Religious involvement,helping others,and psychological well-being

This study has two goals. The first goal is to see if involvement in religion is associated with providing tangible support to family members and strangers. The second goal is to see if providing tangible support to family members and strangers is associated with well-being. A conceptual model, which was developed to address these issues, contains the following core relationships: (1) individuals who go to church more often will receive more spiritual support from coreligionists; (2) those who receive more spiritual support will provide more tangible assistance to family members and strangers; and (3) people who help family members and strangers will report greater life satisfaction and higher self-esteem. Findings from a nationwide survey support all but one of these relationships. More specifically, the results suggest that providing tangible support to family members is associated with greater well-being, but providing tangible support to strangers is not associated with well-being.     

Age and race differences in racial stereotype awareness and endorsement

Age and race differences in race stereotype awareness and endorsement were examined in 382 Black and White fourth, sixth, and eighth graders. Youths reported their own beliefs and their perceptions of adults' beliefs about racial differences in ability in two domains: academics and sports. Children's own endorsement of race stereotypes was highly correlated with their perceptions of adults' race stereotypes. Blacks reported stronger traditional sports stereotypes than Whites, and 4th‐ and 6th‐grade Blacks reported roughly egalitarian academic stereotypes. At every grade level, Whites reported academic stereotypes that favored Whites, and 6th‐ and 8th‐grade Whites reported sports stereotypes that favored Blacks. Results support the tenets of status theory and have implications for identity development and achievement motivation in adolescents.     

Race differences in self-perception and locus of control during adolescence and early adulthood: methodological implications.

Data from a longitudinal sample of 14,721 White (7,193 men, 7,528 women) and 5,197 Black (2,400 men, 2,797 women) American high school students tested first between ages 16 and 19 and then in two follow-ups 4 and 6 years later were examined to determine Black-White and male-female differences in self-esteem and causal orientations. On general self-esteem scores, Blacks rated themselves more positively than Whites. Blacks also rated themselves more positively on specific self-beliefs (e.g., social attractiveness), although the magnitude of differences in such cases was quite small. On control measures, Blacks perceived greater external control pertaining to both cultural events and personal efficacy, although they had slightly greater expectations about future academic success. Results concerning the general and personal self-efficacy of Blacks were somewhat inconsistent with earlier reports (Coleman et al., 1966; Osborne & LeGette, 1982). Women tended to show less self-efficacy than men, but there were no interactions of race and sex. Even in the presence of significant effects for race and sex, mean differences tended to be relatively small.     

Psychometric analysis of racial differences on the Maudsley Obsessional Compulsive Inventory

Black university students scored significantly higher than White students on the Maudsley Obsessional Compulsive Inventory (MOCI). They tended to endorse more Cleaning and Checking subscale items in the pathological direction. Subsequent analyses examined whether this finding is a reflection of valid group differences in the prevalence of OCD or a psychometric artifact. Structured interviews were conducted to determine the correspondence of MOCI scores with OCD diagnoses. The race difference in endorsement frequency on the MOCI did not extend to OCD diagnoses. The MOCI scores showed modest predictive validity in Whites, but they did not predict interview-based diagnoses in Blacks. Multivariate item response theory was then employed to examine race differences in the Cleaning and Checking subscales. Equivalent item discrimination parameters fit the data for Black and White participants for both subscales. A more restrictive model in which relative item difficulties were also constrained to be equal for Black and White participants did not fit. This interaction between race and item difficulty suggests that the items do not have equivalent psychometric properties in Blacks and Whites.     

