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
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
3
Q
when is ethnic identity particularly salient?
A
adolescence
time of exploration, relationship development, exposure to new ideas and groups, growth and change
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
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
6
Q
racial identity
A
incorporates experiences of:
1) discrimination
2) racism
3) racial socialization
of stratified society
7
Q
ethnic identity
A
has to do with one’s cultural group
traditions, holidays, famous figures
tends to be more positive
8
Q
aspects of ERI identity (Phinney & Ong)
A
- commitment
- exploration
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
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
11
Q
Phinney model - diffusion
A
not engaged in exploration or commitment (lack of clear identity)
11
Q
Phinney model - 4 identity statuses
A
- diffusion
- foreclosed
- moratorium
- achievement
12
Q
Phinney model - foreclosed
A
commitment without exploration
13
Q
Phinney model - moratorium
A
period of exploration, but not yet committed
14
Q
Phinney model - achievement
A
explored key identity issues and made commitments
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
15
Q
a later, 3rd dimension
A
later on, AFFIRMATION was added on to complement commitment and exploration as another aspect of ERI
16
Q
affirmation
A
3rd component of ERI added on later
POSITIVE or NEGATIVE feelings associated with group membership
ethnic identity scale
17
Q
synonyms for affirmation
A
pride
private regard
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
19
Q
assumptions: Sellers’ Multidimensional Medel of Racial Identity (MMRI)
A
assumptions:
- 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
- individuals have MULTIPLE different identities and theses are HIERARCHICALLY ordered
- gender, ability, status, sexual orientation
- 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
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
21
Q
MMRI: salience
A
the extent to which race is a relevant aspect of self concept in a situation or time
context-dependent
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
23
MMRI: regard
feelings of positivity or negativity (affective judgment) of race
private or public
24
MMRI: ideology
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
25
MMRI ideology: nationalist
being very pro your group
ie. Black Nationalists, the Malcom X's
about liberation, power, fighting hard to gain rights for group
26
MMRI ideology: oppressed
cross-group solidarity
my struggles are similar to your struggles, let's try to work together
27
MMRI ideology: assimilationist
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
28
MMRI ideology: humanist
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
29
what 2 things contribute to racial salience?
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
30
racial salience affects...
1. racial ideology
2. racial regard
31
racial regard and racial ideology affect...
appraisal construal
how you appraise/see the situation
32
appraisal construal affects...
behaviour
33
MMRI chain of events overview
race centrality and situational cues
>
racial salience
>
racial ideology and racial regard
>
appraisal construal
>
behaviour
34
study SETUP: zooming in on ERI salience
2 weeks
daily diary study amongst Chinese Americans
35
study RESULTS: zooming in on ERI salience
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
36
zooming in on ERI salience: strength of relationship between daily salience and wellbeing was moderated by...
global ethnic identity
for people with stronger sense of belonging to Chinese background, high daily salience was ESPECIALLY strongly related to daily wellbeing
37
NYT talking to White people about race
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
38
Janet Helms Model of White Racial Identity from 1992 - updated 2020 OVERVIEW
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
Janet Helms Model of White Racial Identity - Phase 1 components
1. contact
2. disintegration
3. reintegration
40
Janet Helms Model of White Racial Identity - Phase 1 - CONTACT
ACCEPTANCE OF SOCIALLY IMPOSED RACIAL CATEGORIZATION & RULES
colour-evasiveness
ignorance/neutrality about race issues
downplay importance of race
deny impact of racism
41
Janet Helms Model of White Racial Identity - Phase 1 - DISINTEGRATION
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
Janet Helms Model of White Racial Identity - Phase 1 - REINTEGRATION
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
Janet Helms Model of White Racial Identity - CONTEXT
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
Janet Helms Model of White Racial Identity - Phase 2 components
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
Janet Helms Model of White Racial Identity - Phase 2 - PSEUDO-INDEPENDENCE
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
Janet Helms Model of White Racial Identity - Phase 2 - IMMERSION/EMERSION
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
Janet Helms Model of White Racial Identity - Phase 1 - AUTONOMY
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
ERC in infancy
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
origins of children's ERI
ethnic-racial priming
50
what happens at 9 months?
other race effect
kids become less able to recognize faces from other ethnic groups
51
infants learn behaviours more easily from...
SAME RACE MODELS
52
ERI in early childhood
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
ERI early childhood - initial ideas about race/ethnicity start to get associated with...
noticeable physical differences
half of 5-6 can CORRECTLY SORT people by race
and EXPLAIN their sorting decision
54
ERI early childhood - naturally engage in...
cultural behaviour
without understanding meaning behind them
55
ERI middle childhood
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
ERI middle childhood - what begins to play larger role?
peers and school
57
ERI middle childhood - can sort based on...
major phenotypical distinctions
poor sorting based on more subtle features
58
ERI middle childhood - high what?
high private regard and affirmation
59
ERI middle childhood - what's less clear?
centrality
some studies find high centrality
others find that other group memberships are much more prioritized at this age
60
ERI in adolescence
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
ERI in adolescence: what's a key developmental milestone?
