Nov 27 lecture Flashcards
3 ERS and ERI interventions
- The Identity Project
- EMBRACE program
- One Talk at a Time (OTAAT)
Umana-Taylor’s intro to the Identity Project
disparities between minorities and White people are caused by stress coming from discrimination
how can we change this?
by harnessing ERI
^ ERI cohesion = positive psychosocial functioning and buffer against discrimination
ERI = protective and promotive factor
developed the Identity Project - curriculum that provides strategies, tools, dedicated times to explore and learn about background
delivered once a week, for an hour, by instructor at school
program works!
currently extending dissemination settings and age groups
why intervene upon identity in the first place?
- KEY DEVELOPMENTAL TASK/MILESTONE
^ adolescence is KEY TIME for exploration, therefore a key time for intervention
- highly CENTRAL part of how youth in NA DEFINE their IDENTITIES
- why include WHITE youth? Increasing understanding and salience of race and privilege can fuel critical consciousness development and ally-ship
^ think Phase 2 of Helm’s white racial identity model
why include white youth in the identity project?
can help increase UNDERSTANDING of SALIENCE/PRIVILEGE related to race
can fuel CRITICAL CONSCIOUSNESS development and ALLY-SHIP
identity project - why schools?
many challenges on school-side, but ALLOWS ACCESS FOR ALL YOUTH
not just those who self-select or whose parens self-select their kids to participate
theoretical model of Identity Project
- curriculum/intervention program
LEADS TO
- ERI exploration AND ERI resolution
LEAD TO
- global identity cohesion
LEADS TO
- adjustment
identity project: global identity
sense of identity COHESION in which youth have a CLEAR SENSE of who they are
and how the MULTIPLE ASPECTS of their identities FIT in
within the specific sociocultural CONTEXT in which their lives are embedded
identity project: indicators of adjustment
- school belongingness
- academic engagement
- self-esteem
- depressive symptoms
- other-group orientation
identity project: curriculum goals/intervention program
- increasing students’ SALIENCE and UNDERSTANDING of their ethnic heritage and background, as well as those of others
- increasing students’ AWARENESS and understanding of MULTIPLE GROUP’S EXPERIENCES with discrimination in context of US across DIFF HISTORICAL PERIODS
- engaging students in ACTIVITIES designed to increase their understanding of their FAMILY HERITAGE (regardless of how they define “family”)
- exposing students to notion that DIFF WITHIN GROUPS are oftentimes LARGER than diffs between groups
- clarifying MISCONCEPTIONS students may have regarding a “right or wrong” way to identify with an ethnic racial group, providing students with EXAMPLES of DIVERSE JOURNEYS of ERI development
- providing students with TOOLS with which to explore ER heritage (ie. showing them symbols, traditions, rituals, ways to learn more)
- providing opportunities for students to DISCUSS THEIR HERITAGE with others
1st trial of identity project setup
9th graders
racially diverse
55 minute session, once a week for 8 weeks
randomized placement into identity project or academic success curriculum
1st trial of identity project tested whaat?
tested the theoretical model
does the identity project lead to GREATER EXPLORATION at T2?
does this lead to GREATER RESOLUTION at T3?
does this lead to BETTER GLOBAL IDENTITY?
and to BETTER ACADEMIC/PSYCHOLOGICAL outcomes at T4?
identity project pilot FINDINGS
- treatment condition led to GREATER T2 EXPLORATION
- T2 exploration led to GREATER T3 RESOLUTION
- T3 resolution led to…
a) better grades
b) stronger global identity
c) fewer depressive sumptoms
d) higher self esteem
identity project pilot: resolution at T3 led to…
(one year post intervention at T4)
- better grades
- higher self-esteem
- stronger global identity
- fewer depressive symptoms
identity project pilot: resolution at T3 DID NOT lead to…
- academic engagement at T4
- other group orientation at T4
race - did identity project work as well for White youth as for youth of colour?
YES
no moderation by race
effects of identity project were the SAME across white youth and youth of colour
ERI centrality - does importance of race/ethnicity to sense of self at baseline matter for intervention effectiveness? BACKGROUND
testing idea that those for whom centrality is ALREADY HIGHER AT BASELINE, the intervention might be EXTRA STRONGLY PREDICTIVE of greater exploration at time 2
does centrality moderate the effect of the intervention on T2 exploration?
ERI centrality - does importance of race/ethnicity to sense of self at baseline matter for intervention effectiveness?
YES
- NO DIFF in T2 exploration between people in intervention or control who had LOW ERI centrality
- for those with AVERAGE/HIGH centrality at baseline, intervention led to GREATER INCREASES in exploration than the control condition
- TRAJECTORY of exploration DIDN’T CHANGE - stayed parallel - but higher baseline centrality just led to an EXTRA INITIAL BUMP in T2 exploration
identity project - does the ERS you get at home from parents impact treatment effects?
again, re-analysis of original intervention data
youth from families who engaged in MODERATE to HIGH levels of ERS at baseline showed GREATER INCREASES in exploration when given the intervention
(same exact thing as what was observed with centrality)
summary of identity project effects
positive impacts on academic and MH outcomes stemming from intervention-induced increases in exploration and resolution
^ above effects work EQUALLY for White youth and youth of colour
^ higher centrality at baseline and higher baseline parental ERS messaging = STRONGER INCREASE in exploration given intervention
identity project is so popular that it’s now being adapted in…
6 countries in Europe
and in Colombia and Chile in South America
(has popped up in all sorts of varied cultural contexts)
specific cultural adaptations to identity project - SURFACE LEVEL
adapting ACTIVITIES and INTRO VIDEOS to be country-specific
changing who GIVES the intervention
^ pre-service teachers, researchers, minority counsellors, teachers who are refugees
specific cultural adaptations to identity project - DEEP STRUCTURE ADAPTATIONS
- adapting TERMS
^ navigating legally-enforced ‘colour-blindness’ and race-blindness in countries like Germany and Italy
(ILLEGAL to use race classification after WWII)
- more focus on IMMIGRATION HISTORY and “FOREIGNNESS”
- focus on NATIONAL and REGIONAL identities
cultural adaptations to identity project - focus on national and regional identities
conflation of national identity and ethnicity leads to EXCLUSION of those with IMMIGRATION history
ie. Germans implicitly refers to White Germans, not say, Turkish Germans - even if they’ve been in Germany for generations
identity project in Italy BACKGROUND
474 diverse adolescents
31% ‘MIGRATION BACKGROUND’ - can’t ask about race/ethnicity in this national context
200 nationalities repped
RCT conducted during pandemic
pre-test (W0), post-test (W1), 13-week-follow-up (W2) data
control condition was waitlist control (got no intervention at all, unlike RCT in the US)
