Black‐White Biracial Children's Social Development from Kindergarten to Fifth Grade: Links with Racial Identification,Gender, and Socioeconomic Status

In this study, we investigated trajectories of Black‐White biracial children's social development during middle childhood, their associations with parents’ racial identification of children, and the moderating effects of child gender and family socioeconomic status (SES). The study utilized data from parent and teacher reports on 293 US Black‐White biracial children enrolled in the Early Childhood Longitudinal Study‐Kindergarten Cohort (ECLS‐K). Growth curve models suggested increasing trajectories of teacher‐reported internalizing and externalizing behaviors between kindergarten and fifth grade. Parents’ racial identification of children predicted child externalizing behavior trajectories such that teachers rated biracially identified children's externalizing behaviors lower relative to those of Black‐ and White‐identified children. Additionally, for White‐identified biracial children, the effect of family SES on internalizing behavior trajectories was especially pronounced. These findings suggest that in the USA, how parents racially identify their Black‐White biracial children early on has important implications for children's problem behaviors throughout the elementary school years.     

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.     

Multiracial Faces: How Categorization Affects Memory at the Boundaries of Race

Monoracial and multiracial individuals are likely to have different conceptualizations of race and subsequently different approaches toward racial ambiguity. In particular, monoracial individuals may be more likely to rely on categories when processing ambiguous faces, whereas multiracial individuals may tend to ignore such categorizations due to a reduced tendency to essentialize race. We compared monoracial (White and Asian) and biracial (Asian/White) individuals' memory patterns. Specifically, we examined participants' memory for White, Asian, and biracial faces labelled as either White or Asian. Both White and Asian participants relied on the labels, remembering faces labeled as the in-group better than faces labeled as the out-group. Biracial participants relied less on the labels, exhibiting better recognition memory overall. Biracial participants' memory performance was also highly correlated with a less essentialist view of human traits. This cognitive flexibility may serve an adaptive function for biracial individuals and contribute to enhanced facial recognition.     

My Choice, Your Categories: The Denial of Multiracial Identities

Mixed-race individuals often encounter situations in which their identities are a source of tension, particularly when expressions of multiracial and biracial identity are not supported or allowed. Two studies examined the consequences of this identity denial. In Study 1, mixed-race participants reported that their biracial or multiracial identity caused tension in a variety of contexts. Study 2 focused on one often-mentioned situation: completing a demographic questionnaire in which only one racial background can be specified. Relative to mixed-race participants who were permitted to choose multiple races, those compelled to choose only one showed lower subsequent motivation and self-esteem. These studies demonstrate the negative consequences of constraining mixed-race individuals' expression of their chosen racial identity. Policy implications for the collection of racial and ethnic demographic data are discussed.     

The Interpretation of Multiracial Status and Its Relation to Social Engagement and Psychological Well-Being

This research examines how multiracial individuals chose to identify themselves with respect to their racial identity and how this choice relates to their self-reported psychological well-being (e.g., self-esteem, positive affect) and level of social engagement (e.g., citizenship behaviors, group alienation). High school students who belong to multiple racial/ethnic groups (N = 182) were asked to indicate the group with which they primarily identify. Participants were then classified as identifying with a low-status group (i.e., Black or Latino), a high-status group (i.e., Asian or White), or multiple groups (e.g., Black and White, etc.). Results showed that, compared with multiracial individuals who identified primarily with a low- or high-status group, those who identified with multiple groups tended to report either equal or higher psychological well-being and social engagement. Potential explanations and implications for understanding multiracial identity are discussed.     

No Justice! Black Protests? No Peace: The Racial Nature of Threat Evaluations of Nonviolent #BlackLivesMatter Protests

Objective : Nonviolent protests have been at the center of minority interest advocacy for nearly a century, as marginalized communities air their grievances in search for substantive policy change. While groups organize and demonstrate in a peaceful manner, there is no guarantee that onlookers will perceive them as such. We find it necessary to explore what factors shape perceptions of social movement protests and how the racial composition of a demonstration can elicit dramatically different responses from onlookers. Methods : To examine the impact of racial identity on protest evaluations, we conduct a survey experiment on a total of 921 respondents. We simulate a media report concerning a Black Lives Matter protest to determine how subtle changes in the racial composition of the demonstration elicit varying perceptions of a potential for violence. Results : We find that protests that comprise all‐Black participants are perceived to have a higher probability to end in violence than more diverse demonstrations. These findings come despite an assurance that the protest in question was peaceful. Consistent with minority threat theory, these perceptions are largely driven by the sentiments of white respondents. Conclusion : We argue that ill‐conceived threat perceptions, rooted in the racial composition of Black Lives Matter protests, complicate the mission of those charged with making visible the plight of Black Americans. Even when Black protesters adhere to the “rules” of non‐violent protest, there is no guarantee that the biases of onlookers will not drown out their efforts. These findings have wide reaching implications on the exercise of First Amendment right to protest, the role of the media in reporting on protests, and the expectations of government interactions with protesters.     

