Ethnic and University Identities across the College Years: A Common In-Group Identity Perspective

The common in-group identity model advocates the creation of a superordinate group identity in order to reduce conflict between members of different ethnic subgroups. This study demonstrates that a university identity can serve as an effective common in-group identity for students from different ethnic groups. Longitudinal data were collected from an ethnically diverse sample of university students at the end of each year of college. Although ethnic identification tended to be correlated with status-legitimizing orientations and ideologies in a way that reinforces ethnic-status differences (i.e., these variables tended to be positively related for Whites but less so for ethnic minorities), the status-legitimizing variables were largely unrelated to university identification during each year in college. The longitudinal data also allowed us to examine these relationships over time. The relationships between ethnic and university identification and status-legitimizing orientations and ideologies did not change. Ethnic and university identities are discussed in terms of the common in-group identity model.     

Acculturation and Psychological Functioning in Asian Indian Adolescents

The objective of this exploratory study was to understand how Asian Indian immigrant families adjust to U.S. culture by examining factors that influence acculturation preferences or styles and how these styles may be associated with their children's psychological functioning, as measured by self‐esteem and academic performance. 85 U.S.‐born Asian Indian adolescents (45 girls; 40 boys) and one of their immigrant parents completed questionnaires about family demography, self‐identification, acculturation, and religiosity. Adolescents also completed a self‐perception profile. Results showed parents and adolescents had similar styles of acculturation. However, adolescents were more likely to self‐identify as ‘Indian‐American’ than were their parents. For both adolescents and their parents, integrated and assimilated acculturation styles were related to family SES, years of U.S. residence, and religiosity scores. Adolescents who had an integrated acculturation style had higher GPAs and higher scores on the self‐perception profile than did adolescents who were separated or marginalized. The findings lend tentative support for an integrated style of acculturation in promoting positive outcomes for first generation Asian Indian adolescents.     

The Contours and Sources of Ethnic Identity Choices Among Asian Americans*

Objective. How do individuals of Asian descent in the United States identify themselves in ethnic terms and why? The purpose of this research is to map the contours of ethnic self‐identities among Asian adults and explain their identity preferences in this immigrant community of color. Methods. We analyze a new and large‐scale survey that collected public opinion from randomly selected individuals of the six largest Asian American descents who resided in five major metropolitan areas in 2000–2001. Results. We find that two‐thirds of the respondents prefer to identify themselves in ethnic‐specific modes. Although only one in six respondents preferred to identify themselves as “Asian American,” close to six in ten respondents indicated acceptance to this panethnic term as part of their identification. Using multinomial regression analysis, we show that indicators of primordial ties and prior socialization, in addition to cultural, social, and political integration, are instrumental in structuring ethnic identity preferences among Asian Americans. Conclusions. Our results confirm ethnic identity as a fluid, malleable, and layered phenomenon that depends on context. Our findings also highlight the need for reconsideration and expansion of the extant conceptual frameworks on studying ethnic identity formation for a nonwhite, multiethnic, multilingual, and globally connected population.     

The Changing Structure of Structural Assimilation: White‐Collar Mexican Ethnicity and the Significance of Ethnic Identity Professional Organizations*

Objective. This article examines the experience of ethnicity among third‐plus generation Mexican‐American professionals at the workplace and through participation in ethnic identity professional organizations. Methods. A total of 25 face‐to‐face interviews were conducted in the San Jose, California metro area. Interviewees were initially recruited from two ethnic identity professional organizations. Results. The predicted confluence of acculturation with structural assimilation is supported by the responses of Mexican‐American professionals who acknowledge the social pressure to conform to dominant culture expectations. However, changes in the structure of structural assimilation since 1965 related to the emergence of identity politics have meant integration into society's dominant institutions no longer requires the exchange of ethnic for professional identities. Conclusions. Ethnic identity professional organizations provide a key source of ethnic networking for Mexican‐American professionals who typically find themselves in work settings with low levels of minority representation.     

