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Author(s): Aaron Pomerantz [sup.1] , Kevin Green [sup.2] , Duncan McCollum [sup.3] , Hairong Song [sup.3] , Ryan P. Brown [sup.4] Author Affiliations: (1) grid.267208.9, 0000 0001 2286 975X, University [...], The psychological study of honor is predicated on hitherto-unexamined assumptions that gendered facets of honor culture meaningfully exists across groups. It is assumed that both males and females, despite having different normative and contextual concerns, share the same concepts of their own and the other genders honor. It is further assumed that honor's gendered facets can be meaningfully assumed to exist across cultural and geographic groups. However, paradoxically, honor within an American context is studied in a primarily white context based on historical Scots-Irish immigration patterns, and most common measures of honor draw from this. The present paper examines honor's existence across both gender and ethnicity-based contexts using factorial invariance testing. Two established measures of honor ideology - the Honor Ideology for Manhood (HIM) and the Honor Ideology for Womanhood (HIW) scales - were evaluated for their ability to meaningfully represent the same latent construct of honor across these contexts. Results indicated that the HIM should be re-conceptualized and reorganized into an updated scale, the HIM-R, representing the distinct facets of reputation and retaliation-based concerns for masculine honor. The HIW achieved meaningful invariance across gender groups. Both the HIW and the reconceptualized HIM-R achieved meaningful invariance across ethnicity-based contexts. The implications of these findings for honor research in American contexts is discussed.

Author(s): Mario Dalmaso [sup.1] , Michele Vicovaro [sup.2] , Katsumi Watanabe [sup.3] Author Affiliations: (1) grid.5608.b, 0000 0004 1757 3470, Department of Developmental and Social Psychology, University of Padova, , [...], According to a space-valence association, individuals tend to relate negatively- and positively-connoted stimuli with the left and right side of space, respectively. So far, only a few studies have explored whether this phenomenon can also emerge for social dimensions associated with facial stimuli. Here, we adopted a cross-cultural approach and conducted two experiments with the main aim to test whether a left-right space-valence association can also emerge for other- vs. own-race faces. Asian Japanese (Experiment 1) and White Italian (Experiment 2) participants engaged in a speeded binary classification task in which a central placed face had to be classified as either Asian or White. Manual responses were provided through a left- vs. right-side button. In both experiments, other-race faces elicited faster responses than own-race faces, in line with the well-documented other-race categorisation advantage. Moreover, evidence of an association between space and ethnic membership also arose and, interestingly, was similar in both groups. Indeed, Asian faces were responded to faster with the right-side key than with the left-side key, whereas response side had no effect for White faces. These results are discussed with regard to possible cross-cultural differences in group perception.

Relationships among bully victimization, bully perpetration, ethnic identity, and subjective well-being (i.e., life satisfaction, positive affect, and negative affect) were examined in a group of urban, ethnically diverse early adolescents. Indices of subjective well-being correlated with participants' scores on bully victimization and perpetration measures but bully perpetration was not significantly related to negative affect. The authors used cluster analysis to determine participants' status as either bully-victims, perpetrators, non-participants, or victim-perpetrators. They found significant analysis of variance differences on the variables of interest between bully participants vs. non-participants. This article discusses implications for bully prevention efforts with ethnic minority youth., School counselors historically have been at the forefront of helping youth deal with peer-related stressors such as bullying. In recent years, researchers have produced a plethora of scholarship to help [...]

This essay reads the abiku figure in Helen Oyeyemi's The Icarus Girl (2005) in its new context of migration. This context, read as diasporic, provides a framework in which the abiku child confronts structures of racialized interpretation. Oyeyemi's novel invites us to consider the tension between the narrative of abiku as Yoruba myth/legend with a particular material culture and its new diasporic double as a subject of psychoanalytic interpretation--Dissociative Identity Disorder (DID). The essay reads this interpretive tension, which is triggered by the protagonist's split racial identity, as an opportunity for reexamining the signifying practice of the abiku figure within changing spatiotemporal contexts. The diasporic abiku lends itself to varied modes of storytelling, and of narrative practices occasioned by its new transplanted contexts, that allow Oyeyemi's novel to reframe the discourse on migration and race in relation to a continuously evolving cultural space of the African diaspora., The concept of abiku originates from the phenomenon of spirit-children among the Yoruba community, referring to children who die and are believed to come back again, tormenting their mothers. They [...]