Affective Social Competence and Teacher–child Relationship Quality: Race/Ethnicity and Family Income Level as Moderators

This study examined whether race/ethnicity and family income level moderated associations between children's affective social competence and teacher–child relationships among 132 Black, White, and Latino preschoolers. Boys and girls were equally represented in the sample. Of the three racial/ethnic groups, Latino children scored lowest on emotion regulation, were less close to their teachers, and experienced more teacher–child conflict and dependence. In contrast, Black children had closer, less conflict‐laden, and less dependent teacher–child relationships than children of other racial/ethnic backgrounds. Emotion regulation served as a protective factor against problematic teacher–child relationships, particularly for Latino and Black children compared with high‐income White children. Emotion regulation was positively associated with teacher–child closeness for Black children. However, it was negatively associated with teacher–child conflict for Latino children, regardless of income. For all outcomes, teacher characteristics accounted highly for the differences in teacher–child relational quality. Findings are discussed in terms of the functional role of emotions for teacher–child relationships and suggest important contextual influences on the associations.     

Options: Racial/Ethnic Identification of Children of Intermarried Couples*

Objective. Whites of various European ethnic backgrounds usually have weak ethnic attachment and have options to identify their ethnic identity ( Waters, 1990 ). What about children born to interracially married couples? Methods. I use 1990 Census data—the last census in which only one race could be chosen—to examine how African American‐white, Latino‐white, Asian American‐white, and American Indian‐white couples identify their children's race/ethnicity. Results. Children of African American‐white couples are least likely to be identified as white, while children of Asian American‐white couples are most likely to be identified as white. Intermarried couples in which the minority spouse is male, native born, or has no white ancestry are more likely to identify their children as minorities than are those in which the minority spouse is female, foreign born, or has part white ancestry. In addition, neighborhood minority concentration increases the likelihood that biracial children are identified as minorities. Conclusion. This study shows that choices of racial and ethnic identification of multiracial children are not as optional as for whites of various European ethnic backgrounds. They are influenced by race/ethnicity of the minority parent, intermarried couples' characteristics, and neighborhood compositions.     

When Professionals Become Mothers, Warmth Doesn't Cut the Ice

Working moms risk being reduced to one of two subtypes: homemakers—viewed as warm but incompetent, or female professionals—characterized as competent but cold. The current study (  N = 122 college students) presents four important findings. First, when working women become mothers, they trade perceived competence for perceived warmth. Second, working men don't make this trade; when they become fathers, they gain perceived warmth and maintain perceived competence. Third, people report less interest in hiring, promoting, and educating working moms relative to working dads and childless employees. Finally, competence ratings predict interest in hiring, promoting, and educating workers. Thus, working moms' gain in perceived warmth does not help them, but their loss in perceived competence does hurt them.     

Children's Gender- and Ethnicity-based Reasoning about Foods

This article reports two studies that investigated the ways in which children use gender and ethnicity for making judgments about food choice. In Study 1, White and Asian 5- to 10-year-olds (M  =  7.37) were asked to rate how much they and others would like novel non-stereotyped foods. White children inferred that girls and White others would like the foods more than boys and Asian others would. An 'ethnocentric' pattern was found where children inferred that ethnic in-group others' food-liking would be more similar to their own compared with ethnic out-group others. These patterns were replicated with adults. In Study 2, a larger range of foods was used to assess White, Black, and Asian 3- to 8-year-olds (M  =  5.63), followed by gender and ethnic categorization and constancy tasks. Children from five to six years used ethnicity-based reasoning, which was influenced by their ability to categorize themselves and others by ethnicity. The role of social categories in food choice is discussed in the light of theories and research in category-based reasoning.     

Reactions to the O. J. Simpson Verdict: "Mindless Tribalism" or Motivated Inference Processes?

The difference in opinion between White Americans and Black Americans as to whether O. J. Simpson is guilty of murder can be understood within the context of the literature on motivated inference. Both self-serving and group-serving motives can lead to bias in how people gather, interpret, and integrate evidence. The current study revealed that the relative salience of race and gender in women's self-concepts (measured by the Twenty Statements Test) was associated with different beliefs about Simpson's innocence or guilt. Although Black women were more likely than White women to believe that Simpson was not guilty, this was more true for Black women who spontaneously self-identified in terms of race. Similarly, when gender was an accessible aspect of identity, women were more likely to believe that Simpson was guilty. High need for cognition (i.e., the tendency to engage in effortful cognitive activity) actually magnified some of these differences.     