The role of ethnicity,gender, emotional content,and contextual differences in physiological,expressive, and self-reported emotional responses to imagery

Cardiovascular responses, skin conductance, corrugator ("frown"), and zygomaticus ("smile") electromyographic activity, and self-reported emotional responses were examined in response to scenarios that varied in emotional content and whether they involved interacting with a Black or White person. Black (33 women, 25 men) and White (28 women, 26 men) students imagined joy, neutral, fear, and anger situations. Emotional contents replicated patterns of physiological and self-reported emotion found in other studies, although gender differences in emotion found in other studies were evident only in White participants. Blacks exhibited more positive facial expressions, while Whites were more negatively expressive. Blacks, and particularly Black men, exhibited greater blood pressure reactivity to the emotional contexts. For both White and Black participants, imagined interactions with Blacks increased both positive and negative facial expression. Results suggest that, compared to Whites, Blacks are both more autonomically reactive to emotional interactions and may be responded to more emotionally. The results are discussed in terms of the need to study specific contextual factors rather than broad cross-cultural characterisations.     

Ties to influential adults among black and white adolescents: culture,social class,and family networks

Although prior research suggests the importance of nonparental adults to adolescents, the ecological context of those relationships has received little attention. This study examined ties to influential adults among 122 adolescents who varied by race, family structure, and gender. The strongest effects were for race. Blacks reported stronger ties than Whites to the maternal grandmother as well as more supportive interactions with adult males. While race differences in grandparental ties were robust across social class (SES), ties to an influential adult male became nonsignificant upon controlling for SES. African American girls from divorced families consistently reported the strongest ties. Discussion considers the role of culture versus SES in explaining race differences. Implications for mentoring interventions are proposed, with special attention to the role of actualizing latent ties to already existing network members.     

Psychophysiological reactivity to mental arithmetic stress in black and white normotensive men

Racial differences in physiological responses to a behavioral stressor were examined. Thirty-four Black and 42 White male normotensives 34 to 55 years old (mean age = 43.01 years) performed a mental arithmetic task while blood pressure, heart rate, and skin conductance were recorded. Compared to Whites, Blacks had significantly higher baseline diastolic blood pressure (77.93 mm Hg vs. 73.11 mm Hg) and lower skin conductance levels (11.08 microS vs. 12.25 microS). These effects persisted during performance of the mental arithmetic task. However, when baseline differences were covaried, there were no significant physiological effects associated with the task. Analysis of changes in response levels from baseline revealed a nonsignificant trend for Whites to show greater increases in systolic blood pressure than Blacks. There were no significant race or family history effects. Further, task performance did not influence the outcome. Failure to demonstrate greater cardiovascular reactivity in Blacks and all men with a positive family history of hypertension is discussed with regard to possible "survivor effects" and methodologic limitations.     

Positive God Images and Positive Emotions toward God: Exploring Variations among Whites,Blacks, and Hispanics

How people view God is an important part of religious life. The purpose of this study is to see if four positive God image measures and two measures of positive emotions toward God vary among Whites, Blacks, and Hispanics. The data come from a recent nationwide survey in the United States (N = 2500). The findings reveal that, compared to Whites and Hispanics, Blacks have more positive image of God scores on all four measures. The data indicate that Blacks are also more likely than Whites and Hispanics to have strong positive emotions toward God. In contrast, consistent differences between Hispanics and Whites failed to emerge across all of the study measures.     

Self-Esteem Among Young Adults: Differences and Similarities Based on Gender, Race, and Cohort (1990–2012)

The major purpose of this study was to examine the joint effects of race and gender on the self-esteem of young adults. Data came from a large sample of undergraduate students (N?=?7,552; 2,785 men and 4,767 women) enrolled at a Midwestern U.S. University over the period 1990–2012. Consistent with prior research, we found that men had higher self-esteem than women and that Blacks had higher self-esteem than Whites, Hispanics, and Asians. The analyses, however, revealed that the gender differences in self-esteem were not found among Blacks and that the higher self-esteem of Blacks relative to other races was greater among women than among men. The effects of race and gender did not change controlling for social class and other demographic variables, did not differ across domains of self-esteem, and were not affected by period of time. This study deepens our knowledge of social group differences in self-esteem, providing evidence that the higher self-esteem of men (relative to women) and of Blacks (relative to other races) persisted across the past two decades.     