Introduction Everyone has had their feelings hurt or felt sad and depressed at some point in their lives. Moreover, most people have developed a typical way of coping with those [...], This study explored differences in coping styles based on the type of hurt experienced. Participants included 398 students (291 female and 87 male), who completed a computerized assessment of dispositional hurt, coping styles, and depression. The interrelationships amongst the two hurt typologies (introjective and retaliatory), 12 coping styles, and depression then were analyzed. Results showed that people with an introjective hurt disposition were more likely to use emotional support and instrumental support than those with a retaliatory hurt disposition, who were more likely to engage in planning and humor. Moreover, ethnic differences for two coping styles emerged; specifically, African Americans were more likely to use religion, whereas Caucasians were more likely to use substances as primary coping mechanisms. Keywords Hurt * Coping * Depression

Racial identity for African-U.S. people was conceptualized rudimentarily as psychological Africanity following Azibo (2006a). Three instruments consonant with this rudimentary framework were administered to university students. Convergent and construct validity obtained as scales reliably explained nontrivial amounts of variance in correlation, regression, and analysis of variance (ANOVA) analyses. Empirically derived psychological Africanity orientation groups termed 'correct', 'diffused', and 'incorrect' performed as hypothesized. Azibo's rudimentary framework was suggested as best for a metatheory to organize the African-U.S. racial identity literature. Keywords: psychological Africanity, racial identity, psychological misorientation, 'African Americans must forsake the white man's [cultural orientation] ... and return, as far as possible, to genuine African values and identity.... I make this plea, not only for you [...]

There is a growing literature describing the stressful nature of students' school experience. Previous research has found that racial and ethnic minority groups are particularly subject to high levels of [...]

This study examined the association between romanticism (operationalized as mean score on the Romantic Beliefs Scale) and age, sex, and ethnicity in a large community sample (N=436). Age was negatively correlated with romanticism scores; as age increased, romanticism scores decreased. No sex differences were found; men and women had similar, moderate scores. Although ethnicity largely was unrelated to romanticism, Asian/Pacific Islander participants were significantly more romantic than were African-American participants. DOI 10.2466/07.09.21.PR0.107.6.972-976

A study was designed to examine the effect of the appearance of the requester within one of the variants of the foot-in-the-door paradigm, that is, the foot-in-the-door with implicit demand described by Uranowitz in 1975. A confederate (Black vs Blanc vs Beur) approached the participant in a park and presented a small request. Three steps further, the confederate 'accidentally' dropped 30 sheets of paper. Whether or not the participant helped the confederate in retrieving the dropped pamphlets was recorded as the implicit dependent variable. The foot-in-the-door effect was observed solely when the requester was Blanc. This result shows that the foot-in-the-door effect is not as strong as the literature suggests and undermines the usual interpretations of the foot-in-the-door effect in terms of self-perception and commitment. DOI 10.2466/07.17.PMS.111.6.694-700

Byline: Lisa Kiang (1), Andrew J. Fuligni (2) Keywords: Meaning in life; Ethnic identity; Adolescents; Adjustment Abstract: Establishing a sense of life meaning is a primary facet of well-being, yet is understudied in adolescent development. Using data from 579 adolescents (53% female) from Latin American, Asian, and European backgrounds, demographic differences in meaning in life, links with psychological and academic adjustment, and the role of meaning in explaining associations between ethnic identity and adjustment were examined. Although no generational or gender differences were found, Asian Americans reported higher search for meaning than Latin and European Americans. Presence of meaning was positively associated with self-esteem, academic adjustment, daily well-being, and ethnic belonging and exploration, whereas search for meaning was related to lower self-esteem and less stability in daily well-being. Presence of meaning mediated associations between ethnic identity and adjustment, explaining 28--52% of ethnic identity's protective effect on development. Ethnic identity thus appears to affect adjustment, in part, through its role in fostering a positive sense of meaning in adolescents' lives. Author Affiliation: (1) Wake Forest University, P.O. Box 7778, Winston-Salem, NC, 27109, USA (2) University of California, California, LA, USA Article History: Registration Date: 31/10/2009 Received Date: 21/09/2009 Accepted Date: 30/10/2009 Online Date: 14/11/2009

