Passing, both standard and reverse, is the process of changing ethnicity. The methodology of reverse passing varies, but claiming "no color" is ineffective in fact and fiction as can be seen in James McBride's The Color of Water, Shirlee Taylor Haizlip's The Sweeter the Juice, Danzy Senna's Caucasia, and Rosellen Brown's Half a Heart. The characters in these texts attempt indefinite ethnicity by denying color and are prone to restlessness and failure until they accept racial duality.

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The first Black American president ran for re-election in the 2012 election, which saw record-breaking voter turnout. After this election, scholars sought to examine what social identities impacted voter turnout and, found that non-Hispanic Black voters played a critical role in shaping President Obama’s success. Although the effects of social identities on voter turnout are the focus of an extensive body of existing research, many scholars study the separate effects of characteristics, such as race/ethnicity, gender or party identification. Utilizing public opinion data from the 2016 General Survey Study (GSS), this paper seeks to examine the intersectional effects of race, ethnicity, and gender on voter turnout in the 2012 Presidential Election. The findings of this can assist in understanding the impact these social identities had on turnout for non-Hispanic Black women in the 2012 presidential election and provide a basis for studying these intersecting factors in succeeding elections.

As less than 3 % of student-athletes go on to play sport professionally, it is important that they are prepared for careers outside of athletics (Susanj & Stewart, 2005). Many football student-athletes have low grade point averages and graduation rates. Universities incorporate academic motivational programs to help combat low academic performance. One unique program, Scholar-Baller, utilizes popular culture within its curriculum to bridge the gap between academics and athletics. This dissertation examined the differences between Scholar-Baller and Non Scholar-Baller Division I football student-athletes' motivation (academic, athletic, intrinsic) and athletic identity using expectancy-value theory and self-affirmation theory as its framework. In addition, the effect of race/ethnicity (African-American, White American and Other race/ethnicity) and Scholar-Baller participation on Division I football student-athletes' motivation (academic, athletic, intrinsic) and athletic identity was examined. Expectancy-value theory defines motivation as both the expectation of the student's belief about the final outcome of a task, and the values the student gives to the task. A student either has a positive, negative, or neutral expectation of the completed task's outcome (Williams, Anderson & Winett, 2005; Xiang, McBRide & Bruene, 2006). This framework allows for exploration of student athletes' academic expectations and values. Self-affirmation theory explains that when students focus on important identities and values, they can become less defensive towards threatening information. Therefore, when receiving negative academic feedback, student-athletes using self-affirmation techniques may be more confident, open-minded and receptive towards the threatening information. Three instruments were used to collect data. The Student-athletes' Motivation toward Sports and Academics Questionnaire SAMSAQ) was used to assess academic and athletic motivation, while the Motivated Strategies for Learning Questionnaire (MSLQ) was used to assess intrinsic motivation towards academics. Lastly, the Athletic Identity Measurement Scale (AIMS) was used to investigate athletic identity. Four universities (two Scholar-Baller and two Non Scholar-Baller) were chosen for their similar academic and athletic performance. Using the Statistical Package for the Social Sciences: Graduate Pack 16 for Windows, a Multiple Analysis of Variance (MANOVA) and Analyses of Variance (ANOVA) were run to determine if significant differences exist between the Scholar-Baller and Non Scholar-Baller football student-athletes' academic, athletic, intrinsic motivation and athletic identity. These tests revealed that Scholar-Baller football student-athletes had significantly lower academic and athletic motivation than Non Scholar-Baller football student-athletes. Having low academic expectations and little value for academics is consistent with student-athlete subculture. However, these findings were in contrast to what was expected. In addition, Scholar-Baller football student-athletes had significantly higher athletic identity than Non Scholar-Baller football student-athletes.This finding is also consistent with the literature on student-athletes. As student-athletes must be motivated athletically to perform at intercollegiate sports, it is not surprising to find high athletic identity among the Scholar-Baller football student-athletes. In fact, studies have suggested that high athletic identity correlates with high academic performance (Harrison, Stone, Shapiro, Yee, Boyd & Rullan, 2009; Sellers, Chavous & Brown, 2001). One Scholar-Baller university in this study reported higher grade point averages since the inception of the Scholar-Baller program (2.37 in Fall 2004 to 2.68 in Spring 2006). Scholar-Baller curriculum utilizes self-affirmation exercises to affirm student- athletes athletically and influence more acceptance of academic criticism. Scholar-Baller football student-athletes are more affirmed in their athletic role which may lead to academic success. This dissertation also investigated differences between Scholar-Baller and Non Scholar-Baller football student-athletes' academic, athletic, intrinsic motivation and athletic identity in relation to race/ethnicity. Three groups, comprised of African-American, White American and Other race/ethnicity, were used to compare Scholar-Baller and Non Scholar-Baller football student-athletes. No significant differences were found. However, it was noted that Scholar-Baller African-American football student-athletes had higher academic, athletic and intrinsic motivation than Scholar-Baller White American football student-athletes. This finding is surprising given the previous research indicating African-American student-athletes' low academic motivation. As this dissertation investigated only differences between Scholar-Baller and Non Scholar football student-athletes' motivation and identity, further research needs to be done to further explicate these differences. Also, athletic identity should be further investigated among football student-athletes to determine its role in academic performance. Furthermore, given this study's findings of higher academic and athletic motivation among African-American Scholar-Baller football student-athletes, and its contrast to previous research, further studies should be performed to further explicate these differences among race/ethnicity. Qualitative research involving in-depth interviews and longitudinal studies investigating motivation and athletic identity over time should be performed.

