Examining Discrimination,Ethnic‐Racial Identity Status,and Youth Public Regard Among Black,Latino, and White Adolescents

How positively adolescents believe others feel about their ethnic‐racial group (i.e., public regard) is an important part of their ethnic‐racial identity (ERI), which is likely informed by contextual and individual factors. Using cluster analyses to generate ERI statuses among Black, Latino, and White adolescents (n = 1,378), we found that associations between peer versus adult discrimination and public regard varied across ERI status and ethnic‐racial group. However, among all adolescents, an achieved ERI (i.e., having explored ethnicity‐race and having a clear sense about its personal meaning) buffered the negative association between adult discrimination and public regard, but not between peer discrimination and public regard. Implications for understanding the interplay between contextual and individual factors for public regard are discussed.     

Identity Dilemmas: Toward a More Situated Understanding

When are identity dilemmas—when people possess identities that conflict with one another and both are potentially stigmatizing—most likely to occur? Are they the result of generic social processes? A review of some of the extant research on “identity work” suggests that historical “misalignments” of culture and stratification, which we refer to as “lag,” create the greatest potential for stigma and the reproduction of inequalities. Lag is exacerbated by complex, intersecting axes of hierarchy, and amplified as symbolic environments globalize and subcultures multiply. Articulating culture and structure reveals how power plays out in interaction, and highlights the omnipresence of struggles for treatment as “fully human.” We consider whether “alignment” is even possible when multiple dimensions of social location intertwine, compete, and collide. Following Schwalbe and Mason‐Schrock (1996), we argue that “subcultural” or collective identity work that brings new meanings into dominant cultural narratives may offer the greatest hope, but in the interim all coping strategies are costly.     

A Preliminary Analysis of Associations Among Ethnic–Racial Socialization,Ethnic Discrimination,and Ethnic Identity Among Urban Sixth Graders

Drawing from cultural ecological models of adolescent development, the present research investigates how early adolescents received ethnic–racial socialization from parents as well as how experiences of ethnic and racial discrimination are associated with their ethnic identity (i.e., centrality, private regard, and public regard). Data for this study were drawn from a multimethod study of ethnically and socioeconomically diverse early adolescents in three mid‐ to high‐achieving schools in New York City. After accounting for the influences of race/ethnicity, social class, gender, immigrant status, and self‐esteem, parental ethnic–racial socialization was associated with higher levels of ethnic centrality (i.e., the extent to which youth identify themselves in terms of their group), more positive private regard (i.e., feelings about one's own ethnic group), and public regard (i.e., perceptions of other people's perceptions of their ethnic group). Ethnic discrimination from adults at school and from peers was associated with more negative perceptions of one's ethnic group (i.e., public regard). In addition, the association of ethnic–racial parent socialization and ethnic identity beliefs was stronger for those who reported higher levels of adult discrimination. Results highlight key ways in which ethnic identity may be shaped by the social ecologies in which adolescents are embedded.     

The Importance of Racial Socialization: School‐Based Racial Discrimination and Racial Identity Among African American Adolescent Boys and Girls

This study examined various parental racial socialization messages as mediators between school‐based racial discrimination and racial identity formation over 4 years for African American boys (N = 639) and African American girls (N = 711). Findings indicated that school‐based racial discrimination was associated with racial identity beliefs. For African American boys, behavioral racial socialization messages mediated the relation between school‐based racial discrimination and racial centrality over time. Mediation also resulted for African American girls, but for a different set of race‐related messages (negative messages and racial barriers) and racial identity beliefs. The developmental significance of the findings and implications for future research are discussed.     

Extractive Regimes: Toward a Better Understanding of Indonesian Development

This article proposes the concept of an extractive regime to understand Indonesia's developmental trajectory from 1966 to 1998. The concept contributes to world‐systems, globalization, and commodity‐based approaches to understanding peripheral development. An extractive regime is defined by its reliance on extraction of multiple natural resources in the formation of an economic and political order that is also supported by global and regional forces. After elaborating the concept of an extractive regime, the article illustrates it through examination of Indonesia's developmental trajectory from its formation in the post–World War II era to its firm establishment during Suharto's New Order. Although a comprehensive study would necessitate attention to the full panoply of commodities, the study illustrates some of the workings of the extractive regime in the timber and fisheries sectors, which share spatial extensivity and other characteristics. The article concludes by considering the future of the extractive regime in Indonesia amid democratization and continued class domination and by offering suggestions for further application, specification, and extension of the extractive regime concept.     

Relationship Education in Community Settings: Effectiveness with Distressed and Non‐Distressed Low‐Income Racial Minority Couples

Couple relationship education (CRE) programs are intended to prevent negative couple outcomes, however, some evidence suggests couples in greater distress may still benefit. The current study examined pre‐ and postchanges in relationship functioning of 362 low‐income African American and Hispanic couples. Outcomes (dedication and communication) were assessed by examining differences between two distinct groupings of couples; distressed (both partners reporting clinically significant distress) and nondistressed (neither partner reporting clinically significant distress) couples. Distressed couples at predemonstrated large‐sized gains in all outcome variables, as compared to nondistressed couples. Those who participated in the single‐couple format demonstrated lower gains in positive communication as compared to those in the group format. Implications for distressed couples in CRE programs are offered.     

