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Psyc 411 > Oct 23 > Flashcards

Oct 23 Flashcards

1
Q

why does identity even matter?

A

identity formation is a key DEVELOPMENTAL TASK

think back to Erik Erikson

it’s critical for psychosocial functioning
- positive sense of self
- positive relationships with others
etc

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2
Q

ethnic identity

A

dynamic, multidimensional construct

refers to one’s identity or SENSE OF SELF as a member of an ethnic group

not fixed, CONSTRUCTED over time

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3
Q

when is ethnic identity particularly salient?

A

adolescence

time of exploration, relationship development, exposure to new ideas and groups, growth and change

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4
Q

what do DYNAMIC and MULTIDIMENSIONAL mean in the definition of ethnic identity?

A

dynamic: changing over time

multidimensional: lots of diff parts of it

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5
Q

racial vs ethnic identity are…

A

often collapsed in experimental study

not easily distinguished

therefore, we often collapse them together and consider them both together as racial-ethnic identity

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6
Q

racial identity

A

incorporates experiences of:

1) discrimination
2) racism
3) racial socialization

of stratified society

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7
Q

ethnic identity

A

has to do with one’s cultural group

traditions, holidays, famous figures

tends to be more positive

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8
Q

aspects of ERI identity (Phinney & Ong)

A
  1. commitment
  2. exploration
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9
Q

commitment: aspects of ERI identity

A

SENSE OF BELONGING is the important aspect

do you feel connected to people in your racial/ethnic group?

do you understand what being a member of your group means to you?

can be committed to identity placed on you by others

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10
Q

exploration: aspects of ERI identity

A

SEEKING INFO and EXPERIENCES relevant to one’s identity

ie. joining affinity groups on campus, trying to learn language of your ethnic group, traditional dances, cooking, art

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11
Q

Phinney model - diffusion

A

not engaged in exploration or commitment (lack of clear identity)

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11
Q

Phinney model - 4 identity statuses

A
  1. diffusion
  2. foreclosed
  3. moratorium
  4. achievement
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12
Q

Phinney model - foreclosed

A

commitment without exploration

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13
Q

Phinney model - moratorium

A

period of exploration, but not yet committed

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14
Q

Phinney model - achievement

A

explored key identity issues and made commitments

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15
Q

another view of the Phinney model

A

like a timeline - but people take different paths/grow in different orders AND can also backtrack

1) DIFFUSE or FORECLOSED

leads to

2) MORATORIUM

then

3) ACHIEVED STATUS

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15
Q

a later, 3rd dimension

A

later on, AFFIRMATION was added on to complement commitment and exploration as another aspect of ERI

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16
Q

affirmation

A

3rd component of ERI added on later

POSITIVE or NEGATIVE feelings associated with group membership

ethnic identity scale

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17
Q

synonyms for affirmation

A

pride

private regard

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18
Q

ERI process vs content

A

Jean Phinney - ERI PROCESS
- more developmental

Rob Sellers - ERI CONTENT
- more trait-like

need both of these things to get a complete understanding of what makes up someone’s racial-ethnic identity

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19
Q

assumptions: Sellers’ Multidimensional Medel of Racial Identity (MMRI)

A

assumptions:

  1. identities are influenced by SITUATION as well as STABLE
  • stable aspects of identity can change throughout lifespan
  • ie. Anti-Asian racism during COVID - probably spurred Asians to think about their ERI
  1. individuals have MULTIPLE different identities and theses are HIERARCHICALLY ordered
  • gender, ability, status, sexual orientation
  1. individuals PERCEPTION of own identity is the most valid
  • really SUBJECTIVE - care about your feelings of how you see yourself in the world
  • about YOUR experiences
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20
Q

MMRI model - splits racial identity how?

A

1) racial SALIENCE

2) racial CENTRALITY

3) racial REGARD
- public
- private

4) racial IDEOLOGY
- nationalist
- oppressed
- assimilationist
- humanist

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21
Q

MMRI: salience

A

the extent to which race is a relevant aspect of self concept in a situation or time

context-dependent

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22
Q

MMRI: centrality

A

the extent to which a person defines self with regard to race

pretty stable across contexts

if your ERI is central, then race will be one of the main ways in which you identify yourself

