No description available.

Culturally relevant models of social, psychological, and biological risk for depression in African American youth have long been called for, to account for unique risk factors they experience (e.g., discrimination) and that incorporate culturally specific protective assets (e.g., racial identity). Yet few studies have directly examined physiological mechanisms that might mediate the connection between discrimination and depression, nor the way in which cultural assets may attenuate such pathways. The present study is an explicit test of a model of risk for depression that integrates discrimination during adolescence, the hypothalamic-pituitary-adrenal (HPA)-axis as a biological regulator of social stress, and dimensions of racial identity as potential moderators of HPA-axis dysregulation. A subsample of 109 African-American adolescents (age 11-17; M = 12.88, SD = 1.11) who completed a social stress paradigm was drawn from a larger longitudinal study on risk for depression. Utilizing a longitudinal design, variables were collected on prior discrimination experience, cortisol reactivity and recovery during the stress paradigm, racial identity at the time of the stress paradigm, and concurrent and prospective depressive symptoms. A series of regression analyses and t-tests were conducted to test the impact of discrimination on cortisol regulation and depressive symptoms, and the moderating role of racial identity in the relation between cortisol regulation and depressive symptoms. Youth who reported discrimination experienced higher mean levels of depression. Discrimination was not related to cortisol regulation, nor were racial identity dimensions significant moderators in risk for depressive symptoms. This study, the first to explicitly test a culturally relevant model of risk for depression, points to the importance of capturing nuances in stress reactivity to discrimination in explicit tests of culturally-relevant models of depression in minority youth. / Psychology

Successful graduate student socialization has been characterized as the acceptance and adoption of disciplinary values and beliefs into the students’ identity (Bragg, 1976; Weidman, Twale, & Stein, 2001). Some scholars assert that assimilating the values and beliefs of the discipline may be difficult for Blacks students as their cultural beliefs and values may be incongruent (Antony, 2002; Tierney & Rhoads, 1994). Surprisingly, there appears to be no empirical studies exploring this assertion for Black Ph.D. students. The purpose of this study was to determine if cultural beliefs and values influence the socialization experiences of Black Ph.D. students. Specifically, using racial identity as a theoretical framework, hierarchical regression analysis was used to examine the relationship between racial identity and socialization (as measured by faculty-student interactions, peer-peer interactions, and student’s perceptions of faculty) of Black Ph.D. students at predominantly White institutions (PWIs). Data were collected from 389 current Ph.D. students and recent completers. Racial identity was assessed using the Multidimensional Inventory of Black Identity (Sellers, Smith, Shelton, Rowley, & Chavous, 1998). After controlling for key demographic variables, results indicated racial identity influenced some aspects of socialization. Specifically, public regard was positively related to faculty-student interaction as well as students’ perception of faculty. Racial centrality and ascribing to a humanist ideology were also positively related to students’ perception of faculty. Finally, ascribing to a nationalist ideology was inversely related to peer-peer interactions. The findings indicate that cultural beliefs and values do influence the socialization experience. Moreover, the results reveal a potential rationale for the possible differences in socialization among Black Ph.D. students. Specifically, differences in racial identity attitudes and beliefs influence the behavior of students and thus their socialization experience. Overall, the findings suggest that faculty and students in Ph.D. programs at PWI institutions might develop socialization practices that take into consideration cultural differences. Specific recommendations include: forming a mentoring/advising partnership with student to determine the most relevant plan for socialization into the student’s desired roles and using pedagogies and practices such as collaborative learning and wise schooling that are culturally relevant and supportive.

No description available.

No description available.

The first goal for the study was to estimate trait effects and social influences for racial centrality, racial private regard, and racial public regard. The second was to estimate correlational relationships between racial identity, depression, and anxiety symptoms. The study used 110 Black university students (Mage=19.5,SD=4.13) from a southeastern American university. Restricted maximum likelihood estimation was conducted to estimate variance components for all constructs. Racial centrality, racial private regard, and racial public regard consisted of mostly trait effects, although reflecting substantial social influences. Correlational findings indicated that providers who evoked high racial centrality also evoked low depression, low anxiety, and were seen as supportive. Providers who evoked racial private regard also evoked low depression, low anxiety, and were seen as supportive. Socially influenced racial public regard had no statistically significant links to other constructs. Findings suggest socially influenced racial identity holds links to mental health outcomes and social support.

This essay analyses how social interactions influence Rachel’s racial identity development using social psychology as the theoretical approach. It also discusses how a main part of racial identity development, racial identity invalidation, which is proven to cause chronic mental health issues in multiracial individuals, is what allows Rachel to explore her black ancestry and culture.

No description available.

This study examined the supervisory interactions of past and present residence life staff members, specifically, the implications of race on the residence life professional (HD)/residence life student staff member (RA) supervisory relationship. College and university residence halls provide some of the most diverse environments that individuals will encounter as they move through life (Amada, 1994; Jaeger & Caison, 2005). It is in these spaces that individuals learn the most about themselves and others. Thus, learning to navigate multicultural interactions is critical. Facilitated by residence life staff, this knowledge serves as preparation for the actual experiences and situations students will face once they are in the "real world." Although some areas of the higher education literature were limited, the literature review supported the role that residence life staff members have in preparing student staff members (whom are also residents) for the workplace. Learning how to handle situations in the workplace where there are differences such as language, race/ethnicity, culture, or values and beliefs will aid in positive interactions with others and ultimately contribute to a better working environment--inside and outside of the residence halls. Qualitative methods were used for this study because of their attention to vivid and layered descriptions. These descriptions give voice to a person's experiences and interactions and help them make meaning of their own worlds. As a result of residence life staff members living where they work, the most appropriate way to further examine their life experiences was through a phenomenological lens. In addition to the aforementioned qualitative methods, modified versions of quantitative instruments from an earlier study (Ladany, Brittan-Powell, & Pannu, 1997) and two other scales (Helms & Carter; 1990; Helms & Parham, 1996) were used to measure the racial identity development of the participants. These inventories relied on participants to self-report their perceptions. After these assessments were completed, interviews were conducted with 10 randomly selected participants (five RAs and five HDs). Five themes emerged from these participant interviews: prestige, protection, privilege, proximity, and preparedness. / text

Multiracial individuals undergo challenging life experiences as they develop their identity. The existing research on multiracial individuals primarily focused on specific periods of life or sampled particular multiracial mixtures. Instead, this thesis attempts to consolidate the preceding research to provide a comprehensive and encompassing analysis of identity development for multiracial individuals in reference to life stages: childhood, adolescence, and adulthood. By compiling research to address multiracial individuals’ identity formation, mixed-race individuals can learn about the benefits of identifying with multiple races as well as the dangers posed by society and its perceptions of racial classifications. This thesis also acted as a personal memoir analyzing significant life experiences of an Asian /White individual growing up in the United States.