ERI development
62
ERI in adolescence: what might drive ERI development?
discrimination
63
ERI in adolescence: what remains stable?
centrality
private regard
64
ERI in adolescence: lots of what?
exploration!
commitment increases and decreases throughout this period
65
ERI in adulthood
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
ERI in adulthood: most characterized by what?
role transitions
uni, job, marriage, parenthood, grandparenthood etc
may drive ERI development
67
ERI in adulthood: may contend with...
changes in ACCEPTABLE LABELS over lifetime
impacts self-labelling
68
ERI in adulthood: ERI exploration tends to increase across...
university years
69
ERI in adulthood: exploration and behaviour may increase...
as individuals become parents
and start socializing their chidlren
70
study on the impacts of positive ethnic-racial affect: QUESTION they asked
what are associations between positive ethnic-racial affect and adjustment?
71
study on the impacts of positive ethnic-racial affect: SETUP
meta-analysis of 46 studies
had to be community (not clinical) sample
study had to include children, adolescents, or non-university emerging adults
72
study on the impacts of positive ethnic-racial affect: example 'positive ethnic-racial affect' items from diff measures
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
study on the impacts of positive ethnic-racial affect: META-ANALYTIC FINDINGS
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
another Rivas-Drake study SETUP
literature review - not a meta-analysis
examines ERI > ADJUSTMENT links among ADOLESCENTS OF COLOUR
- african american
- latinx
- indigenous
- AAPI (Asian American Pacific Islander
75
Rivas-Drake literature review FINDINGS
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
Rivas-Drake literature review - what were the most commonly looked at things?
psychosocial functioning
- positive self esteem
- fewer depressive symptoms
- prosocial tendencies
- peer acceptance/popularity
- fewer somatic symptoms
mental health
77
limitations identified from Rivas-Drake et al, 2014 b
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
meta-analysis of the moderating effect of ERI - QUESTION
which dimensions of ERI protect against or exacerbate the impact of ethnic-racial discrimination on outcomes?
79
meta-analysis of the moderating effect of ERI - STUDY SETUP
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
meta-analysis of the moderating effect of ERI - FINDINGS
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
meta-analysis of the moderating effect of ERI - exploration found to...
exacerbate the harmful impact of discrimination on adjustment
82
meta-analysis of the moderating effect of ERI - commitment did what?
buffered against the harmful impact of discrimination
83
meta-analysis of the moderating effect of ERI - no consistent moderating effects for...
1. private regard
2. public regard
3. centrality
with respect to the impact of discrimination on adjustment
84
meta-analysis of the moderating effect of ERI - zooming in on negative mental health
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
meta-analysis of the moderating effect of ERI - how does AGE fit into exploration exacerbating impact of disc findings?
the exacerbating impact of ERI exploration was STRONGEST when youth were 24 years old
86
meta-analysis of the moderating effect of ERI - SUMMARY
1. exploration may exacerbate harmful impact of discrimination on adjustment - especially negative mental health
(impact is strongest around age 24 - emerging adulthood)
2. commitment is a protective factor
3. don't forget that most ERI dimensions are associated with many positive outcomes
- they just may not always make disc hurt less
87
2 theories for what comes first, discrimination or ERI development
1. rejection-identification hypothesis
2. identification attribution hypothesis
88
rejection-identification hypothesis
posits that discrimination comes first
recognition of discrimination leads to greater ERI over time
Nyla Branscombe
89
identification attribution hypothesis
ERI exploration and belonging lead to greater perceptions of discrimination over time
Gonzales Backen
90
Gonzales Backen study tested for...
testing for bidirectional relationships between discrimination, ERI exploration, ERI belonging
("I have a clear sense of what my ethnic background means to me")
91
Gonzales Backen study SETUP
302 Latinx adolescents
1/2 from Miami, 1/2 from LA
3 waves of data, each spaces 1 year apart
92
Gonzales Backen study FINDINGS
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
disc and ERI development - maybe both hypotheses can be correct?
are there bidirectional relations between disc and EERI exploration among Latinx adolescents?
94
are there bidirectional relations between disc and EERI exploration among Latinx adolescents? STUDY SETUP
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
are there bidirectional relations between disc and EERI exploration among Latinx adolescents? FINDINGS
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
summary across articles
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
overall summary
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