Individuals with a minority sexual identity, such as lesbians, gay men, and bisexuals (LGB) face increased risk for stigmatization surrounding their sexual identities and subsequent psychological distress. Sexual minorities of color (SMOC) face the same difficulties faced by White sexual minorities, often compounded with stigma and discrimination linked to their racial/ethnic identities. However, because SMOC remain underrepresented in research on LGB issues, empirically-driven knowledge about these groups is lacking, even among outcomes where noted disparities exist, such as depression. Emerging adulthood may be a particularly important period for understanding effects of intersectional identities and discrimination among SMOC, who often navigate identity-related milestones and experiences independently for the first time within this developmental period. This study examined the relationships between discrimination based upon racial/ethnic and sexual intersecting identities and depression symptoms among emerging adults, as well as ways that group identity factors (ethnic identity, sexual identity, conflicts in identity allegiances) moderated this relationship. Findings indicated that experience of intersectional discrimination was strongly, positively related to depression symptoms. Ethnic identity negatively related to depression independently, but not in the regression model accounting for other variables. Identity factors were not found to statistically significantly moderate the relationship between discrimination and depression symptoms. Discussion centers on potential mechanisms involved in the relationship between intersectional discrimination and depression, and future avenues to expand work with SMOC.

It was the purpose of this study: (1) to examine the obstacles in research in the uniquely difficult area of sampling of the American-Chinese population and (2) to find out what descriptive approaches do not produce resistance, hopefully to suggest future research in this area and (3) to obtain historical and descriptive data which might offer, from a sample of both delinquent and non-delinquent American-Chinese youth, some clues to the rehabilitation of youthful offenders. Specifically, this was basically an attempt to obtain an available sample of both delinquent and non-delinquent American-Chinese youth for the purpose of identifying some of the psychosocial variables which might have deterrent influences upon delinquency.

The current study consisted of 4,116 student-athletes (Mage = 19.84; women = 66.9%; White = 78.2%) to achieve two purposes when considering the disrupting effects of the COVID-19 pandemic and the cancellation of collegiate sports. First, I examined the relationship between gender, race/ethnicity, competition level, and athletic identity. Though there were no significant differences across NCAA Divisional levels, I found a significant gender by race interaction with Black male athletes reporting stronger athletic identities compared to White male and female athletes as revealed by post-hoc analyses. Second, I examined the relationship between athletic identity and psychological distress and found that when social support and self-compassion are both low, there is a moderate, positive relationship between athletic identity and psychological distress for the White female athletes. Additionally, there were main effects for self-compassion and social support where higher levels were related to lower psychological distress among the White female athletes and Latino/a athletes. For the Black male athletes, there was a main effect for only self-compassion. There was a significant self-compassion by social support interaction for the Black female athletes and White male athletes, suggesting that when self-compassion is low, or high, there are higher levels of psychological distress experienced when social support is low. Implications of the findings, limitations, and future directions are discussed.

Pain catastrophizing (PC) and fear of pain (FOP) are understudied across different race/ethnicity minorities. The association between these constructs and psychological disorders with relation to chronic pain are understudied as well. Prior research indicates that racial/ethnic minority populations may engage in more PC and FOP than white, non-Hispanic populations. These studies, however, have only examined macro-level differences between white, non-Hispanic and minority populations. Less is known about the nuanced differences in PC and FOP across individual racial/ethnic groups (i.e., white vs. Asian vs. Black/African American). The current study explores between-group differences in PC and FOP across diverse racial/ethnic groups of youth with chronic pain while also observing the association between anxiety/depression and PC/FOP in these populations. Youth (ages 11-17) with chronic pain presenting for treatment to a tertiary pediatric pain clinic completed the Pain Catastrophizing Scale (PCS), which includes a total score and subscales (i.e., rumination, magnification, and helplessness) and the Fear of Pain Questionnaire. Racial/ethnic group sizes were as follows: Black/non-Hispanic (N = 29), Hispanic (N = 58), Asian (N = 17), another race/non-Hispanic (N = 37), and Multiracial (N = 15). One-way ANOVAs were conducted to test differences in the PCS total score and subscales as well as FOP among racial/ethnic groups, and Chi-square analyses were conducted to test the association between binary codes of anxiety/depression diagnoses provided in the data repository and the race/ethnicity minorities, respectively. Results revealed non-significant differences in total PCS and PCS subscales across race/ethnicity minority groups. In addition, there were no statistically significant differences in FOP across race/ethnicity minority groups. However, there were some clinically significant differences between mean PCS and FOP scores across certain racial/ethnic minority groups. Finally, no significant associations emerged between anxiety and race/ethnicities or between depression and race/ethnicities. Findings suggest that youth with chronic pain may experience PC and FOP similarly regardless of their racial/ethnic backgrounds. However, these findings were limited by small sample sizes across groups, and future research with larger sample sizes is warranted. These results can inform continued exploration and sensitivity to diversity, equity, and inclusivity issues in healthcare for pediatric chronic pain patients.

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