the common experiences around ethnic and racial identity among transracial adoptees.

Racial Stress and Black Women’s Health in the United States: A Culturally Responsive Prevention and Health Promotion Intervention

Black babies and their mothers are dying at disproportionately high rates. Also, Black women are experiencing higher rates of racial discrimination than other racial-ethnic groups are facing in the United States. An intervention promoting the health of Black women and their unborn babies requires addressing the disproportionate level of racial stress that Black women experience. In this article, the creation of such a program is discussed. To consider individual, community, and systemic factors, three theoretical models were utilized: (a) Race-based traumatic stress injury, (b) stress-health model, and (c) racial identity model. This intervention was co-developed with community stakeholders by using community-based participatory research principles. This process resulted in the development of the Afya Black Women Wellness program, a multidimensional and strength-based intervention grounded in the experiences of Black women. Afya focuses on promoting holistic health through psychoeducation, skills building, and social support. The program is constructed to be implemented twice-a-week for 12 weeks. This will allow pregnant Black women to receive the maximum benefit from the program, improving the quality of life for themselves and their unborn children. Ameliorating health disparities in Black maternal health requires addressing the disproportionate amount of racial stress that Black women experience. Afya is a model intervention that provides practical strategies for addressing racial health inequities in Black maternal health. It does so by promoting the health of Black women at the individual and community levels.

Racial ideology, system justification, and just world belief in African Americans.

Just world belief and system justification have previously been proposed to explain actions and beliefs of disadvantaged groups, but rarely together and never simultaneously in participants of color. A necessary expansion of work in this area is among African-American participants with differing views of race and how those views influence justice perceptions. Racial ideologies, used in African-American racial identity research, were studied as possible predictors of belief in a just world and system justification scores. The four racial ideologies examined in this study are assimilationist, humanist, nationalist, and oppressed minority. The current study examines belief in a just world and system justification as predicted by racial ideology. Participants (n = 261) responded to an online survey containing racial ideology items from the Multidimensional Model of Racial Identity (MMRI), the General and Personal Just World Scales, and the General System Justification Survey. Hierarchical linear regression was conducted, finding that nationalist ideology significantly predicted system justification and general just world belief.

Toward a Kanaka ʻŌiwi racial identity model for a contemporary multiracial world

ABSTRACT This paper uses a Kanaka ʻŌiwi (Native Hawaiian) Critical Race Theory (KanakaʻŌiwiCrit) framework to conceptualize the relationship between identity and interracial and intraracial relations among multiracial Kanaka ʻŌiwi youth. KanakaʻŌiwiCrit is defined then applied to review research on minority racial identity models and Indigenous identity constructs. To address the gap in literature on the racialization of Kanaka ʻŌiwi youth, a three-dimensional model that explicates how contemporary racial identities form under the social, cultural, and political conditions of multiracial societies afflicted by racism is proposed. Using composite, data-driven narratives, the model conceptualizes four major Kanaka ʻŌiwi racial identity profiles: a state of hōʻole (denial), a state of hoʻokaʻawale (disconnect), a state of huikau (confusion), and a state of mana (power). The significance of geographic contexts in racial identity formation for multiracial Kanaka ʻŌiwi youth living in Hawai‘i versus the global diaspora is also explored before concluding with future paths.

Standing on the shoulders of a giant: The legacy of Robert M. Sellers.

Robert M. Sellers, PhD, most known for his influential and highly cited Multidimensional Model of Racial Identity (MMRI), is one of the most prolific and foundational Black scholars in psychology. From racial identity theory development and measurement to conceptual and methodological innovations in studying the lived experiences of Black people, Sellers' scholarship centers on the lives of Black communities. Sellers' mentorship and contributions to the professional development of scholars and professionals of color have supported and catalyzed new intergenerational knowledge building by these scholars, ensuring a perpetuating and far-reaching legacy in psychology. In this article, we: (a) celebrate Sellers' enduring contribution to the racial identity literature and its profound impact on psychology as a discipline as well as numerous subfields of psychology, (b) outline his contributions to the racial socialization literature, (c) describe methodological innovations in racial identity and racial socialization research advanced through his scholarship, and (d) summarize his contributions in professional development and mentorship and his leadership roles. Sellers' scholarly contributions and mentorship have transformed the discipline of psychology and the social sciences broadly speaking, making him one of the most influential psychologists in the modern era. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