The Roles of Parenting Styles and Social Capital in the School Performance of Immigrant Asian and Hispanic Adolescents*

Objective. This study investigates the role of parenting styles and social capital (parental involvement, intergenerational closure, expectation, and trust) in accounting for school performance among ethnic groups and across immigrant generations. Methods. Using data from the Adolescent Health Survey, we estimate fixed‐effects models to analyze students' grade‐point averages. We compare three generations of Asian students and three generations of Hispanic students to the third‐generation (native born with native parents) white students. Results. We find significant differences by both race/ethnicity and generational status in parenting styles and forms of social capital. However, while family socioeconomic status (SES) accounts for the achievement gap between foreign‐born Hispanic and the third‐generation white students, parenting styles and forms of social capital do not moderate any ethnic‐generational differences. Conclusions. Family influences, apart from SES, cannot explain ethnicity‐generation differences in school grades among Hispanic and Asian adolescents. This study provides conceptual clarification and empirical evidence for the significant but independent association between students' school grades and parenting styles on the one hand, and social capital on the other.     

Optimism as a Mediator of the Relation Between Perceived Parental Authoritativeness and Adjustment Among Adolescents: Finding the Sunny Side of the Street

Authoritative parenting has been associated with positive outcomes for children and adolescents, but less is known about the mechanisms responsible for such effects. Two longitudinal studies examined the hypothesis that the relation between authoritative parenting and adolescents’ adjustment is mediated by adolescents’ level of dispositional optimism. In Study 1, university students’ perceptions that their parents were authoritative predicted higher self‐esteem, lower depression, and better university adjustment during the students’ transition into, and throughout, university. Importantly, these relations were mediated by students’ levels of optimism. In Study 2, high school students’ perceptions that their parents were authoritative predicted higher self‐esteem and lower depression six years later when they were young adults, and these relations again were mediated by students’ level of dispositional optimism.     

Residential Patterns of Black Immigrants and Native‐Born Blacks in the United States*

Objective. Although high levels of black‐white residential segregation have long been observed, relatively little is known about the residential patterns of black immigrants. This analysis examines the role of nativity and Hispanic ethnicity for the residential patterns of blacks in the United States. Methods. This article uses data from the 2000 Census to calculate dissimilarity indexes and conduct regression analyses. Results. We find differences in the extent of segregation of blacks from whites, with Hispanic blacks and non‐Hispanic black immigrants exhibiting higher levels of segregation from whites than U.S.‐born non‐Hispanic blacks. Conclusions. The strength of nativity and socioeconomic status provides some support for spatial assimilation theory. Metropolitan context also plays a role in explaining residential patterns: one reason foreign and Hispanic blacks are very segregated from whites is that they tend to reside in metropolitan areas where black‐white segregation has generally been high. Despite the role of these factors, race itself remains of great importance in explaining residential patterns, as segregation from whites is high among all black subgroups.     

Contingent Self‐worth in Chinese Adolescents and Young Adults: Relations with Global Self‐Esteem and Depressive Symptoms

Contingent self‐worth (CSW) is the extent to which an individual's sense of self‐worth is dependent on performance in a particular domain. CSW has been linked to poorer psychological health (e.g., lower global self‐esteem, greater depression and anxiety). However, the majority of work on CSW has been conducted with US college students. Far less is known about the influence of CSW for younger individuals or for non‐Western populations. This study examined relations between CSW domains and two indicators of well‐being (depressive symptoms and global self‐esteem) with Chinese adolescents (ages 13–16) and young adults (ages 19‐22). Results indicated that CSW in the domains of academic performance and others’ approval were positively related to depressive symptoms, whereas CSW in the domain of family support was negatively related to depressive symptoms. Others’ approval CSW was negatively related to self‐esteem for both adolescents and young adults, whereas CSW in the domains of academic performance and family support were related to self‐esteem for adolescents but not young adults. This study indicates that CSW is a meaningful and predictive construct for Chinese youth, and that cultural, environmental, and developmental factors may impact the relations between CSW and psychological health.     