The Interface of Racial Identity Development with Identity Complexity in Clinical Social Work Student Practitioners

This paper examines the influence that one's racial identity development plays in the overall professional identity development of clinical social work student practitioners. The author discusses race, as a construct, in a post-modern world. Utilizing Saari's (1993, 2000) discussion of identity complexity, the paper demonstrates how the ability to dialogue about issues of race, in a complex and multi-faceted way, is reflective of evolution in one's racial identity development. To further one's identity development, the importance of a dialogical mode of interaction (Bahktin, 1986, 1993) is emphasized.     

Identity Development in a Transracial Environment: Racial/Ethnic Minority Adoptees in Minnesota

It has been argued that transracially adopted children have increased risk of problems related to self-esteem and ethnic identity development. We evaluated this hypothesis across four groups of transracial adoptees: Asian (n = 427), Latino (n = 28), Black (n = 6), mixed/other (n = 20), and same-race White adoptees (n = 126) from 357 adoptive families. No mean differences were found in adoptees’ ratings of affect about adoption or of curiosity about birth parents. Some differences were found in general identity development and adjustment. There were notable differences in communication about race/ethnicity across groups and between parent and child report.     

Toward a Cross-Cultural Understanding of Work-Related Beliefs

Although psychology's contribution to a study ofthe Protestant Work Ethic (PWE) made a slow start we nowhave an impressive array of studies which have examinedthis construct, even cross-culturally, and find that not only is this construct seeminglyalive and well, but also that it is espoused morestrongly by non-Protestant and non-Western countries.Furnham (1990b) examined a composite of seven scales designed to measure the PWE, and found thatseveral factors could be identified. A study wasundertaken to compare the meaning of work in twodifferent cultures, one Western Christian(Australian) and the other non-Western Buddhist (Sri Lankan).The results suggest that both cultures have similarperceptions about the meaning of work, but Sri Lankansseem to be more strongly committed to hard work.Although work related beliefs seem to be similar, SriLankans do not endorse the belief that hard work leadsto success as enthusiastically as Australiansdo.     

Cultural Schemas for Racial Identity in Canadian Television Advertising

Quelles significations sont rattachées à la race dans la publicité? Nous analysons un échantillon de publicités télévisées canadiennes aux heures de grande écoute dans le but d'identifier des schémas culturels associés à ce que cela signifie d’être blanc, noir ou d’Asie de l’Est ou du Sud‐Est. Notre analyse empirique porte sur la publicité alimentaire et pour restaurants. Par l'entremise d'une analyse quantitative de contenu portant sur les liens entre la race et les sous‐types d'aliments, nous démontrons des différences systématiques dans les types d'aliments associés aux différents groupes étudiés. Au moyen d'une analyse qualitative, nous éclairons ces modèles quantitatifs et présentons six schémas culturels de l'identité raciale. Ces schémas appréhendent à la fois la diversité et le privilège associés aux représentations des personnes de race blanche, et des contrastes frappants par rapport au statut et à l’émotivité parmi les représentations plus limitées des deux autres groupes. What meanings are attached to race in advertising? We analyze a sample of prime‐time Canadian television advertising to identify cultural schemas for what it means to be White, Black, and East/Southeast Asian. Our empirical focus is on food and dining advertising. Through quantitative content analysis of associations between race and food subtypes, we show that there are systematic differences in the types of foods that groups are associated with. Through a qualitative content analysis of the commercials, we illuminate these quantitative patterns and discuss six cultural schemas for racial identity. The schemas allow for both diversity and privilege in the representation of Whites, and poignant contrasts regarding status and emotionality in the narrow representations of the other two groups.     

The Role of Domain Content in Understanding Identity Development Processes

The current studies examined the importance of domain content in the processes of identity development using two approaches—narrative and status. We examined personal narratives for identity domain content, the co‐occurrence of different contents, and the relations between content and processes, using two approaches to identity—status and narrative. Across two studies, 762 participants (average age = 19 years) and 2214 narratives, traditional ideological and interpersonal status domains were present, but so was a novel domain: existential concerns. Narrative identity processes were more frequent in narratives with multiple contents, and relations between identity statuses processes and narrative processes were modest. We discuss theoretical implications, the importance of examining content, and the utility of narrative approaches for doing so.     

