The aim of the current thesis was to investigate the relationship between Alevis and Sunnis through the lenses of Social Identity Theory, Social Dominance Theory, and Contact Hypothesis to understand whether they see the current situation stable and legitimate, and perceive discrimination. It was expected that Alevis and Sunnis will differ in ingroup identifications, social dominance orientations, quantity, and quality of intergroup contact, perception of legitimacy and stability, and perceived discrimination against their ingroup. Moreover, the relationship between the dimensions of religious group identification, social dominance orientation, social contact and legitimacy, stability, and perceived discrimination is expected to differ between groups. The sample was consisted of 157 Sunni and 172 Alevi participants living in Amasya, Turkey. Participants completed a questionnaire package including the measures of religious identification, social dominance orientation, social contact, legitimacy, stability, and perceived discrimination. Results revealed that there were significant differences between Alevis and Sunnis in public religious identity, alienated religious identity, opposition to equality, contact quality, perceived legitimacy of the group status, and perception of discrimination directed against ingroup and outgroup. Moreover, religious group identification and social dominance orientation significantly predicted the perception of legitimacy and stability in both Alevi and Sunni groups. Examination of the associations among the major variables revealed that the relationship between perceived discrimination and ingroup identification was slightly stronger for Alevi group compared to Sunni group. The power of group based dominance was stronger than opposition to equality in predicting the perception of discrimination, especially for the Sunni group. Finally, intergroup contact, especially the quality of contact, had a positive effect on intergroup relations. Considering that this thesis is the first attempt to empirically examine the fundamental social psychological processes underlying the Alevi issue in Turkey, findings were discussed on basis of sociological and political aspects as well as previous work in Western cultures.

Psychologists have begun to examine factors that influence the achievement gap between African American and White students. This is a pressing issue especially for African American students (Steele, 1997; Shelton & Sellers, 2000; Cokley, 2001). To better understand the effects of race and gender on perceived discrimination and academic disengagement, 81 African American students at the University of Texas at Austin were randomly assigned to one of three conditions. Participants either listed ten instances of discrimination they have experienced, five academic successes and five academic failures, or made no lists. The impact of these manipulations on responses to the Disengagement Scale (Major & Schmader, 1998) and the Everyday Discrimination Scale (Williams, Yu, Jackson, & Anderson, 1997) were assessed. Results suggest that gender plays an important role in African American students’ academic function. More specifically, African American males perceive more discrimination in academia than African American females, which is related to higher levels of disengagement. Researchers suggest this difference is related to African American males’ socialization to see discrimination as an insurmountable barrier rather than a navigable obstacle. / text

The current study addressed the deficiency in research by examining risk factors for immigrant children that may lead to academic disengagement (such as ethnic discrimination by peers and teachers, and psychological distress) and resilience factors that promote academic engagement (such as the development of a positive ethnic identity). Children who had stronger, more positive ethnic identities had more positive academic attitudes. Furthermore, the more the children were teased by their peers and graded unfairly by their teachers because of their ethnicity, the more they thought school was less important, less useful and felt less efficacious about school and valued school less. Also as expected, the more the children perceived discrimination, the more depressed and anxious they felt. Perceptions of discrimination negatively predicted self-regulation such that children who perceived more discrimination were less capable of regulating their attention and inhibitory control. In turn, children who were less able to self-regulate reported more psychological distress and lower academic attitudes. These results support the importance of supporting children’s ethnic identities, being sensitive to perceived discrimination experiences, and working to offset depression and anxiety. Other important implications include using the school setting and including teachers in an active way to influence the children’s environment.

OBJECTIVES: To investigate determinants of dental care utilization among low-income African-American women, focusing on psychosocial factors and predictors relevant to this population. METHODS: We used data from Wave I and II of the Detroit Dental Health Project. Participants were selected to represent African-American women caring for young children, and living in Detroit households below 250% of the federal poverty level. Papers I and II are cross-sectional, using baseline data from 969 women. Paper III follows 736 women longitudinally. Our main outcome variable was dental care utilization. The main independent variable in paper I was depression. The role of social support as a moderator was also assessed in that paper. In paper II, the main independent variables were depression, perceived discrimination, and food insufficiency, both individually and in combination. Paper III employs the framework of the Behavioral Model for Vulnerable Populations to assess predisposing, enabling and need factors predicting the incidence of dental visits. RESULTS: Only 41.8% of the women had a dental visit within the past year. Cross-sectional analyses indicated that depressed women had lower odds of having a dental visit within the past year (OR=0.71, 95%CI=0.53-0.94). Emotional social support attenuated the effect of depression on dental visits. Women with high levels of perceived discrimination and those with food insufficiency were less likely to have dental visits in the past year (OR=0.65, 95%CI=0.44-0.95, and OR=0.64, 95%CI=0.44-0.93, respectively). Depression and perceived discrimination were also associated with less preventive visits. When psychosocial stressors were combined, they acted synergistically to lower the odds of having dental visits, including preventive and treatment visits. Longitudinal analyses of the data identified significant interactions between dental insurance and perceived discrimination (P =0.02) and between dental insurance and having a dental home (P =0.04). Experiencing pain in the teeth or gums was also a significant predictor of future dental visits. CONCLUSIONS: Our findings indicate the importance of considering psychosocial factors when studying dental care utilization among low-income African-American women. Our findings also suggest that establishing dental homes, graduating culturally competent dental providers, and providing emotional support resources might improve dental care utilization among these women. / 2019-09-26T00:00:00Z