The Interplay Between Social and Cultural Determinants of School Effort and Success: An Investigation of Chinese‐Immigrant and Second‐Generation Chinese Students' Perceptions Toward School*

Objective. Educational research suggests that close‐knit, supportive immigrant communities can encourage students' school success; however, less agreement exists about why students outside of those communities—particularly in urban areas—do not always do as well in school, even when those students perceive themselves to be working as hard as their higher‐performing immigrant peers. This article explores the relationship between Chinese‐immigrant and second‐generation Chinese students' perceptions and social/cultural factors that influence their lives in a large urban school. Methods. Longitudinal interviews with students, as well as observations at the school, took place from September 2000 to May 2001. Results. Chinese immigrants in this study are motivated to work hard and value demanding teachers, difficult curriculum, and discipline more than their second‐generation Chinese peers; the second‐generation students talk of wanting more entertaining, knowledgeable teachers while not being willing or able to work as hard for school success. Conclusions. These findings indicate that differences in students' perceptions of their own effort and success in school may depend greatly on the social environment in which students find themselves, as well as the culturally‐driven actions available within those environments.     

Parental self‐esteem,parent–child relationships,and authoritative parenting of Chinese migrant parents of left‐behind children: Implications for social policy and services

In this study, we aimed to examine whether and how parental self‐esteem and parent–child relationships interact and associate with the authoritative parenting of Chinese rural‐to‐urban migrant mothers and fathers of left‐behind children. Results from a cross‐sectional survey of 295 Chinese migrant parents living in Shenzhen revealed no statistically significant differences between migrant mothers and fathers in parental self‐esteem, parent–child relationships, and authoritative parenting. Both parental self‐esteem and parent‐child relationships had positive associations with authoritative parenting among two groups of respondents; however, the perceived parent–child relationship quality was a more important predictor than parental self‐esteem. There was also an interaction effect between parental self‐esteem and parent–child relationships on migrant mothers’ authoritative parenting. The findings indicate that migrant parents’ perception of their encounters with their children has a profound influence on their parenting behaviors. Social services should, thus, be provided to strengthen both virtual and face‐to‐face parent–child interactions via mobile phone parenting and periodic visits. New policies should be developed to provide migrant parents with more options regarding family reunion.     

Racial, Ethnic, and Cultural Differences in Responding to Distinctiveness and Discrimination on Campus: Stigma and Common Group Identity

The present article examines how the salience of group membership can moderate or diffuse feelings of stigmatization for members of racial and ethnic minorities. A series of studies is presented that demonstrate that the development of a common group identity can diffuse the effects of stigmatization, improve intergroup attitudes, and enhance institutional satisfaction and commitment among college students and faculty. Strategies and interventions designed to address the effects of stigmatization, however, need to consider the different value and importance of racial and ethnic group identities for Whites and for people of color.     

Variability in the Inter‐group Attitudes of White Children: What We Can Learn from Their Ethnic Identity Labels

The current study examined the ethnic identity of White (N = 120), Latino (N = 87), and African‐American (N = 65) children and early adolescents (aged = 9–14 years), with an emphasis on whether the specific ethnic label White children used to describe themselves might reflect differences in their inter‐group attitudes and whether those differences mirror group differences between White children and children in ethnic minority groups. Results indicated that White children who identified with a minority label (i.e., White biracial, hyphenated American, ethnic/cultural/religious label) had more positive ethnic identities, were more aware of discrimination, and were less likely to show biases in their perceived similarity to in‐group and out‐group peers than youth who identified as White or American. In many instances, White children who identified with a minority label did not differ from ethnic minority youth. In addition, although all participants were more positive about their ethnic in‐group than out‐groups, children who identified their ethnicity as American were less positive about out‐groups relative to other children. Taken together, the findings indicate that children's self‐chosen ethnic identity is as important as their ascribed ethnic or racial identity in predicting their inter‐group attitudes.     

Access to Healthcare Among Working‐Aged Hispanic Adults in the United States*

Objectives. The purpose of this research is to examine differences in access to and sources of healthcare for working‐aged adults among major Hispanic subpopulations of the United States. Nativity, duration in the United States, citizenship, and sociodemographic factors are considered as key predictors of access to and sources of care. Methods. Using pooled National Health Interview Surveys from 1999–2001, logistic and multinomial logistic regression models are estimated that compare Mexican Americans, Puerto Ricans, Cuban Americans, and other Hispanics with non‐Hispanic blacks and non‐Hispanic whites. Results. Mexican Americans, Puerto Ricans, and other Hispanics display significantly less access to care than non‐Hispanics whites, with immigrant status and socioeconomic status variables accounting for some, but not all, of the differences. For sources of care, Mexican‐American, Puerto Rican, and other Hispanic adults were all much more likely than non‐Hispanic whites to report clinics or emergency rooms as their source of regular care. Conclusions. There are wide differences in access to and sources of care across racial and ethnic groups in the United States. Mexican‐American adults, regardless if born in Mexico or the United States, appear to be most in need of access to regular and high‐quality care. Naturalization may be an especially important factor in greater access to regular and high‐quality care for Hispanic immigrants.     