The current investigation examined the relationship of ethnic identity, acculturation, and psychological functioning among 334 Chinese, Japanese, and Korean American participants. Multiple regression analyses revealed that ethnic identity and acculturation differentially predicted well-being on the basis of ethnic group membership. Results also indicated that a bicultural worldview was positively associated with psychological well- being. Implications for counseling and recommendations for future research are discussed., Asian Americans constitute one of the fastest growing ethnic minority groups in the United States (U.S. Bureau of the Census, 2002). From 1980 to 1990, the number of Asian Americans [...]

For decades, understanding of leadership has been largely based on the results of studies carried out on White men in the United States. We review major theories and models of leadership as they pertain to either gender or culture. We focus on 3 approaches to leadership: trait (including leadership categorization or implicit leadership theory), behavioral (including the two-factor, transformational--transactional leadership, and leader--member exchange models), and contingency (i.e., contingency model of leadership effectiveness and normative decision making). We discuss how dynamics related to either culture or gender (e.g., stereotypes and schemas, ingroup--outgroup interaction, role expectations, power and status differentials) can have an important impact on many aspects of leadership. Keywords: leadership, gender, culture, diversity, ethnicity DOI: 10.1037/a0018806

We examined the relationship between parental efficacy and depressive symptoms in a diverse sample of low income mothers. The sample consisted of 607 European American, African American, and Hispanic mothers who participated in The Early Steps Project, a multi-site, longitudinal, preventative intervention study. Parental efficacy was found to be significantly associated with depressive symptoms in the entire sample of low income mothers. Ethnicity moderated results, however, such that parental efficacy was significantly associated with depressive symptoms for European American mothers but was not for the African American and Hispanic mothers. Ethnic differences in the various categories of depressive symptoms (i.e., total, somatic, and psychological) were also explored, with the results showing that African American mothers reported higher levels of depressive symptoms than both European American and Hispanic mothers in each of the categories. The theoretical and clinical implications of these results ate discussed. Keywords Parental efficacy * Depressive symptoms * Low income * Mothers * Ethnicity DOI 10.1007/s10826-009-9265-y

The current study investigated whether different ethnic identity components moderate the associations between acculturative stress and psychological adjustment among Mexican American college students (N = 148; 67% female) who completed self-report surveys. For women, ethnic affirmation/ belonging and ethnic identity achievement moderated the relation between acculturative stress and depression at low but not high levels of acculturative stress. Among men with low levels of other group orientation, levels of self-esteem were similar regardless of levels of acculturative stress. Discussion focuses on the role of ethnic identity in Latino students' psychological adjustment and of protective factors that buffer students from acculturative stress. Future research should identify other protective factors that serve as buffers for students experiencing high levels of acculturative stress. Keywords ethnic identity; acculturative stress; psychological well-being; Mexican American college students DOI: 10.1177/0739986309345992

The American Fear Survey Schedule for Children (FSSC-AM; J. J. Burnham, 1995, 2005) has been used to measure fears of children and adolescents. The FSSC-AM is based on the 2nd revision of a psychometrically sound and well-known fear scale (i.e., FSSC-II; E. Gullone & N. J. King, 1992). In this study, age and gender differences, fear intensity scores, and fear prevalence scores were analyzed across race/ethnicity (i.e., White, African American, and Hispanic populations). Multivariate analyses of variance yielded significant effects for race/ethnicity., Close connections between developmental theory and fear research are found throughout the body of literature related to fear (Angelino, Dollins, & Mech, 1956; Bauer, 1976; Davidson, White, Smith, & Poppen, [...]

