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PSYC 411 > Midterm > Flashcards

Midterm Flashcards

1
Q

What is culture?

A

A set of attitudes, values, beliefs and norms that are shared within a group and transmitted across generations

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2
Q

What is ethnicity?

A

Group of people with common cultural traits

Includes: language, place of origin, customs, religion, history, tradition, values, beliefs, food, style of dress

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3
Q

What is race?

A

Social construction, group of people believe to share physical characteristics such as color, facial features, and other hereditary traits

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4
Q

Discrimination

A

Unfair treatment on the basis of some aspect of identity or group membership

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5
Q

Microagressions

A

Brief, everyday exchanges that send denigrating messages to people of color because they belong to a racial minority group

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6
Q

3 types of microagressions

A

1- microinsult: comments that convey rudeness, insensitivity, often unconscious
2- microassault: violent verbal or non verbal attack meant to hurt
3- microinvalidation: invalidate how the person feels, often unconscious

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7
Q

Dilemmas for the victim of discrimination

A

1- clash of racial realities
2- invisibility of unintentional expressions of bias
3- perceived minimal harm (oh it’s just a moskito bite)
4- catch 22- responding or not?

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8
Q

Systemic racism

A

The processes of racism that are embedded in laws, policies and practices of society and its institutions that provide advantages to social groups that are deemed as superior, while oppressing, disadvantaging or neglecting racial groups viewed as inferior

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9
Q

Residential segregation

A

Where you live impacts what you have access to. Parks, food etc.

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10
Q

Deficits-based approaches

A

White individuals are reference group. Any difference relative to white people = abnormality + inferiority

Ex. «You need to be individualistic», «black parents should not be as authoritarian»

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11
Q

Biopsychosocial model of perceived racism

A

Your constitutional factors creates your perception of the event, which then influences your response

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12
Q

Examples of constitutional factors

A

Age, skin tone, gender, nativity

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13
Q

Biopsychosocial model of social & cognitive processes linking discrimination to health

A

How discrimination affects health. Leads to allostatic load

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14
Q

Allostatic load

A

the cumulative burden of chronic stress and life events

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15
Q

Minority stress theory

A

difficult social situations cause stress for minority individuals, which accrues over time, resulting in long-term health deficits

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16
Q

Vulnerability/risk factors, promotive factors, protective factors

A

Risk factors: variables that are associated with negative outcomes.
Ex. Discrimination, violence in childhood, poverty

Promotive factors: variables associated with positive outcomes across all levels of risk
Ex. Social support

Protective factors: variables that disrupt the impact of a risk factor. When risk is high, protective factor leads to better outcomes. Make risk factor hurt less.

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17
Q

Only vulnerability vs only promotive

A

Only vulnerability: presence of variable leads to negative outcomes but absence doesn’t necessarily lead to positive outcomes
Ex. Child abuse
Think vulnerable, hard to be positive

Only promotive: presence of variable leads to positive outcomes but absence doesn’t necessarily lead to negative outcomes
Ex. Talent in one specific area
Think promotion. If no promotion you’re fine.

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18
Q

Both promotive and risk / curvilinear effects

A

Both promotive and risk : from extreme negative to extreme positive.
Ex. Parental warmth

Curvilinear effects: both extreme predict negative outcomes
Ex. Parental control

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19
Q

Moderation vs Mediation

A

Moderation: the strength of the association between X and Y gets stronger or weaker depending on M

Mediation: X causes M, then M causes Y. Causal chain

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20
Q

Partial mediation vs full mediation

A

Partial : X causes Y through M but also directly from X to Y

Full: it’s only through M that X causes Y

21
Q

Integrative model for the study of developmental competencies in minority children

A

Causal chain
Social position variables —> racism, —> segregation, —> the environment, —> the characteristics of the child, —> its culture, —> the family. And all of that linked affects the developmental competencies.

22
Q

True or false. Discrimination more harmful for children that adults

A

True

23
Q

Findings of Schmitt et al. Meta analysis

A

Manipulations that alluded to pervasiveness of discrimination has strong significant negative effects. Discrimination attributed to single event had no effect

24
Q

What is teacher-based discrimination associated with

A
  • lower grades
  • more student defiance
  • more unexcused absences
25
Q

Spill-over effects of teacher based discrimination

A

Even the ones that did not get discriminated got the negatives effects on academic outcomes.

X: teacher racial discrimination
M: classroom climate
Y: academic outcomes
(Partial mediation)

26
Q

Vicarious racism

A

Racism «par procuration». Through caregiver.

Example of mediator: parental mental health
Example of moderator: parental ethnic-group attachment

27
Q

What happens when HPA axis gets activated

A

Cortisol release

3 possibilities
1- normal response
2- exaggerated response
3- blunted response (barely releasing cortisol)

Can create allostatic overload, which can have adverse physical health consequences

28
Q

What happens when ANS axis gets activated

A

HRV: heart rate variability.

You normally want to have a big variability. That would mean that the body is reacting to whatever is happening. Greater fitness.

