Dynamics between fragmentation and unity: Identity and nonprofit relationship management in the Asian American Community

Focusing on community-based nonprofits with specific missions of serving the Asian American community, this study examined the dynamics between various layers of identity, including ethnicity and panethnicity, and identified how intercultural relationship management contributed to a sense of community and empowerment among minority communities. Interviews from both nonprofit community organizations and community members revealed the following major findings. First, Asian American community nonprofits needed to manage a myriad of identities within their community, particularly the interplay between diverse ethnic identities and the pan-Asian ethnic identity. To help manage these identities, these nonprofits adopted a dual approach using both segmented outreach and coherent advocacy. Second, these community nonprofits used intercultural relationship management to build a sense of community and efficacy, promoting outcomes such as health awareness, communicative activeness, cultural shift, political engagement, and community alliances. This study contributes to relationship management literature through introducing identity-based relationship building strategies.     

Resurgent Ethnicity among Asian Americans: Ethnic Neighborhood Context and Health

In this study I investigate the associations of neighborhood socioeconomic and social environments with the health of Asian Americans living in both Asian ethnic neighborhoods and non-Asian neighborhoods. I use a sample of 1962 Asian Americans from the National Latino and Asian American Study (NLAAS, 2003-04). Three key findings emerge. First, absolute levels of socioeconomic and social resources do not differ greatly between the Asian ethnic neighborhoods and non-Asian neighborhoods in which Asian Americans live. Second, the ethnic neighborhood context conditions the effects of neighborhood education on health so that higher neighborhood education is related to better self-rated health among Asian Americans only when they live in Asian ethnic neighborhoods. Finally, the social environment, measured by everyday discrimination and social cohesion, does not differ in its health effects for individuals living in Asian ethnic and non-Asian neighborhoods. Together, these findings illuminate the complex ways that racial and ethnic neighborhood concentration impacts health.     

Many dimensions of Asian American pan‐ethnicity

Asian Americans as a group consist of over 20 national origin groups with distinctive ethnicity, language, religion, cultural practices, immigration history, and perceptions of life in the United States. While “Asian American” has been interchangeably used to refer to both racial and pan‐ethnic grouping of individuals of Asian heritage, the exact meaning of the term varies contextually by one's ethnicity, experiences, and other social, structural, and cultural characteristics. In this article, I investigate three distinctive ways in which Asian Americans understand and enact upon their pan‐ethnicity: (a) as a political instrument, (b) as a social group identity, and (c) as a path of integration into the mainstream society. Then, I briefly discuss implications of pan‐ethnicity for Asian Americans, before turning to the discussion of ways in which future research could further investigate the complexities of pan‐ethnicity. I conclude by attempting to provide a nuanced definition of Asian American pan‐ethnicity based on the literature reviewed in this article.     

Career Decision Self‐Efficacy of Asian American Students: The Role of Curiosity and Ethnic Identity

This study examined the role of curiosity and ethnic identity in career decision self‐efficacy among Asian American college students. Given that curiosity can promote the process of exploring one’s possible future self, opportunities, and career goals, the authors hypothesized that curiosity would be associated with career decision self‐efficacy, directly or indirectly, through a sense of ethnic identity. Results based on data from 425 Asian American incoming first‐year college students suggest that students with high curiosity tend to present a stronger sense of competence in completing career decision‐related tasks. These findings also confirmed a hypothesis that ethnic identity mediates the association between curiosity and career decision self‐efficacy. Implications for future research and career counseling with Asian American college students are discussed.     

Organizing Identities: Immigrant New Yorkers Negotiating Latinidad1

Across the United States, immigrants’ rights protests, marches, and demonstrations captured the attention of the public and of lawmakers in the spring of 2006. Much of the rhetoric that emerged from these mobilizations included an assertion of Latino/a immigrant identity. Based on ethnographic fieldwork and interviews conducted in New York City in 2006 and 2007, this article argues that, confronted with a strong and clear organizational discourse of pan‐ethnic Latino/a unity, Latin American immigrants articulated a variety of identities. I found no clear link between self‐identification as Latino/a and participation in political mobilizations for immigration reform; this is in contrast to previous studies of Latino/a political activity. Examining the interactions, perspectives, and practices of Latin American immigrants involved with one community‐based organization, this study attempts to address the lack of micro‐level studies of immigrants’ everyday lives.     