Ethnic identity has been linked to a number of healthy psychological outcomes for African American adolescents. The levels of conflict and cohesion in the family environment have also been found to be predictive of adolescent mental health. This study examined whether the ethnic identity and levels of conflict and cohesion in the family environments were related to adolescents' psychological adjustment. Participants included 61 African American adolescents, ages 10-14 years old, and their parents. Hierarchical regression models were used to determine the cumulative effects of ethnic identity and family functioning on adolescent mental health, specifically adolescent levels of depression, self-esteem, and interpersonal functioning. Results indicated that having a positive ethnic identity and a cohesive family environment were most strongly associated with psychological adjustment. Implications of these results are discussed in terms of family interventions. Keywords Early adolescence * Ethnic identity * Family environment * Depression * Self-esteem

The present research examined whether the nature of gender differences varies by race for two types of academic engagement in the classroom (help avoidance and voice with the teacher) in a sample of early adolescents (N = 456; 55% female, 60% African American and 40% European American) making the transition to middle school. Growth curve analyses indicated that help avoidance increased over time, voice remained stable, and achievement declined. In line with hypotheses based on cultural variations in the female role, there were no gender differences in help avoidance for African American students, whereas for European American students, girls were lower in help avoidance than were boys. For African American students, there were no gender differences in voice with the teacher, whereas for European American students, girls were higher than were boys. These group differences were present at all 3 waves. For all students, increases in help avoidance negatively predicted changes in achievement, whereas increases in voice positively predicted achievement. Results underscore the importance of examining gender and ethnicity together to understand academic adjustment during early adolescence. Keywords: help seeking, voice, gender, ethnicity, early adolescence

Byline: Lisa Kiang (1), Andrew J. Fuligni (2) Keywords: Ethnic identity; Relational variation; Parents; Peers; Adjustment Abstract: Within an ethnically diverse sample of young adults (n = 223, 26% Latin American, 14% Asian American, 32% Filipino American, 28% European American), average levels of ethnic identity was found to vary significantly across different relational contexts. Regardless of ethnicity, young adults reported highest levels of ethnic exploration and ethnic belonging with parents, followed by same-ethnic peers, then different-ethnic peers. Significantly greater variation between relational contexts generally was found for ethnic exploration compared to ethnic belonging. Greater variation in ethnic identity, particularly between same-ethnic and different-ethnic contexts was associated with lower self-esteem, positive affect, relational competence, and higher negative affect, though these liabilities were only found for European American youth. The discussion emphasizes the importance of examining ethnic identity as a dynamic construct that can vary as a function of relationships, and proposes directions for future research. Author Affiliation: (1) Department of Psychology, Wake Forest University, P.O. Box 7778, Winston-Salem, 27109, USA (2) University of California, Los Angeles, USA Article History: Registration Date: 14/02/2008 Received Date: 29/11/2007 Accepted Date: 14/02/2008 Online Date: 04/03/2008

Using a qualitative approach, the author explored the process of ethnic label selection, change, and the meaning assigned to ethnic labels. Ten women of Mexican descent participated in semistructured, in-depth interviews. Phenomenological analysis of the data revealed several themes, including the importance of family, ancestral traditions, and cultural traits; label as identity; and labels as complex and dynamic. Factors that influenced label choice, meaning, and change; implications for counselors and counselor educators; and limitations and suggestions for future research were addressed., Ethnic labeling is the act of identifying others or oneself in terms of race (Stubblefield, 1995). Labels influence how individuals understand themselves, how others understand them, and how groups and [...]

Understanding score reliability is a necessary step in examining the validity of acculturation instruments. Thus, the authors evaluate the aggregate reliability of three multigroup, bidimensional acculturation instruments: General Ethnicity Questionnaire--Abridged, Stephenson Multigroup Acculturation Scale, and Vancouver Index of Acculturation. Reliability generalization techniques are used to analyze 51 internal consistency estimates and 6 sample characteristics for these instruments. Overall, reliability estimates for all three instruments appear to be robust. However, the ranges of reliability estimates across diverse samples vary greatly, which has implications for the interpretation of substantive outcomes and acculturation instrument selection. In addition, variability in reliability estimates is associated with scale length, gender, and ethnic composition of sample. Implications for acculturation research and measurement are discussed. Keywords: acculturation, meta-analysis, reliability generalization, General Ethnicity Questionnaire, Stephenson Multigroup Acculturation Scale, Vancouver Index of Acculturation