한민족 상담자의 인종정체성 모형 개발의 필요성 연구

한국에 다문화 소수자가 늘어나면서 다문화 상담 수요도 증가할 것으로 예상되나 많은 상담자들은 인식과 태도 측면에서 준비가 되어 있지 않은 실정이다. 반면, 긴 다문화 사회의 역사를 가진 북미에서는 주류 인종인 백인 상담자와 다인종 내담자의 관계에서 형성되는 인종 정체성을 다문화 상담 역량의 주요 요인으로 보고, 이를 상담자 발달에 활용해왔다. 본 연구는 북미에서 발달한 다양한 백인 정체성 모형들을 살펴보고, 이를 기반으로 한국적 상황에서의 시사점을 중심으로 한민족 상담자 정체성 모형 연구의 필요성에 대해 논의하였다. 첫째, 한국에서는 인종 차별에 더해 단일민족주의에 대한 고려가 필요하다. 둘째, 한국사회에서는 소수자에 대한 동등성 갈등보다 온정주의가 더 팽배하다. 셋째, 한국사회에서는 아직 주류 인종의 특권에 대한 인식이 미흡할 수 있다. 넷째, 한국에는 자민족 우월주의보다는 인종적 위계주의가 차별 행동에 더 큰 영향을 미친다. 한민족 정체성 모형의 개발은 향후 다문화 사회에서 한국인 상담자의 다문화 역량을 높여줄 것으로 예상된다.

Racial Identity Development on the Margins: The Narratives of Black Women College Students with Experiences in the Foster Care System

The purpose of this qualitative research study is to explore ways Black women college students with experiences in the foster care system construct meaning of their foster care experiences, and how these experiences have influenced their higher education experiences, and the current status of their racial identity development. Using semi-structured interviews, the participant’s narratives are constructed to span across defining moments in their childhood to their current selves in higher education. Guided by Black feminist thought and intersectionality, the questions that this research study asks are (a) how does being a Black woman with experiences in the foster care system impact a student’s experience in higher education? and (b) what kinds of knowledge do these Black women perceive as lessons, that they acquired during their time in the foster care system? In centering the experience of being in foster care, this research highlights intragroup differences among Black women college students to demonstrate the complexity of racial identity development that transcends the boundaries of traditional racial identity models of measurement. The findings of this research illustrate the complexity of racial identity development for Black women college student with experiences in the foster care system.

People of Color are People of Action: Asian American Participation in Own-Group and African American-Oriented Collective Action

Racially marginalized communities are socially and politically active, yet there is limited work that examines the psychological forces underlying how People of Color engage in cross-racial solidarity and collective action. We propose a model of politicized racial identity and collective action to Asian American participation in own-group collective action and African American collective action. In Study 1, we tested the model using correlational data. In Study 2, we used an experiment to explore whether politicized identities predict collective action. Results support the relation between politicized identities and collective action. Politicized Person of Color identity predicted Asian American engagement in both own-group-oriented collective action (Study 2) and African American-oriented (Study 1, Study 2) collective action. Further, politicized Asian American identity predicted Asian American engagement in own-group collective action (Study 1). These findings provide empirical evidence for the role of politicized identities in predicting collective action, including cross-racial solidarity with African Americans.