Ethnolinguistic repertoire: Shifting the analytic focus in language and ethnicity1

This paper addresses a contradiction in research on language and ethnicity: how can we discuss distinctively ethnic ways of speaking and still account for the variation and fluidity that characterize them? The theoretical construct introduced in this paper enables researchers to avoid this contradiction. ‘Ethnolinguistic repertoire’ is defined as a fluid set of linguistic resources that members of an ethnic group may use variably as they index their ethnic identities. This construct shifts the analytic focus from ethnic ‘language varieties’ to individuals, ethnic groups, and their distinctive linguistic features. It addresses problems of inter‐group, inter‐speaker, and intra‐speaker variation, as well as debates about who should be considered a speaker of a dialect. This approach, which can also be applied to social groupings beyond ethnicity, is discussed in relation to other approaches and is supported with data on language use in African American, Latino, and Jewish communities in the United States.     

Bridging the Ethnic Divide: Student and School Characteristics in African American,Asian‐Descent,Latino, and White Adolescents' Cross‐Ethnic Friend Nominations

Based on the revised social contact theory, correlates of cross‐ethnic friend nomination among 580 African American, 948 Asian‐descent, 860 Latino, and 3986 White adolescents were examined. Socioeconomic and academic disparities between ethnic groups differentiated cross‐ethnic friend nomination between schools for all groups but African Americans. For all groups, cross‐ethnic friend nomination was less likely among students who preferred same‐ethnic friends. Academic orientations were associated with cross‐ethnic friend nomination positively for African American and Latino, but negatively for White participants. Longer family residence in the U.S. and English language facility was associated positively with cross‐ethnic friend nomination for Asian‐descent and Latino participants. Results point to the need to differentiate hypotheses by ethnic group, and to consider individual‐in‐context models in cross‐ethnic friend nomination.     

Negotiating Clothing Identities on the Sales Floor

How do salespeople negotiate “clothing identities” with customers? To answer this question, I conducted fieldwork in the women's departments of several luxury goods stores in Paris that sell ready-to-wear clothes. In this negotiating context of personalized service, lower-status individuals (salespersons) propose new identities to higher-status consumers. This comparison of how saleswomen and gay salesmen negotiate clothing identities with women customers examines both their identification with the customers and the role-playing involved. The sales area as a “backstage” permits the “expertise” of the sales staff to mitigate the status differences and gives gay male sales staff latitude in their interactions with female clients. Through a construction of clothing identity from articles from the store, saleswomen present an image of possibilities to customers. Playing the role of personal audience, gay salesmen use their ambiguous gender identity to sell clothing.     

“Gay Equals White”? Racial,Ethnic, and Sexual Identities and Attitudes Toward LGBT Individuals Among College Students at a Bible Belt University

While past research has certainly explored a variety of correlates of attitudes toward lesbian, gay, bisexual, and transgender (LGBT) individuals, the current study is among the first in an emerging line of inquiry that examines attitudes toward each of these groups separately utilizing an intersectional framework with special attention to racial, ethnic, and sexual identities. Using a college sample of students from the Bible Belt of the United States (N = 1,940), I investigated the roles of racial and ethnic identities (Caucasian/White, African American/Black, Asian/Pacific Islander, Native American/Alaskan Native, other race, and Hispanic/Latinx), religiosity, patriarchal gender norms, parental perspectives, and the intersections among these identities and experiences as they relate to attitudes toward LGBT individuals among heterosexual (n = 1,551) and LGB respondents (n = 389). This moves beyond explorations of White heterosexual people’s attitudes about “homosexuals” (i.e., away from a focus only on gayness and Whiteness) and expands to include non-White LGB people’s LGBT attitudes. Overall, results indicate that racial, ethnic, and sexual identities play a significant role in southern college students’ LGBT attitudes, and these patterns are further complicated by interacting cultural experiences with religiosity, patriarchy, and family dynamics. Campus policy and program implications are provided.     