Professional psychologists need to recognize ethnic/racial differences between African Americans and European Americans in psychotic symptom expression to treat individuals with severe mental illness from various cultural backgrounds. Specifically, they need to understand confluent paranoia or the interaction between culture and pathology in psychotic symptom expression. To assist mental health professionals, the present study identified cultural themes in the delusions and hallucinations of a sample of 156 African American psychiatric patients via content analysis. Race-related themes and religious themes were observed in the psychotic symptoms of these patients assessed with the Structured Clinical Interview for DSM IV. Race-related and religious content were manifested in different types of delusions. Race-related themes were more common in persecutory delusions, whereas religious themes occurred more often in other delusions. Race-related themes were associated more with delusions, while religious themes correlated with both delusions and hallucinations. Implications for the treatment of confluent paranoia in African Americans are discussed. Keywords: African Americans, content analysis, culture, delusions, hallucinations

Self-concept is critical in the social and emotional development of children, although little research has examined its relationship to ethnicity. The self-concept of 214 fourth- and fifth-grade students (White, Black/Haitian [...]

The present study uses a feminist theoretical framework to explore risk factors for the development of posttraumatic stress symptoms following intimate partner violence, with a community sample of 120 low-income European American and African American women. Hierarchical regression analyses were used to examine demographic, violence, and mental health variables that predict posttraumatic stress symptoms. The data reveal that African American women report lower levels of posttraumatic stress symptoms than do their European American peers. This difference was observed despite the presence of more empirically identified risk factors for African American women. Regression analyses show that symptoms of depression increase risk for posttraumatic stress for both groups. However, a difference was observed such that past victimization increase risk for only European American women, whereas amount of psychological violence in the previous year increases risk for only African American women. Potential explanations for observed ethnic differences are offered. Keywords: intimate partner violence; ethnicity; posttraumatic stress disorder

For more than a century, hundreds of psychologists have studied race and ethnicity. Yet this scholarship, like American culture at large, has been ambivalent, viewing race and ethnicity both as sources of pride, meaning, and motivation as well as sources of prejudice, discrimination, and inequality. Underlying this ambivalence is widespread confusion about what race and ethnicity are and why they matter. To address this ambivalence and confusion, as well as to deepen the American conversation about race and ethnicity, the article first examines the field's unclear definitions and faulty assumptions. It then offers an integrated definition of race and ethnicity--dynamic sets of historically derived and institutionalized ideas and practices--while noting that race, although often used interchangeably with ethnicity, indexes an asymmetry of power and privilege between groups. Further, it shows how psychology' s model of people as fundamentally independent, self-determining entities impedes the field's--and the nation's--understanding of how race and ethnicity influence experience and how the still-prevalent belief that race and ethnicity are biological categories hinders a more complete understanding of these phenomena. Five first propositions of a unified theory of race and ethnicity are offered. Keywords: race, ethnicity, diversity, culture, cultural psychology

Studies have provided contradictory findings about the influence of race and ethnicity on mental health. Using data from the National Longitudinal Survey of Youth (1979 to 1992), this study examines the extent to which multiple dimensions of past and present socioeconomic status explain the influence of race and ethnicity on depression in young adulthood. Results indicate that Blacks and Hispanics have significantly higher levels of depressive symptoms than Whites, which supports social stress theory. These racial and ethnic differences are partially explained by family background and wealth, and substantially explained by the duration of poverty across 13 years of the transition to adulthood. Moreover, the robust depressive effect of past poverty duration is independent of present socioeconomic status and family background. Overall, this study was inspired by the life-course perspective and highlights the importance of wealth and histories of poverty for understanding racial and ethnic mental health disparities among young adults in the United States. Keywords: race and ethnicity; wealth; poverty duration; depression; young adulthood