The acculturation process for international students is influenced by several factors such as experiences of discrimination, economic condition, language fluency, and social support. Discrimination, which refers to negative or prejudicial behavior towards an individual or a group of individuals, takes place towards international students due to their poor grasp of the English Language (Lee & Rice, 2007), cultural differences (Cole & Ahmadi, 2003), and racial differences (Hanassab, 2006). Perceived discrimination (among other factors) has been identified as a potential moderator of the relationship between acculturation preferences and psychological functioning in acculturation theory (Berry, 2003). Apart from perceived discrimination, gender has also been recognized as predicting adjustment among international students (Lee, Park, & Kim, 2009). This study investigated the role perceived discrimination plays in the relationship between acculturation orientation and psychological functioning (i.e., depression and global life satisfaction), and the influence gender has on the relationship between acculturation orientation and psychological functioning among international students from South Asia and South East Asia. A series of mediational and moderational analyses were performed with hierarchical multiple regression analyses. The mediation effect of perceived discrimination on the relationship between acculturation orientation and psychological functioning was not significant for either factors of psychological functioning. While the interaction between identification with host culture and gender did not predict depression, it predicted global life satisfaction (GLS). Specifically, men who identified with their host culture had higher global life satisfaction scores. However, the interactions between identification with heritage culture and gender did not predict depression or global life satisfaction. The findings suggest that the Berry’s (2003) acculturation model may not fit for international students. Future research on acculturation orientation as a variable mediating the relationship between perceived discrimination and psychological functioning is recommended.

To assess the levels of perceived acute and chronic racial and non-racial discrimination in South Africa, their association with health, and the extent to which they contribute to racial differences in physical and mental health, data were used from a national probability sample of adults, the South African Stress and Health Study (SASH). All Black groups in South Africa (African, Coloured and Indian) were two to four times more likely than Whites to report acute and chronic experiences of racial discrimination. Africans and Coloureds report higher levels of ill health than Whites, but acute and chronic racial discrimination were unrelated to ill health and unimportant in accounting for racial differences in self-rated health. In contrast, all Black groups had higher levels of psychological distress than Whites, and perceived chronic discrimination was positively associated with distress. Moreover, these experiences accounted for some of the residual racial differences in distress after adjustment for socioeconomic status. Our main findings indicate that, in a historically racialized society, perceived chronic racial and especially non-racial discrimination acts independently of demographic factors, other stressors, psychological factors (social desirability, self-esteem and personal mastery), and multiple SES indicators to adversely affect mental health.

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International students face a variety of challenges in their acculturation process. The acculturation process is a highly variable process that is influenced by the mediating and moderating effects of individual factors that exist prior to, or arise during, acculturation (Berry, 1997). Among the moderating personal factors existing prior to acculturation, adult attachment has received heightened attention as an important variable impacting the acculturation process and adaptation outcomes. Wang and Mallinckrodt (2006a) suggested that successful adaptation involves exploration of unfamiliar social situations that resemble the infants’ exploration of their physical surroundings. The acculturation process can be challenging and stressful because individuals going through this process often encounter disparities in various situations. Similar to infants, whose attachment system tends to be activated particularly in a distressing situation, threatening events or situations in one’s adult life also activate the attachment behavioral system of seeking proximity to attachment figures for security and support. Limited research has investigated the relationship between adult attachment and the acculturation processes (e.g., Brisset, Safdar, Lewis, & Sabatier, 2010; Sochos & Diniz, 2011). Previous research has highlighted a link between adult attachment (e.g., attachment styles and attachment security) and psychological adaptation. However, the relationship between adult attachment and international students’ other acculturation outcomes (e.g., sociocultural adaptation) remains unclear in the existing literature due to inconsistent previous findings. The current study addressed the gaps in the literature by focusing on international students’ acculturation processes and examined how adult attachment contributes to, or influences, their adaptation. Data was collected from 228 international students that are enrolled in higher education institutions in different geographic locations in the United States. Hierarchical multiple regressions were conducted for data analysis. The results suggest that attachment anxiety was a significant predictor of international students’ psychological adaptation. Attachment avoidance significantly moderated the effect of acculturation to the U.S. culture on international students’ psychological distress, while attachment anxiety was a marginally significant moderator for the effect of acculturation to the U.S. culture on sociocultural adaptation. Attachment avoidance also moderated the effects of physical assault and behavioral discrimination on international students’ self-esteem. Study limitations and future directions are discussed.

African Americans have a higher proclivity to depression than other ethnic groups in the United States and also have a greater propensity to avoid seeking professional mental health treatment. The available research has shown that racial and cultural barriers such as perceived discrimination and self-concealment are the primary factors that negatively affect African Americans' attitudes toward mental health itself and mental health treatment. Perceived discrimination and self-concealment may also negatively affect whether African Americans seek help for depression and from whom, but further investigation was needed. The quantitative survey study provided answers to which factors influence whether and where African Americans seek help for major depression. A total of 147 participants were recruited through word of mouth, local churches, community organizations, and virtual venues such as electronic mail and social media. Multivariate analysis of variance revealed the mean scores of African Americans' use of natural supports and their use of outpatient treatment (dependent variables) were not equal across all levels of their self-concealment, perceived discrimination, and depressive symptoms (independent variables). Multivariate analysis of covariance revealed that the mean scores remained the same when controlling for gender, income, education, and relationship status (covariates). The results suggest that the latter factors influence African Americans' decisions on where to seek help for depression regardless of their gender and socioeconomic status. Increasing the propensity of African Americans to seek professional help for depression should improve the mental health of the population as a whole and reduce the incidents of serious mental illness of those who are treated.