Rural Latino Youth Career Development: An Application of Social Cognitive Career Theory

This study used social cognitive career theory (Lent, Brown, & Hackett, 1994 ) to investigate the career development of 9th‐grade students living in 2 rural communities with large numbers of Latino immigrants. Participants (55.3% Latino) responded to measures of vocational skills self‐efficacy, career decision outcome expectations, career aspirations, and barriers to postsecondary education. Contrary to previous findings, results indicated that Latino students in these communities reported higher self‐efficacy beliefs than did White students. Latino students also reported higher perceived barriers, but this did not seem to relate to their career aspirations. Results suggest that school and career counselors should focus on programming that attends to Latino students' self‐efficacy and outcome expectations, as well as efficacy for overcoming barriers. Doing so could prove useful for increasing career achievement among rural Latino youth.     

The Norm among the Exceptional? Experiences of Latino Students in Elite Institutions

This article examines Latino students’ experiences within two elite educational contexts: an elite liberal arts college and an elite law school. Drawing on combined data of 42 in‐depth interviews, we interrogate how elite institutional spaces reify and shape panethnic identities. In the face of marginalization in predominantly white, elite spaces Latino students strategically search for new community and comfort, which in turn influence how they perceive their identities, encouraging a broadening of boundaries to include both panethnic and minority alliances. By documenting the experiences of Latino students in two stages of the educational pipeline, we show how elite institutions influence identity talk lead students to cultivate a sense of shared fate with other Latino‐origin individuals and at times, people of color in general.     

Extracurricular Activities in Multiethnic Middle Schools: Ideal Context for Positive Intergroup Attitudes?

This study examined processes by which extracurricular participation is linked with positive ethnic intergroup attitudes in multiethnic middle schools in California. Specifically, the mediating roles of activity‐related cross‐ethnic friendships and social identities including alliances with multiple groups were examined in a sample including African American or Black, East or South‐East Asian, White, and Latino youth (N = 1,446; M_age = 11.60 in sixth grade). Results of multilevel modeling suggested that in addition to activity‐related cross‐ethnic friendships, complex social identities mediated the association between availability of cross‐ethnic peers in activities and ethnic intergroup attitudes. Results are discussed in terms of how activities can be structured to promote cross‐ethnic relationships and complex social identities, as well as positive ethnic intergroup attitudes.     

Social Cognitive Predictors of the Career Goals of Korean American Students

Limited empirical study of the career development of Asian Americans in general and Korean Americans in particular has been conducted. The authors present the results of a theory‐based exploration of the career goals of Korean American university students in which ethnic identity, self‐efficacy, outcome expectations, and career interests were used to predict goal intentions for science and nonscience careers. Outcome expectations and career interests predicted a moderate amount of variance in science career goal intentions and a moderate to large amount of variance in nonscience career goal intentions. Korean American students' career goal development seems similar to that of American college students.     

Identities and Social-Psychological Well-Being among African American College Students

Abstract

This study investigates African American college students to show the impact of role, social, and personal identities on social-psychological well-being, and compares the relationship between identity processes and academic achievement for black and white college students attending a large, urban, predominantly white public university. The findings confirm that student, ethnic, and personal identities influence self-esteem, self-efficacy, and self-authenticity, but that relationships vary both in direction and strength. Turning to our comparison of black and white college students, the findings do not support claims that black students' self-esteem is less dependent than whites' on getting good grades or that black students' academic identity is less important to their self-esteem than it is for white students.     

Impact of Disability and Other Physical Health Issues on Academic Outcomes Among American Indian and Alaskan Native College Students: An Exploratory Analysis

This study investigated whether self-identified disabilities among American Indian and Alaskan Native college students impact academic performance and persistence to graduation and explored the differences in health and academic grades between American Indian and Alaskan Native students and students of other racial and ethnic identities using the National College Health Assessment. Findings indicate that American Indian or Alaskan Native students have significantly lower grades than White and Asian students, and American Indian and Alaskan Native women report the highest incidence of health problems of any demographic group. Exploratory results point to future research to determine the full impact of disabilities and poor health on academic success.     