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23
Q

MMRI: regard

A

feelings of positivity or negativity (affective judgment) of race

private or public

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24
Q

MMRI: ideology

A

beliefs, attitudes, opinions around how one feels the members of the race should act

philosophy of how to live and act

different philosophies: nationalist, oppressed, assimilationist, humanist

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25
Q

MMRI ideology: nationalist

A

being very pro your group

ie. Black Nationalists, the Malcom X’s

about liberation, power, fighting hard to gain rights for group

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26
Q

MMRI ideology: oppressed

A

cross-group solidarity

my struggles are similar to your struggles, let’s try to work together

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27
Q

MMRI ideology: assimilationist

A

should try to fit into the system the way it is

work within it to change it

blend into society, play within the rules to try to make something better

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28
Q

MMRI ideology: humanist

A

dismisses ideas of racism

focuses on shared humanity at the cost of celebrating differences between people of diff groups

emphasizes similarities among all people

almost colour-evasive

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29
Q

what 2 things contribute to racial salience?

A
  1. racial centrality
  2. situational cues

situational cues and racial centrality combine to contribute to race centrality in any given moment

circumstances/events influence race salience

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30
Q

racial salience affects…

A
  1. racial ideology
  2. racial regard
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31
Q

racial regard and racial ideology affect…

A

appraisal construal

how you appraise/see the situation

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32
Q

appraisal construal affects…

A

behaviour

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33
Q

MMRI chain of events overview

A

race centrality and situational cues

>

racial salience

>

racial ideology and racial regard

>

appraisal construal

>

behaviour

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34
Q

study SETUP: zooming in on ERI salience

A

2 weeks

daily diary study amongst Chinese Americans

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35
Q

study RESULTS: zooming in on ERI salience

A

on days when ethnic salience is HIGHER, wellbeing is HIGHER

those with STRONGER GLOBAL ERI, higher daily salience was even more strongly associated with greater wellbeing than for those lower in global ERI

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36
Q

zooming in on ERI salience: strength of relationship between daily salience and wellbeing was moderated by…

A

global ethnic identity

for people with stronger sense of belonging to Chinese background, high daily salience was ESPECIALLY strongly related to daily wellbeing

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37
Q

NYT talking to White people about race

A

feel apprehensive talking about race

don’t want to offend

white people don’t think about their racial identity as much

often don’t have to think about how race shapes their outlook on life, their sense of safety, their self concept, confidence, opportunities…

colour blind impulse comes mostly from white people (from sense of shame and guilt about racism)

have only been the beneficiaries of race, never faced its negative impacts

no one brought up ethnicity

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38
Q

Janet Helms Model of White Racial Identity from 1992 - updated 2020 OVERVIEW

A

PHASE 1: Internalization of Racist Status Quo

a) CONTACT (colourblindness, ignorance, unawareness)

b) DISINTEGRATION (confusion, shame, recognition)

c) REINTEGRATION (blame, scapegoating, denial)

PHASE 2: Challenge to Racist Status Quo

a) PSEUDO-INDEPENDENCE (assimilation, help without change)

b) IMMERSION/EMERSION (awareness, exploration, responsibility)

c) AUTONOMY (confrontation, inclusion, collectivism)

39
Q

Janet Helms Model of White Racial Identity - Phase 1 components

A
  1. contact
  2. disintegration
  3. reintegration
40
Q

Janet Helms Model of White Racial Identity - Phase 1 - CONTACT

A

ACCEPTANCE OF SOCIALLY IMPOSED RACIAL CATEGORIZATION & RULES

colour-evasiveness

ignorance/neutrality about race issues

downplay importance of race

deny impact of racism

41
Q

Janet Helms Model of White Racial Identity - Phase 1 - DISINTEGRATION

A

CONFUSION ABOUT COMMITMENT TO OWN GROUP: MOVEMENT BETWEEN FEELINGS OF COMFORT & DISCOMFORT ABOUT RACE

starting to experience confusion, guilt, shame around status as a white person in NA context

info they’re learning clashes with the colourblind ideology they internalized during contact stage

42
Q

Janet Helms Model of White Racial Identity - Phase 1 - REINTEGRATION

A

IDEALIZATION OF OWN GROUP; EXTERNAL STANDARDS USED TO DEFINE SELF & OTHERS; LACK OF EMPATHY FOR OTHERS

acknowledge existence of racism

but have re-entered the status quo

use racial inferiority as justification for systems and outcomes

things are fine the way they are

unwilling to do anything to make change

happily benefit from racism and current structures

43
Q

Janet Helms Model of White Racial Identity - CONTEXT

A

NA context

this model talks about development across time of WHITE person’s racial identity

people can go back and forth between stages, can get stuck in stages, and never move on

not everyone gets from CONTACT to AUTONOMY

44
Q

Janet Helms Model of White Racial Identity - Phase 2 components

A
  1. PSEUDO-INDEPENDENCE
    a) assimilation
    b) help without change
  2. IMMERSION/EMERSION
    a) awareness
    b) exploration
    c) responsibility
  3. AUTONOMY
    a) confrontation
    b) inclusion
    c) collectivism
45
Q