We examined the interactive effects of ethnic identification (EI) and race-based rejection sensitivity (RS--race) on institutional outcomes among African American college students. We distinguished between effects on institutional identification on the one hand and academic goal pursuit (e.g., staying in school, grade point average [GPA]) on the other. Supporting the utility of this distinction, we found that EI and RS--race interacted to predict these outcomes differently. Higher El in combination with higher RS--race predicted reduced identification with the institution (Studies 1, 2, and 3a). This combination, however, did not lead to decreases in GPA over time. Moreover, EI was positively related to intentions to stay in school as well as to GPA increases among those lower in RS--race (Studies 1 and 3b). Implications for understanding identity negotiation vis-a-vis performance in institutional settings are discussed. Keywords: academic achievement, belonging, ethnic identity, stigma, prejudice

Abstract This paper focuses on the lived experiences of young people growing up Greek Canadian and Jewish Canadian in Halifax, Nova Scotia. It is based on data collected in a [...]

A growing literature suggests that stronger ethnic identity is associated with higher levels of sell-esteem among Hispanic Americans. However, most studies employ a panethnic ''Hispanic' category or locus on one ethnic group, leaving open the question of how different Hispanic groups compare in this association, in the framework of social identity theory, the author provides ordinary least squares (OLS) estimates of the relationship between ethnic identity and later self-esteem in a sample of Nicaraguan and Cuban young adults in South Florida (N = 291). Results indicate that stronger ethnic identity is salutary for Cubans' self-esteem though detrimental for Nicaraguans'. Additionally, Nicaraguans report significantly weaker ethnic identification and lower self-esteem than do Cubans on average. Also, higher perceived ethnic discrimination is associated with stronger ethnic identity for Cubans. Keywords: social identity theory; self-esteem; Hispanic; Latino/a; perceived discrimination

The relationship between Black adult racial identity status profiles and anger expression was examined. Two profiles, Undifferentiated and Immersion-Emersion, emerged. A comparison of modes of anger expression revealed that the [...]

According to Eriksonian and neo-Eriksonian theory (e.g., Marcia, 1980), identity formation among youth often requires that they explore a range of life choices about interpersonal and ideological domains before they [...], The Extended Version of the Objective Measure of Ego Identity Status-II was completed by 434 high school students from the United States and India. Students were male and female between the ages of 13 and 18 years. Asian Indian adolescents were found to be more diffused, foreclosed, and in moratorium in identity formation than adolescents in the United States. Gender and age differences in identity status also were found. Adolescent males and females in India had higher moratorium scores than adolescent males and females in the United States. Younger adolescents had lower exploration scores than did older adolescents. Implications for research are discussed.

Parent and teacher data for 14,990 children from the National Longitudinal Survey of Children and Youth were used in multilevel analyses to examine the relationship between ethnicity, children's aggression and emotional problems, and parenting. Using parent and teacher report, relationships between ethnicity and child behavior were present but modest. The association between parental harshness and child aggression differed between ethnic groups and across informants. Using teacher report of outcomes, parental harshness was positively related to child aggression in European Canadian families but negatively related in South Asian Canadian families. For all ethnic groups, parental harshness was positively related to children's aggression when parent report of outcomes was used, but relationships varied in strength across ethnic groups. The relationship of parental harshness with child emotional problems did not differ across groups, irrespective of informant. The results are discussed within the context of an ecological model of parenting. Keywords: parenting, behavior problems, cultural differences, multilevel modeling, population data

Background: This paper draws on a two-year Department of Health research study on social worker conceptualisations of ethnicity, gender and mental health. The findings and discussion are placed within the 'culturalist' and an 'integrative' perspective on the mental health needs of Asian women. It is argued that the culturalist perspective has led to an overemphasis of individual and group differences in theoretical and practice debates, and by design or default has resulted in an under-emphasis of the interconnections between 'race', ethnicity, gender and social class, as well as an underemphasis on the adequacy and appropriateness of existing service provision. The importance of the latter is highlighted in its integrative nature in pointing to the interconnections between race, ethnicity, gender and social class. Aims: To study professional perspectives to enhance understanding of the interconnections of ethnicity, gender, social class and mental health, to promote improved policy, provision and practice. Methods: Semi-structured interviews with social work professionals to obtain their perceptions of Bangladesh women's mental illness, well-being, sources of stress and service provision. Results: In understanding the mental health situation of Bangladeshi women, a thematic analysis identified a multiplicity of factors including poverty, poor and overcrowded housing, racism, language, culture, religion, and gender and patriarchy. Low use of social services by Bangladeshi women, combined with fear and mistrust and lack of familiarity, raised important concerns about unmet need. Conclusions: Social worker perceptions demonstrate an understanding that suggests that the experience of ethnicity is gendered and that gender relations are ethnically distinct and impacted by social class. The paper highlights the importance of understanding patriarchy and gender relations, as well as the wider context of race and ethnicity and the interconnections between ethnicity, gender and social class.