Valuing Diversity and Interest in Intergroup Contact

The present research examines ways in which valuing diversity relates to interest in intergroup contact among members of minority and majority status groups. Using open-ended responses, Study 1 reveals that ethnic minority group members are less likely to perceive that diversity is valued than ethnic majority group members, yet those who perceive that diversity is valued tend to express greater interest in intergroup contact. Surveys of Black and White respondents (Study 2) and ethnic minority and majority respondents (Study 3) indicate similar trends. Moreover, these studies consistently show that valuing diversity uniquely predicts interest in intergroup contact among majority group members, whereas perceiving that outgroup members value diversity predicts interest in intergroup contact among minority group members. Implications of these findings for understanding the role of diversity in intergroup relations, and reformulating aspects of intergroup contact theory, are discussed.     

Race and income disparities in disaster preparedness in old age

ABSTRACT

This study investigated to what extent income status and race/ethnicity in old age interplayed with disaster preparedness. Data came from the 2010 Health and Retirement Study, a nationally representative panel survey of older Americans over 51 years old. Our sample was restricted to respondents who participated in a special survey about disaster preparedness (N=1,711). Disaster preparedness was measured as a score, which includes 13 variables. Race/ethnicity was categorized by White, Black, and Hispanic. Low income was defined as below 300% of the federal poverty line. OLS regression was used to examine the main and interaction effects of race/ethnicity and lower income status on disaster preparedness scores. We found that older adults in lower income status had lower preparedness level than those in higher income (Coef. =-0.318, p<.01). Hispanics tend to be less prepared compared to White and Blacks (Coef. =-0.608, p<.001). Preparedness of Black elders was not significantly different from that of Whites. However, interestingly, Black elders in lower income status were significantly less prepared for disaster than other groups (Coef. =- 0.622, p<.05). This study identified vulnerable subgroups of older adults for disaster preparedness and suggests that preparedness programs should target minority and low income elders.     

Patterns of Bully/Victim Problems in Mixed Race Groups of Children

This study investigated the extent of bullying within and between British Asian and White girls and boys (n = 156) and some of the reasons why it occurs. There was no significant difference in the percentage of peers that nominated Asian and White children as either bullies or victims. Contrary to our prediction (derived from Tajfel's social judgement theory), both Asian children and White children were significantly more likely to be named as bullies of same-race classmates than to be named as bullies of other-race classmates. Again contrary to our prediction, for Asian boys and White boys there were no significant correlations between general racial preferences/attitudes on the one hand, and the extent to which they were named by classmates as bullies of other-race children on the other hand. In order to investigate the types of bullying directed at own-race and other-race pupils, a subset of the sample of children (n = 60) were also asked about the specific types of bullying they had experienced, and who was responsible. Some significant racial differences emerged, most notably that proportionally more Asian children than White children reported that they had been teased about their colour or race by children of the other-race, and the opposite was the case for non-racial types of teasing. The implications of these results for children's social development, and for school's attempts to remove bully/victim problems, are discussed. One recommendation was that teasing, and especially racial teasing by racial majority pupils, should be a focus for intervention.     

Together They Become One: Examining the Predictors of Panethnic Group Consciousness Among Asian Americans and Latinos*

Objective. This article examines panethnic consciousness as it applies to the two fastest‐growing minority groups in the United States: Asian Americans and Latinos. Given the challenges of diversity and immigration faced by these two communities, I examine the individual‐level factors that help strengthen their panethnic group identity. Methods. Drawing from data provided by the 2000 Pilot National Asian American Political Survey and the 1999 National Survey on Latinos, I use ordered probit models to determine the predictors of panethnic consciousness among both Asian Americans and Latinos. Results. The models confirm that for Asian Americans, high income, involvement in Asian‐American politics, being a Democrat, and the role of racial discrimination encourage panethnic consciousness. For Latinos, the important factors are higher levels of education, gender, being foreign born, involvement in Latino politics, and perceptions of discrimination. Conclusions. The findings here stress the importance of social contextual factors such as racial discrimination on the formation of panethnic identity.     