Janet Helms Model of White Racial Identity - Phase 2 - PSEUDO-INDEPENDENCE

A

RATIONALIZE COMMITMENT TO OWN GROUP & TOLERANCE OF OTHERS

white liberalist

quite stable, lots of people reach this stage and GET STUCK HERE

white people doing things to help people from minoritized groups

but NOT IN A CRITICAL WAY

not interrogating the roots of racial inequality

PUSHING FOR INCLUSION WITHOUT PUSHING FOR CHANGING THE SYSTEM

46
Q

Janet Helms Model of White Racial Identity - Phase 2 - IMMERSION/EMERSION

A

CHALLENGES WHITES TO UNDERSTAND HOW THEY HAVE BENEFITTED FROM AND CONTRIBUTED TO RACISM REQUIRES QUESTIONING, SELF-REFLECTION, AND CRITICAL ANALYSIS

ACTIVE exploration of race and racism on a PERSONAL and SOCIETAL level

exploring what/how these unequal systems operate

asking: how has whiteness shaped my own experience?

47
Q

Janet Helms Model of White Racial Identity - Phase 1 - AUTONOMY

A

INTERNALLY DERIVED DEFINITIONS OF SELF, DEMONSTRATE POSITIVE RACIAL GROUP COMMITMENT & POSSESS CAPACITY TO RELINQUISH RACIAL PRIVILEGE

more consistent, active effort

continually doing the work to ameliorate racism

48
Q

ERC in infancy

A
  1. ethnic-racial priming - origins of children’s ERI
  2. preferences emerge early - at 3 months
  3. nine months: OTHER RACE EFFECT - less able to recognize faces from other ethnic groups
  4. infants learn behaviours more easily from SAME-RACE models
49
Q

origins of children’s ERI

A

ethnic-racial priming

50
Q

what happens at 9 months?

A

other race effect

kids become less able to recognize faces from other ethnic groups

51
Q

infants learn behaviours more easily from…

A

SAME RACE MODELS

52
Q

ERI in early childhood

A
  1. can start to think MORE EXPLICITLY about race
  2. initial ideas about race/ethnicity start to get associated with NOTICEABLE PHYSICAL DIFFS
  3. half of 5-6 year olds can CORRECTLY SORT people by race and explain their sorting decision (possible precursor to salience and public regard)
  4. naturally engage in CULTURAL BEHAVIOURS - often without understanding meaning
53
Q

ERI early childhood - initial ideas about race/ethnicity start to get associated with…

A

noticeable physical differences

half of 5-6 can CORRECTLY SORT people by race

and EXPLAIN their sorting decision

54
Q

ERI early childhood - naturally engage in…

A

cultural behaviour

without understanding meaning behind them

55
Q

ERI middle childhood

A
  1. PEERS and SCHOOL start playing larger role
  2. can sort based on MAJOR PHENOTYPICAL DISTINCTIONS - but poor sorting based on more subtle features
  3. HIGH PRIVATE REGARD/AFFIRMATION during middle childhood
  4. CENTRALITY is LESS clear
56
Q

ERI middle childhood - what begins to play larger role?

A

peers and school

57
Q

ERI middle childhood - can sort based on…

A

major phenotypical distinctions

poor sorting based on more subtle features

58
Q

ERI middle childhood - high what?

A

high private regard and affirmation

59
Q

ERI middle childhood - what’s less clear?

A

centrality

some studies find high centrality

others find that other group memberships are much more prioritized at this age

60
Q

ERI in adolescence

A
  1. ERI development = KEY DEVELOPMENTAL MILESTONE in adolescence
  2. DISCRIMINATION may be a driver of ERI development
  3. SCHOOL factors play important role (x-race friendships, etc)
  4. centrality and private regard thought to be STABLE through adolescence - more work still needed
  5. lots of EXPLORATION during this time - COMMITMENT may INCREASE or DECREASE at diff points in adolescence
  6. ERI KNOWLEDGE increases
61
Q

ERI in adolescence: what’s a key developmental milestone?