Negotiating Homelessness through the Saliency of Family Ties: The Personal Networking Practices of Latino and African American Men

Abstract

This paper examines the role family networks play in the daily survival of homeless Latino and African American men. Using a qualitative research design and a semi-structured interview technique, I examine how these men initiate, participate in and maintain kin-based social networks and how their networks function. The analysis is carried out comparatively for Latinos and African Americans. Two research questions guide the analysis. First, how do the personal networks of homeless men operate? Second, how do the personal networks of homeless African American men differ from those of homeless Latino men? Key findings suggest differences in provisions for social support available within the respective networks of these men. Overall, participants commonly activated social capital within their personal networks, through the practice of filial fluidity which relaxes expectations of social debt and obligations and thus, facilitates the flow of resources vital to the well-being of these homeless men. These findings support a more empowering view of homeless men as active, rational and competent actors engaged in negotiating their situations of homelessness by maintaining active family-based networks.     

Career‐Related Parent Support and Career Barriers: An Investigation of Contextual Variables

The authors used social cognitive career theory (Lent, Brown, & Hackett, 1994 ) as the basis for examining the person and contextual variables of gender, ethnicity, educational and career barriers, and career‐related parent support for incoming 1st‐year African American, Asian, Latino, and White college students. Women, as compared to men, perceived significantly higher levels of career barriers but similar levels of coping efficacy in dealing with these barriers. Women also reported receiving more career‐related emotional support from parents than did men. For all participants, career‐related parent support accounted for a significant portion of the variance for perceptions of educational and career barriers and coping efficacy with educational and career barriers.     

Project HOPE: Evaluation of Health Science Career Education Programming for Rural Latino and European American Youth

Project HOPE comprises a health science career pipeline program based in social cognitive career theory. The program aims to promote health science career exploration for rural and Latino middle school students while simultaneously emphasizing the importance of achieving in math and science subjects. The authors conducted 2 studies to evaluate Project HOPE using baseline and follow‐up evaluation data. Results of Study 1 indicated that Project HOPE was associated with increases in math/science self‐efficacy for both Latino (n = 42) and European American (n = 31) students. Results of Study 2 indicated that Project HOPE was associated with higher health science career self‐efficacy beliefs for European American students (n = 22) and higher health science career interests for Latino students (n = 28). These results suggest that domain‐specific career interventions for middle school students that focus on jobs tied to the local economy may be a useful way to engage students in career exploration.     

Latino and American Identities as Perceived by Immigrants

In this paper we analyze Latino and American identities as perceived by first and second generation immigrants to the United States. Disposable cameras were handed out to a small set of subjects, who were asked to take pictures of whatever, to them, seemed American and Latino as they went through their daily lives. The resulting set of 115 American images and 134 Latino images suggest that Latin American immigrants see a great contrast in the content of the two identities. Subjects viewed American identity as having to do with bigness and power and they saw Americans as being in constant motion and in a hurry, competitive and commercial, and cold, distant, and impersonal. In contrast, subjects viewed Latino identity as focused on people and composed of intimate social relationships. The building blocks of Latino identity, according to our respondents, appear to be work, home, and Latin American cultural symbols.     

Effective Recruitment for Parenting Programs Within Ethnic Minority Communities

This article describes the results of a demonstration project which focused on exploring recruitment and retention of ethnic minority families to a parent training program aimed to prevent substance abuse among their children. The Parenting for Drug-Free Children project sought to deliver a curriculum to parents from several ethnic groups in an urban setting. The targeted ethnic communities were African American, Latino, Native American, and Samoan. The project successfully recruited diverse groups of families to participate in a drug prevention program, many of whom had never participated before in a parenting program. The identification of key individuals for recruiting and accessing networks of potential participants proved to be an effective means of recruitment.