Understanding Bias toward Latinos: Discrimination, Dimensions of Difference, and Experience of Exclusion

White–Black relations have historically been the defining form of intergroup relations in the study of prejudice and discrimination. The present article suggests that there are limitations to applying this model to understanding bias toward other groups and proposes that a comprehensive view of the dynamics of the Anglos' bias toward Latinos requires consideration of the distinctive elements of this form of intergroup relations. In four empirical studies, we experimentally document discrimination against Latinos (Study 1), explore the potential dimensions that underlie bias against Latinos (Study 2), and examine the effect of a particular social identity cue, accentedness, on perceptions of acceptance and belongingness of Latinos and members of other groups (Studies 3 and 4). These studies consider general processes of prejudice and identify how particular facets of bias against Latinos can shape their experiences and, taken together, illustrate how understanding bias against Latinos can reciprocally inform contemporary theories of prejudice.     

Interracial marriage and family socio-economic well-being: Equal status exchange or caste status exchange?

Minorities outmarried to Whites are often assumed to exchange their higher achieved status for an ascribed racial status. This study challenges this traditional exchange perspective by examining three SES measures (education, job prestige and income), using census 2000 PUMS data. Findings indicate that couples have similar statuses in all types of marriages, either endogamous or exogamous, and there is no evidence of status-caste exchange in intermarriage to Whites, except in Asian husband–White wife marriages in income (not in education or job prestige). Equal status exchange in intermarriages, however, may have stratified racial groups, especially for Native Americans, Native Hawaiians and Hispanics. Intermarriage thus widens gaps of inequality between endogamous minorities and endogamous Whites through equal status exchange between spouses.     

Do Marginalized Youth Experience Strengths in Strengths-Based Interventions? Unpacking Program Acceptability through Two Interventions for Sexual and Gender Minority Youth

ABSTRACT

Strengths-based interventions have potential to improve the wellbeing of sexual and gender minority youth (SGMY). This study examined the youth program acceptability of two strengths-based programs tailored for SGMY: ASSET (group counseling), and strengths first (SF) (care coordination). A mixed-methods approach was applied to secondary data extracted from client files (n = 247). Most participants were aged 15–18 (89%). Gender identities included woman (66%), man (30%), and transgender (<1%). Sexual orientations included bisexual (32%), lesbian (26%), gay (23%), and queer/pansexual (14%). Most participants identified as White, Hispanic (47%), Black, Non-Hispanic (17%), and Hispanic, No other race (19%). Program acceptability was measured using the 11-item Youth Acceptability and Strengths Scale. Quantitative analyses indicate program acceptability was high for SGMY participants and did not significantly differ across program type, gender identity, sexual orientation, or ethnoracial identity. There were no differences between strengths enhancement or client satisfaction between intervention types. Compared to group counseling, care coordination significantly increased problem-solving skills. Qualitative analysis identified that strengths-based interventions provided: (a) social support; (b) community; (c) confidence; and (d) positive mentors. Findings demonstrate the acceptability of strengths-based programming for SGMY. Strategies are provided to incorporate intervention program acceptability, yet future research is needed to explore youth acceptability.     

The Revised 28-Item Racial and Ethnic Microaggressions Scale (R28REMS): Examining the Factorial Structure for Black,Latino/Hispanic,and Asian Young Adults

ABSTRACT

Racial and ethnic discrimination has adverse effects on the health and mental health outcomes of people of color. Evidence indicates that modern discriminatory behavior is often a product of brief, commonplace, and often subtle acts that convey derogatory messages to people of color, known as racial and ethnic microaggressions. Accurately measuring microaggression is essential to understanding and preventing behaviors that are consistent with this complex construct. The current study examines evidence for the reliability and validity of the Racial and Ethnic Microaggressions Scale (REMS). Data from a sample of 286 randomly selected Black, Latino/Hispanic, and Asian young adults (ages 18–35 years old) were used to examine the REMS. Exploratory factor analysis was used to assess the factor structure of the REMS across racial and ethnic groups. Findings support the reliability of the instrument but also suggest that a shorter 5-factor model offers a promising alternative to the original 6-factor instrument. Results also reveal differences between how members of different racial and ethnic groups conceptualize microaggression. Recommendations for using a revised version of the instrument (the Revised 28-Item REMS) and for future research aimed at optimally measuring microaggression are identified.     

Multiracial Identity Integration: Perceptions of Conflict and Distance among Multiracial Individuals

This article examines how multiracial individuals negotiate their different and sometimes conflicting racial identities. Drawing from previous work on bicultural identity integration (see   Benet-Martínez & Haritatos, 2005 ), we proposed a new construct, multiracial identity integration (MII), to measure individual differences in perceptions of compatibility between multiple racial identities. We found that MII is composed of two independent subscales: racial distance that describes whether different racial identities are perceived as disparate, and racial conflict that describes whether different racial identities are perceived as in conflict. We also found that recalling positive multiracial experiences increased MII, while recalling negative multiracial experiences decreased MII. These findings have implications for understanding the psychological well-being of multiracial individuals, and the development of social policy and programs catered to this population.