A

ERI development

62
Q

ERI in adolescence: what might drive ERI development?

A

discrimination

63
Q

ERI in adolescence: what remains stable?

A

centrality

private regard

64
Q

ERI in adolescence: lots of what?

A

exploration!

commitment increases and decreases throughout this period

65
Q

ERI in adulthood

A
  1. most work in EMERGING ADULTHOOD (18-29)
  2. characterized by ROLE TRANSITIONS (university, job, marriage, parenthood, grandparenthood, etc) that may drive ERI development
  3. may contend with CHANGES in ACCEPTABLE LABELS over lifetime (Hispanic > latino/a > Latine; person first language etc) that can impact self-labelling
  4. ERI exploration tends to INCREASE across UNI YEARS
  5. exploration and behaviours may increase as individuals BECOME PARENTS and start socializing their children
66
Q

ERI in adulthood: most characterized by what?

A

role transitions

uni, job, marriage, parenthood, grandparenthood etc

may drive ERI development

67
Q

ERI in adulthood: may contend with…

A

changes in ACCEPTABLE LABELS over lifetime

impacts self-labelling

68
Q

ERI in adulthood: ERI exploration tends to increase across…

A

university years

69
Q

ERI in adulthood: exploration and behaviour may increase…

A

as individuals become parents

and start socializing their chidlren

70
Q

study on the impacts of positive ethnic-racial affect: QUESTION they asked

A

what are associations between positive ethnic-racial affect and adjustment?

71
Q

study on the impacts of positive ethnic-racial affect: SETUP

A

meta-analysis of 46 studies

had to be community (not clinical) sample

study had to include children, adolescents, or non-university emerging adults

72
Q

study on the impacts of positive ethnic-racial affect: example ‘positive ethnic-racial affect’ items from diff measures

A

I’m happy that I’m a member of the group I belong to

I have a strong sense of belonging in my own ethnic group

I have a lot of pride in my ethnic group

I feel good about my culture and heritage

I feel negatively about my ethnicity

If I could choose, I’d prefer to be of a different ethnicity

73
Q

study on the impacts of positive ethnic-racial affect: META-ANALYTIC FINDINGS

A

positive ethnic-racial affect was positively associated with all sorts of wellbeing measures

ie. academic achievement, school attitudes

ie. depressive symptoms, internalizing problems

ie. health risk behaviours

ie. self-esteem, wellbeing

all EXCEPT for LOWER ANXIETY

74
Q

another Rivas-Drake study SETUP

A

literature review - not a meta-analysis

examines ERI > ADJUSTMENT links among ADOLESCENTS OF COLOUR

  • african american
  • latinx
  • indigenous
  • AAPI (Asian American Pacific Islander
75
Q

Rivas-Drake literature review FINDINGS

A
  1. PSYCHO-SOCIAL FUNCTIONING & MENTAL HEALTH were most commonly looked at
  2. generally POSITIVE EFFECTS of other ERI dimensions
  3. least amount of consistency for:
    a) health risk behaviour outcomes
    b) among Indigenous youth (fewest studies)
76
Q

Rivas-Drake literature review - what were the most commonly looked at things?

A

psychosocial functioning
- positive self esteem
- fewer depressive symptoms
- prosocial tendencies
- peer acceptance/popularity
- fewer somatic symptoms

mental health

77
Q

limitations identified from Rivas-Drake et al, 2014 b

A
  1. little research on indigenous populations
  2. multiracial and multi-ethnic populations not included
  3. variable measurements of ERI
    - Phinney exploration or commitment
    - MMRI
    - identity statuses
  4. need more within group
    - ie. how do gender, class, education, immigration etc impact ERI and outcomes within a specific group
78
Q

meta-analysis of the moderating effect of ERI - QUESTION

A

which dimensions of ERI protect against or exacerbate the impact of ethnic-racial discrimination on outcomes?