«Точка сборки»: «Хижина дяди Тома» и американская культурная модель черной расы

Harriet Beecher Stowe's novel Uncle Tom's Cabin, or Life Among the Lowly (1852) being the most powerful statement on the racial issue in the 19th century American literature, succeeded to incorporate and rethink everything that the national tradition had in stock on the problem of slavery and race relations. The Black racial / cultural identity model that was taking shape in the 18th century Anglo-American literature, later was being enriched and transformed throughout American (and African-American) literary history. Uncle Tom's Cabin became another crucial text (the next one after Jefferson’s Notes on the State of Virginia) that provided the emerging Black cultural / racial identity model with a new quality: it became universal, nationally recognized — and at the same time a point of controversy provoking endless debates and open for dynamic change and transformations, as was the case with anti-Tom literature and the ambivalent reception of Uncle Tom’s Cabin in African American literary tradition. The analysis of The Planter’s Northern Bride (1854) by Caroline Lee Hentz, a typical example of anti-Tom novels, gives an idea of the pro-slavery response to Uncle Tom’s Cabin. The final part of the paper is a survey of the main stages in African American response since the 1853 argument between Martin Delany and Frederick Douglass that became a matrix for the further polemic, and up to Henry Louis Gates’s subversive “double-voiced” interpretation of the novel which is in full agreement with the tendency to revise the role of white Abolitionists in the antislavery movement and African American history, typical for African American studies in the 1990s–2000s.

The significance and meaning of racial identity in consumer research: A review and call for research

AbstractThis article uses the Multidimensional Model of Racial Identity (MMRI) as a framework to broaden the current understanding of racial identity, structure our review of consumer psychological research on racial identity, and identify future research opportunities, thereby answering calls for efforts to foreground the perspectives of Black consumers and present frameworks that advance understanding of Black consumers. Building on the conceptualization of racial identity involving both the significance and meaning that individuals attribute to their membership within the Black racial group, we note that prior consumer psychological research has focused on the former while ignoring the latter. We identify opportunities to leverage aspects of the MMRI in future research on marketplace discrimination, marketplace stigma, and support for minority‐owned businesses. We also highlight opportunities to better understand the impact of the meaning of racial identity.

Between and within race differences in patient-centeredness and activation in mental health care

ObjectivesThe aim of this study was to compare Black and White mental health care patients’ perceptions of their providers’ and their own participation in patient-centered mental health care. Perceptions of patient-centered care (PCC) in relation to the Multidimensional Model of Racial Identity were explored. MethodsBlack and White veterans receiving mental health care (n = 82) completed surveys assessing patient activation, involvement in care, perceptions of PCC, and therapeutic alliance. Black participants (n = 40) also completed the Multidimensional Inventory of Black Identity. ResultsThere were no differences by race in perceived PCC, though Black participants had lower levels of therapeutic alliance with their mental health care provider and were less activated. Black identity centrality, private regard, and public regard were positively related to PCC and elements of PCC such as patient information seeking/sharing. ConclusionsIntragroup identity variables such as racial centrality, regard, and ideology influenced perceived PCC among Black participants. Race identity variables should be explored in future research on racial disparities and PCC. Practice implicationsMental health care providers serving Black patients should create opportunities to discuss racial identity and race-related experiences as part of their efforts to improve therapeutic alliance and increase the patient-centeredness of care.

Racial identity and changes in psychological distress using the multidimensional model of racial identity.

Researchers have noted that racial identity-the personal significance and meaning of race (Sellers, Chavous, & Cooke, 1998)-may serve as a protective factor against the impact of racism-related stress and promote psychological well-being for African American young adults. One limitation of prior research is the failure to examine how changes in racial identity may relate to changes in psychological well-being over time, specifically those racial identity beliefs that are proposed to be stable. This study examined racial identity and its association with changes in overall psychological distress among African American college students. The sample included 171 African American college students (69% female) attending a predominately White institution in the southeastern United States using 5 waves of data collected over 3 years. Latent curve modeling revealed increases in racial centrality, private regard, and nationalist ideology, and decreases in public regard and assimilationist, humanist, and oppressed minority ideologies (comparative fit index range: 0.94-1.00; root-mean-square error of approximation range: .00-.07). Growth curve modeling also revealed that initial levels of racial identity predicted changes in psychological distress. Of note, higher initial levels of private regard were associated with sharper declines in psychological distress over time (β = .37, Sz E = .17, p = .027). Additionally, individuals with lower initial levels of public regard experienced greater declines in psychological distress over time as compared to individuals with higher levels of public regard (β = .60, SE = .15, p < .001). Findings suggest that racial identity dimensions that are proposed to be stable may change over time. These results also suggest that initial levels of racial identity variables (i.e., racial regard) predict later rates of change in psychological distress. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Black college students’ sense of belonging and racial identity