A study to see the effect of racial identity attitudes on the relationship between racist stress events, appraisal and mental health with three hundred and ten black women as participants, using the hierarchical regression analyses. Results indicate that multicultural identity attitudes lessened the negative impact of race-related stress and appraisal on mental health but further research including black immigrants who have been in the U.S. for less than five years and the moderational capacity of racial identity attitudes is necessary.

A study is to see the extent to which gender moderates the relationship between ethnic identity and academic achievement of African American college students is presented. Results indicate that ethnic identity and racial centrality are negatively related to academic achievement for male students and positively related for female students along with better academic self-concept.

A study to see the extent to which racial identity, academic self-concept and self-esteem affect the two types of academic outcomes namely, grade point average (GPA) and verbal Graduate Record Examination (GRE) scores. It is found that academic self-concept significantly predicts students' GPA but not their test scores; that racial identity does not affect either grades or test performance and that the strongest influence on test performance is the age of the student.

Theoretical and empirical literature that informs the understanding of the development of a positive ethnic identity and the consequences of adolescent mental health is reviewed. It is found to support a strong, positive ethnic identity benefits on adolescent mental health and academic success.

The influence of contextual factors on the ethnic identity content of young African Americans is explored. It was observed that while urban tensions had a negative effect on the ethnic identity content, racial socialization exercised a mediating influence.

The extent to which racial identity status attitudes moderate intellectual performance in high and low stereotype threatening situations amongst African Americans, is explored. A significant interaction was observed between Internalization status attitudes and the type of threat condition and the implications of this finding are discussed.

Using a Web-based survey, this study of 82 adult international adoptees examined the relationship between parental support for cultural socialization and its effect on adoptees' self-esteem. Feelings of belongingness and ethnic identity were predicted to serve as mediators between the central variables. The results showed a positive relationship between cultural socialization and self-esteem, which was mediated by a feeling of belongingness and one aspect of ethnic identification (marginality) among Asian-born international adoptees. These data suggest that counselors should raise awareness and knowledge of adoptive parents about the importance of cultural continuity in the child's upbringing. doi:10.1300/J051v15n03_07 KEYWORDS. International adoptions, cultural socialization, ethnic identity, self-esteem

Ethnic identity, in combination with approach-type coping strategies (i.e., social support seeking, cognitive restructuring, and problem solving), was hypothesized to moderate the effects of perceived racial discrimination on the well-being of Asian American college students. Results found that individuals with a strong ethnic identity were more likely to engage in approach-type coping strategies, but the use of cognitive restructuring and problem solving coping buffered the effects of racial discrimination on well-being only when racial discrimination was low. These results are contrary to the current literature and suggest ethnic identity and approach-type coping strategies may not always protect against discrimination for Asian Americans. Keywords: ethnic identity, coping, discrimination, Asian Americans

Youth violence, delinquency, and emotional problems such as depression and anxiety have increased during the past two decades (Snyder & Sickmund, 1999). The increase in both scope and intensity of [...], This study examined three dimensions of ethnic identity (level of ethnic identity, attitudes toward other groups, and perceived discrimination) as predictors of adolescent problem behaviors among Korean American adolescents. Multiple regression analyses were carried out, and the results indicated that level of ethnic identity, perceived discrimination, and academic performance were significant predictors of both internalizing and externalizing problems. Implications for the provision of mental health services and strengthening multicultural education are discussed.