Toward a Framework for Multicultural STEM‐Focused Career Interventions

Numerous federal and national commissions have called for policies, funds, and initiatives aimed at expanding the nation's science, technology, engineering, and mathematics (STEM) workforce and education investments to create a significantly larger, more diverse talent pool of individuals who pursue technical careers. Career development professionals are poised to contribute to the equity discourse about broadening STEM participation. However, few are aware of STEM‐related career development matters, career opportunities and pathways, or strategies for promoting STEM pursuits. The author summarizes STEM education and workforce trends and articulates an equity imperative for broadening and diversifying STEM participation. The author then offers a multicultural STEM‐focused career development framework to encourage career development professionals’ knowledge and awareness of STEM education and careers and delineates considerations for practice aimed at increasing the attainment and achievement of diverse groups in STEM fields.     

Racial Resentment and Attitudes Toward the Use of Force by Police: An Over‐Time Trend Analysis

On the heels of recent police shootings of an unarmed Michael Brown in Ferguson, Missouri, Walter Scott in North Charleston, South Carolina, and the death of Freddy Gray in Baltimore, Maryland, that stoked racial tensions, this article examines how beliefs about race and racial inequality influence whites’ attitudes toward the use of force by the police since the mid‐1980s. Our main dependent measure is a composite index (“Police Force Index”) constructed from four survey items from the 1986–2012 National Opinion Research Center's General Social Survey (GSS). Results show that (1) beliefs about race do indeed significantly predict whites’ attitudes toward police use of force, and more importantly, (2) this effect has remained constant since the mid‐1980s. We discuss theoretical and practical implications of these findings and suggestions for future research.     

Coping With LGBT and Racial–Ethnic‐Related Stressors: A Mixed‐Methods Study of LGBT Youth of Color

This study examines how racial–ethnic minority lesbian, gay, bisexual, and transgender (LGBT) youth cope with both racial–ethnic and LGBT‐related stress. Within a sample of 213 LGBT youth of color, the present study presents (1) quantitative and qualitative results from an approach and avoidance–based measure of parental racial coping socialization across six conversation domains, and (2) qualitative responses regarding LGBT stressors and associated coping strategies. The emphasis on approach versus avoidance varied across the racial–ethnic conversation domains. However, both racial–ethnic‐ and LGBT‐related coping strategies emphasized a combination of cognitive and behavioral strategies. Similarities and differences also existed in the types of stressors encountered across racial–ethnic and LGBT statuses. We discuss the potential for coping skill transfer across these minority statuses.     

A Person‐Centered Approach to the Study of Black Adolescent Religiosity,Racial Identity,and Sexual Initiation

Decreasing the number of adolescents who have never had sexual intercourse is one way to address sexual health disparities. We used intersectionality to explore the joint effects of religiosity and racial identity on Black adolescent sexual initiation. Data originated from the National Survey of American Life‐Adolescent (n = 1,170), a nationally representative study of Black adolescents. Latent profile analysis and survival analysis were used to evaluate study hypotheses. Results showed four distinct profiles of religiosity and racial identity. These profiles explained 19% of the variability in sexual initiation. Additional analyses revealed sociodemographic differences in profile membership. Findings contribute to understanding ethnic heterogeneity among Black adolescents and racial identity and religiosity as sociocultural factors that influence sexual initiation; and support reconceptualizing Black adolescent religiosity.     

Toward an Integrated Understanding of Dreams

In this paper four different schools of dream analysis—classical, object relations, modern psychoanalytic, and self-psychological—are described, compared, and contrasted. Each approach is then applied to an analysis of the first dream reported by a patient. As each interpretations is accurate and useful in understanding this patient's psyche, it is concluded that an integrated framework should be used in dream analysis.     

Toward a New Mississippi history

Political Culture in the Nineteenth‐Century South: Mississippi, 1830–1900. BRADLEY G. BOND. Baton Rouge: Louisiana State University Press 1995. 342 pp., notes, bibliography, index. $35.00. ISBN 0–807–1976–8.

Becoming Southern: The Evolution of a Way of Life, Warren County and Vicksburg, Mississippi, 1770–1860. CHRISTOPHER MORRIS. New York: Oxford University Press. 1995. 258 pp., notes, illustrations, appendices, index. $35.00. ISBN 0–19–508366–0.

"Worse than Slavery:”; Parchman Farm and the Ordeal of Jim Crow Justice. DAVID M. OSHINSKY. New York: Free Press. 1996. 306 pp., notes, illustrations, index. $25.00.

Mississippi: An American Journey. ANTHONY WALTON. New York: Alfred A. Knopf. 1996. 279 pp., illustrations. $24.00.     

Extending ODA or Creating a New Reporting Instrument for Security‐related Expenditures for Development?

A debate has recently been initiated by a number of members of the OECD Development Assistance Committee to include security‐related items in the definition of Official Development Assistance (ODA). This article looks at the logic of these proposals by means of a brief review of the history of the ODA definition as well as recent debates on the relationship between security and development. It concludes by recommending the creation of a new reporting category, Official Security Assistance, for donor spending on security‐related activities which meets the basic ODA criteria.