Black youth have a low HRV
Low HRV is associated with discrimination

29
Q

What see examples of brain networks that get disrupted through discrimination

A

Pre-frontal cortex- emotion regulation and stress response

Decreased grey matter in Anterior Cingulate Cortex- emotion, impulse control, decision making

30
Q

Study where they take 4 cortisol samples per day among 58 ppl. 1 at wake time, 1 45 minutes after waking, 12 hours after waking, bedtime. High stressor vs low stressor.

A

Higher for high than low stress after waking, 45 after, but same 12 hours later and at bedtime.

31
Q

Life course perspective

A

Individual, social, contextual, and historical factors
-impact the individual across age, time, and development
- change in prevalence, importance

The thesis of Gee et al. 2012. Research on racism should adopt more of a life course perspective to better understand racial inequalities in health.

32
Q

Life course concepts: age patterned exposure

A

Exposure to different things may change as a function of age
Discrimination may change in frequency over time

Ex. Women in the workplace. Frequency of discrimination depends on how old you are.
They found that women between 14-24 at baseline would face less discrimination over the next 15 years while women between 30-40 at baseline would face more discrimination over the next 15 years.

THE IMPORTANT PART: if they didn’t separate the age-groups, the trajectory of discrimination would have been flat.

33
Q

Findings of study of discrimination among black youth followed across 18 years
1/2 from Georgia (large black pop)
1/2 from Iowa (88% white)
10-12 years old at baseline, 6 follow ups over 18 years

A

Increasing trajectory of exposure to racial discrimination over time
Steeper increase for men, those who lived in Iowa (very white) and those whose families earned more money

34
Q

Life course concept: sensitive periods

A

Certain events have more a profound effect on health when they are experienced during specific developmental stages. Outside of this period, the effect is much weaker.

Meaning: exposure to discrimination at certain developmental periods may have a greater effect on health than at other developmental periods.

35
Q

What is diurnal cortisol

A

Natural rhythm throughout the day. It’s a curve.

36
Q

Findings for Adam et al. 2015 study that examined how discrimination experienced in adolescence and early adulthood relate to diurnal cortisol rhythms in adulthood

A

Adolescent discrimination findings:
-lower waking cortisol among black adults
-lower AUC (total daily cortisol)
-flatter diurnal slope

Young adults discrimination findings
-larger CAR (cortisol awakening response), cortisol spiked in the morning

SO racial discrimination experienced in adolescence matters more. Sensitive period.

37
Q

Life-course concept: Linked lives

A

Events that affect one person also effect other persons in their network.
Related to concept of vicarious discrimination

38
Q

Life course concept: Latency period

A

The period between exposure and disease appearance

39
Q

Period effect vs cohort effect

A

Period effect: historical event and social change affects everyone, regardless of age

Cohort effect: historical events and social change differentially affect individual’s life course. Affects population born at a particular point in time, but doesn’t necessarily have to do with aging.

40
Q

Cross-sectional design vs longitudinal design

A

Cross-sectional: collecting data at one point in time

Longitudinal: collecting data more than once for the same sampling

41
Q

Weaknesses of both cross-sectional and longitudinal designs

A
  • often retrospective report. Need to think of past experiences. Recall bias and recency bias.
  • we don.t know what’s happening in the day-to-day
42
Q

Solution to the weaknesses of both designs

A

experience sampling method: diary technique to gather self-reports of behaviours, emotions, or experiences as they occur over time. Over short period of time. Less influences by memory biases

43
Q

What does Potter et al. 2019 study say the most common sources of discrimination are

A

Weight and gender discrimination
-often by people close to victim
-also often by strangers

44
Q

Link between sleep, discrimination and coping ( Wang & Yip, 2020)

A

Association between discrimination and stress responses differed by sleep quality and or duration (moderating effect)

Long duration of sleep led to more problem solving when facing discrimination
High sleep quality led to more problem solving and getting more peer social support when they face discrimination.

Problem solving & peer support led to more positive wellbeing

45
Q

Findings of Seton and Zeiders, 2021on the same day and next day effect of racial discrimination on diurnal cortisol amongst black American adults

A

Higher overall cortisol and higher bedtime cortical than normal on the same day

Flatter cortisol awakening response and steeper diurnal slope on the next day

46
Q

Reverse racism

A

The idea that members of the dominant group are systematically discriminated against.
Can individuals be discriminated against on the basis of their membership in a dominant group? YES
Do social structures and systems discriminate against individuals from dominant groups? NO, these groups control the systems and structures.

47
Q

Findings for study of discrimination among black American youth

A

Individual online experiences more frequent than vicarious teasing, vicarious general and individual general experiences

Vicarious online experiences more frequent than individual teasing, vicarious teasing, vicarious general, individual general

Individual online and vicarious online equally common

Black youth overall report more discrimination online than in person

48
Q

Liberatory media literacy

A

The ability to critically read, evaluate, support, and create media and technology that represents people of color in their full humanity

49
Q

Online racial trauma exposure predicts greater ptsd symptoms excepts for those who

A

Endorse inclusive use of media and tech at very high levels

PSYC 411 (6 decks)

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