Racial composition of social settings,interracial friendship,and whites’ attitudes toward interracial marriage

This study examines the effect that the racial composition of neighborhoods, workplaces, congregations, and friendships has on whites’ attitudes toward interracial marriage with blacks, Latinos, and Asians. Utilizing survey data drawn from a national probability sample, ordered logit regression models are estimated in order to (1) determine the effect of the racial composition of neighborhoods, workplaces, and congregations on white intermarriage attitudes, net of sociodemographic and ideological controls and (2) test for a mediating effect of interracial friendship. Greater presence of blacks, Latinos, or Asians in neighborhoods and congregations of whites predicts favorable attitudes among whites toward interracial marriage with each respective racial group. A higher proportion of Latinos in the workplace also predicts support for racial exogamy with Latinos. Many of these effects, however, are reduced when interracial friendship is included in models, suggesting that the effect of interracial contact on intermarriage attitudes is mediated by whether or not whites develop interracial friendships within settings of cross-race interaction.     

School Context and the Effect of ESL Placement on Mexican‐Origin Adolescents' Achievement*

Objectives. Immigrant adolescents' academic achievement is crucial to our future economic stability, and Mexican‐origin linguistic minority youth in U.S. schools generally demonstrate lower levels of achievement. English as a Second Language (ESL) programs provide an institutional response to these students' needs, the effect of which may vary by the proportion of immigrant students in the school. Measures. Using propensity score matching and data from the Adolescent Health and Academic Achievement Study (AHAA) and the National Longitudinal Study of Adolescent Health (Add Health), we estimate the effect of ESL placement on Mexican‐origin achievement for first‐, second‐, and third‐generation adolescents separately in schools with many and few immigrant students. Results. The estimated effect of ESL placement varies by both immigrant concentration in the school and by students' generational status. Conclusions. We find that ESL enrollment may be protective for second‐generation Mexican‐origin adolescents in high immigrant concentration schools, and may prove detrimental for first‐generation adolescents in contexts with few other immigrant students.     

Peer Victimization,Self‐esteem,and Ego Resilience Types in Adolescents: A Prospective Analysis of Person‐context Interactions

This study examined bidirectional, longitudinal associations between peer victimisation and self‐esteem in adolescents, and tested for moderator effects of undercontrolling, overcontrolling, and ego‐resilient personality types in these associations. Data were used from 774 adolescents ages 11–16 years who participated in a three‐wave (i.e., 2005, 2006, and 2007) longitudinal study. Structural equation modelling analyses in Mplus demonstrated that, controlling for earlier levels of self‐esteem, self‐reported peer victimization was associated with lower self‐esteem across one‐year time intervals. Vice versa, however, low self‐esteem was not predictive of subsequent self‐reported victimization. Evidence was also found for a moderator effect of personality type on the longitudinal associations between self‐esteem and victimization. Only in the subgroup of overcontrolling adolescents was lower self‐esteem related to subsequently higher levels of peer victimization; their undercontrolling and ego‐resilient peers were unaffected.     

Social Psychology,Consumer Culture and Neoliberal Political Economy

Consumer culture and neoliberal political economy are often viewed by social psychologists as topics reserved for anthropologists, economists, political scientists and sociologists. This paper takes an alternative view arguing that social psychology needs to better understand these two intertwined institutions as they can both challenge and provide a number of important insights into social psychological theories of self‐identity and their related concepts. These include personality traits, self‐esteem, social comparisons, self‐enhancement, impression management, self‐regulation and social identity. To illustrate, we examine how elements of consumer culture and neoliberal political economy intersect with social psychological concepts of self‐identity through three main topics: ‘the commodification of self‐identity’, ‘social categories, culture and power relations’ and the ‘governing of self‐regulating consumers’. In conclusion, we recommend a decommodified approach to research with the aim of producing social psychological knowledge that avoids becoming enmeshed with consumer culture and neoliberalism.