79
Q

meta-analysis of the moderating effect of ERI - STUDY SETUP

A

final k = 51 studies (59 originally)

(44 peer reviewed, 8 unpublished, 7 theses/dissertations)

all had to examine some aspect of ERI as a moderator

2 studies with outliers

6 international (outside US) studies excluded

80
Q

meta-analysis of the moderating effect of ERI - FINDINGS

A

below findings are about ADJUSTMENT BROADLY

ie. combo of positive mental health, negative mental health, academics, health risk behaviours, physical health

  1. EXPLORATION found to EXACERBATE the harmful impact of disc on adjustment
  2. COMMITMENT BUFFERED against the harmful impact of discrimination
  3. NO CONSISTENT MODERATING effects for:
    - PRIVATE REGARD
    - PUBLIC REGARD
    - CENTRALITY
    with respect to the impact of disc on adjustment
81
Q

meta-analysis of the moderating effect of ERI - exploration found to…

A

exacerbate the harmful impact of discrimination on adjustment

82
Q

meta-analysis of the moderating effect of ERI - commitment did what?

A

buffered against the harmful impact of discrimination

83
Q

meta-analysis of the moderating effect of ERI - no consistent moderating effects for…

A
  1. private regard
  2. public regard
  3. centrality

with respect to the impact of discrimination on adjustment

84
Q

meta-analysis of the moderating effect of ERI - zooming in on negative mental health

A
  1. negative mental health = depression, anxiety, distress
  2. composite (average) of ERI exploration and commitment was protective
  3. if you look at exploration by itself…

a) disc was more strongly associated with negative mental health for people high in exploration

ie. exploration exacerbates discrimination > negative mental health relations

85
Q

meta-analysis of the moderating effect of ERI - how does AGE fit into exploration exacerbating impact of disc findings?

A

the exacerbating impact of ERI exploration was STRONGEST when youth were 24 years old

86
Q

meta-analysis of the moderating effect of ERI - SUMMARY

A
  1. exploration may exacerbate harmful impact of discrimination on adjustment - especially negative mental health

(impact is strongest around age 24 - emerging adulthood)

  1. commitment is a protective factor
  2. don’t forget that most ERI dimensions are associated with many positive outcomes
    - they just may not always make disc hurt less
87
Q

2 theories for what comes first, discrimination or ERI development

A
  1. rejection-identification hypothesis
  2. identification attribution hypothesis
88
Q

rejection-identification hypothesis

A

posits that discrimination comes first

recognition of discrimination leads to greater ERI over time

Nyla Branscombe

89
Q

identification attribution hypothesis

A

ERI exploration and belonging lead to greater perceptions of discrimination over time

Gonzales Backen

90
Q

Gonzales Backen study tested for…

A

testing for bidirectional relationships between discrimination, ERI exploration, ERI belonging

(“I have a clear sense of what my ethnic background means to me”)

91
Q

Gonzales Backen study SETUP

A

302 Latinx adolescents

1/2 from Miami, 1/2 from LA

3 waves of data, each spaces 1 year apart

92
Q

Gonzales Backen study FINDINGS

A
  1. ethnic identity EXPLORATION Y1 predicted perceived disc Y2
  2. ethnic identity BELONGING Y1 predicted perceived disc Y2
  3. ethnic identity EXPLORATION Y2 predicted perceived disc Y3
  4. ethnic identity BELONGING Y2 predicted perceived disc Y3
93
Q

disc and ERI development - maybe both hypotheses can be correct?

A

are there bidirectional relations between disc and EERI exploration among Latinx adolescents?

94
Q

are there bidirectional relations between disc and EERI exploration among Latinx adolescents? STUDY SETUP

A

1616 Latinx youth

exact same study setup as the other one, but sample is 4-5 times bigger

64% second gen (1+ parent born outside of US)

average of 14 years old at wave 1

3 time points, each 1 year apart

95
Q

are there bidirectional relations between disc and EERI exploration among Latinx adolescents? FINDINGS

A
  1. perceived DISC Y1 predicted ethnic identity exploration Y2
  2. ethnic identity BELONG Y1 predicted ethnic identity exploration Y2
  3. ethnic identity BELONGING Y1 predicted perceived disc Y2

and same patterns between Y2 and Y3 measurements

96
Q

summary across articles

A

some support for both rejection-identification and identification attribution

most work done with Latinx youth

likely that BOTH are true in DIFF SETTINGS, contexts etc

attributions to disc can shape identity development and identity development can impact ‘recognition of disc’

97
Q

overall summary

A
  1. ERI = extremely important resilience factor amongst ethnically/racially minoritized individuals
  2. ERI development is complex
  3. most dimensions of ERI are associated with positive outcomes
  4. fewer have protected against the impacts of disc
  5. directionality between disc and ERI is complex

Psyc 411 (23 decks)

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