ABSTRACTBlack racial identity model and theory refinement has occurred in the absence of considerations of how Black college students experience and articulate their sense of belonging to the racial group. To fill this gap, the present study utilised storytelling as a framework and investigated how sense of belonging with racial in-group members was expressed in Black college students’ racial identities. Qualitative phenomenological and consensual analytic approaches were employed to examine 13 (7 women, 6 men) Black freshman and sophomore undergraduate students’ narratives related to sense of belonging to the racial group. The findings highlighted at least three ways in which Black college students experience and negotiate a sense of belonging to the racial group: (a) authenticating Blackness, (b) acculturative loss, and (c) connection with and responsibility toward others. Implications for racial identity research and theory are discussed.

Privilege, White Identity, and Motivation: A Call to Action in Social Work

ABSTRACT Understanding how privilege is constructed and reconstructed over time is imperative to move toward a more just society. White fragility and tactics used to avoid race-based stress sustains privilege. The roots of Fragility are examined through the lens of three Whiteidentity theoretical models: the White Identity Development Process Model, the White Racial Identity Model, and the White Male Identity Development Model. Further, motivation theories are explored to tie privilege, White identity, and social work together cohesively. Recommendations for social work education, research, and practice are given for combating prejudice and racism.

Socialization and well-being in multiracial individuals: A moderated mediation model of racial ambiguity and identity.

Scholarly interest in racial socialization is growing, but researchers' understanding of how and when racial socialization relates to well-being is underdeveloped, particularly for multiracial populations. The present study investigated moderated mediation models to understand whether the indirect relations of egalitarian socialization to subjective well-being and self-esteem through integrated multiracial identification were conditional on phenotypic racial ambiguity among 383 multiracial adults. Tests of moderated mediation in primary analyses were significant for subjective well-being and self-esteem. Consistent with the hypotheses, egalitarian socialization was linked to a stronger multiracial integrated identity, which was positively associated with subjective well-being and self-esteem for those with moderate and high phenotypic racial ambiguity. This indirect effect was not significant for those reporting low phenotypic racial ambiguity. Results suggested a positive role of egalitarian socialization in relation to integrated identity and well-being for multiracial adults. This study highlights a culturally relevant pathway through which egalitarian socialization impacts well-being through racial identification for multiracial adults and the conditions of phenotypic racial ambiguity that contextualize this indirect effect. (PsycINFO Database Record

Preparing international social work students to engage with unequal power relations

Global processes with their political, economic, social, and environmental implications have led to growing awareness of the need to train social workers for transnational/international practice. In this article, we propose a model to prepare students for the complexity of international social work practice in an arena characterized by unequal relations between the parties taking part on international social work training. Helms’ White and People of Color Racial Identity Model will serve to conceptualize the process that students go through in relation to themselves, the Other and sociopolitical realities while learning and training in international social work.

Exploring The Link Between Black Racial Identity And Mental Health

This literature review examines the relationship between Black racial identity and mental health. In this article the racial identity models of Cross, Helms, and Sellers are used to assess the effects racial identity has on the mental health of African Americans. It is suggested that an unhealthy racial identity is related to psychological distress; therefore, a healthy racial identity is linked to psychological wellbeing.

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Working through Whiteness: Examining White Racial Identity and Profession with Pre-Service Teachers, by Kenneth Fasching-Varner. United Kingdom: Lexington, 2012, 147 pp., $60.00, hardcover.Reviewed by Carla Becker, Teachers College, Columbia University.Working through Whiteness serves to complement existing literature on race and racism within field of education with ultimate hopes of serving children . . . better. Fasching-Varner remains steadfast with these hopes thorough analysis of interviews and narratives of White pre-service teachers and how they may engage in racist thinking He explores how pre-service teachers continually perpetuate a White racial identity, which inhibits understanding of self and self in relation to others, ultimately affecting our nation's children. This research is a unique analysis of pre-service teachers' attitudes on race, and is a notable contribution for education departments to consider reading across globe.In seven-chapter book, which is structured much like a dissertation-with an introduction, statement of purpose, literature review, explanation of frameworks, methodology, findings chapter, and implications for teacher education-Fasching-Varner acknowledges his White male privilege and position within research that he conducted. He then states that purpose of research is to examine White racial narratives of White pre-service teachers and the effect of whiteness in For example, when author asks a pre-service teacher to share how her whiteness could impact her teaching, student replies, That is a good question. I have never thought about (p. 89).It is a lofty beginning for a focus that has been underrepresented in research to date. The theoretical frameworks of critical race theory (CRT) and White racial identity theory (WRIT) are thoroughly explained through an in-depth analysis of Janet Helms's (1984, 1990, 1992a, 1992b, 1993, 1994, 1995, 1997, 2003) White racial identity model. This lays groundwork for understanding Fasching-Varner's eventual critique of White racial identity theory in teacher education presented in book's conclusion.The literature review in Chapter 2 is useful for any scholar seeking information on existing theoretical and empirical research on racial identity theories. It covers topics related to racial identity in education, White privilege, color-blind discourse, Whiteness studies, and historical readings that date back to Ambrose Caliver's (1936) publication, The role of teacher in reorganization and redirection of negro education. While literature review is not exhaustive, it includes an array of theories and topics, including a concentrated focus on current literature.In Chapter 3, author steadfastly focuses on imperative need to examine one's own privilege and position as a White educator by making ourselves object of study, examination, and interrogation (p. 31). Only then, he claims, is it possible to identify how we are placed within our own study and teaching practice. By examining ourselves, we too are object of inquiry. Once this point was established, author thoroughly explained his methodology.Chapters 4, 5, and 6 present and interpret findings. For instance, Chapter 4 decodes interviews, both through verbal cues, and as a heading states Semantic Moves (p. 67). For instance, analysis of an exclusion of language or recognition of a common language, with simultaneous observation of body inflections during interviews, assisted author in identifying and labeling race and racism in dialogue of pre-service teachers. One lengthy unit discussed abundance of color-blind rhetoric in what author labeled these narratives into three different categorizations of naturalization, minimization, and incoherent answers. Each categorization was well-discussed and explained. Similarly, he found that liberal non-judgmental discourse was contrarily coupled with deficit model language. …

Centrality and Circumstance: Influences of Multidimensional Racial Identity on African American Student Organization Involvement

In order to explore the social realities and centrality of race for African American students at a predominantly white institution, this inquiry applied case study methodology to the multidimensional model of racial identity (MMRI). Rather than following quantitative methodology which operationalizes racial identity through surveys, the study utilized in-depth interviews to capture students' racial realities. Directly utilizing survey items from the multidimensional inventory of black identity (MIBI) in the interview protocol, this methodology allowed participants to be reflective of the influence of the institutional environment. Findings revealed insight regarding how African American students exhibit their understandings of race through involvement in student organizations. Challenges to overcoming stereotypes and barriers to black group connectivity gave evidence to the need for a heterogeneous approach to the involvement and identity development of African American students.

The Racial and Ethnic Identity Formation Process of Second-Generation Asian Indian Americans: A Phenomenological Study.

This phenomenological study elucidates the identity development processes of 12 second-generation adult Asian Indian Americans. The results identify salient sociocultural factors and multidimensional processes of racial and ethnic identity development. Discrimination, parental, and community factors seemed to play a salient role in influencing participants' racial and ethnic identity development. The emergent Asian Indian American racial and ethnic identity model provides a contextualized overview of key developmental periods and turning points within the process of identity development.