Differential construct validity of intelligence as popularly measured: Correlations of age with raw scores on the WISC-R for Blacks Whites, males, and females

Raw scores on the 12 WISC-R subtests and the verbal, performance, and full scale IQ scales were correlated with age in years separately for 938 White males, 137 Black males, 927 White females, and 153 Black females. Highest and lowest correlations from the four groups were then contrasted for each of the 15 WISC-R variables to determine whether the magnitude of the relationship between age and performance on current tests of intelligence is constant across race and sex. Regression coefficients between age and raw scores were also contrasted across groups. None of the 15 comparisons of corrections yielded differences that were statistically significant. Regression coefficients differed only with respect to the Full Scale IQ, showing smaller incremental changes with age for Black males than for other groups. The results indicated that the relationship between age and intelligence test performance is relatively constant across race and sex and supports the construct validity of the WISC-R as a measure of children's intelligence for Blacks, Whites, males, and females, though some evidence was found to indicate slower development of “g” in Black males as compared to the other groups.     

Race and self-esteem: meta-analyses comparing whites,blacks, Hispanics,Asians, and American Indians and comment on Gray-Little and Hafdahl (2000)

These meta-analyses examine race differences in self-esteem among 712 datapoints. Blacks scored higher than Whites on self-esteem measures (d = 0.19), but Whites scored higher than other racial minority groups, including Hispanics (d = -0.09), Asians (d = -0.30), and American Indians (d = -0.21). Most of these differences were smallest in childhood and grew larger with age. Blacks' self-esteem increased over time relative to Whites', with the Black advantage not appearing until the 1980s. Black and Hispanic samples scored higher on measures without an academic self-esteem subscale. Relative to Whites, minority males had lower self-esteem than did minority females, and Black and Hispanic self-esteem was higher in groups with high socioeconomic status. The results are most consistent with a cultural interpretation of racial differences in self-esteem.     

Employed Parents' Support from Partners,Employers, and Friends

Abstract

Employed parents (226 fathers, 264 mothers) in Canada were interviewed about the kinds of support that help them balance the dual responsibilities of work and family. The participants received tangible and emotional support from their partners. In the workplace, family-responsibility leave and flexible work arrangements were helpful. The participants also stressed the importance of supportive supervisors and expressed the desire for greater flexibility, shorter hours, and help with child care. The majority of the participants had friends who provided both emotional and practical support in balancing the competing demands of work and family. Comparisons by gender, family type, marital status, and life-cycle stage identified the importance of contextual variables. The findings highlight the importance of multidimensional assessment of support and the necessity to consider both the availability of and gaps in support.     

Latino and Latina Adolescents' Help‐seeking Behaviors and Attitudes Regarding Suicide Compared to Peers with Recent Suicidal Ideation

Although Latinas have consistently reported higher rates of suicidal behavior for the past 20 years (CDC, 1996), there is a dearth of information regarding their help‐seeking attitudes and behaviors when dealing with distress and suicide. Associations between adolescents' ideation and help‐seeking from adults were different for non‐Hispanic Whites and Latinos from 14 high schools (N = 4,983). Among females, ideators and Latinas reported lower levels of help‐seeking attitudes than nonideators and non‐Hispanic Whites. Males showed interaction effects of ideation by race/ethnicity on help‐seeking. Within sex by race/ethnicity, differences showed that while non‐Hispanic White students reported consistent differences between suicidal ideation and no reported suicidal ideation, Latinos were more similar between these groups, particularly with having support from friends and family to seek help from adults. Research should clarify how culture contributes to decreased help‐seeking norms among those with suicidal ideation.     

Adolescent Self-Esteem: Differences by Race/Ethnicity, Gender, and Age

Large-scale representative surveys of 8th-, 10th-, and 12th-grade students in the United States show high self-esteem scores for all groups. African-American students score highest, Whites score slightly higher than Hispanics, and Asian Americans score lowest. Males score slightly higher than females. Multivariate controls for grades and college plans actually heighten these race/ethnic/gender differences. A truncated scoring method, designed to counter race/ethnic differences in extreme response style, reduced but did not eliminate the subgroup differences. Age differences in self-esteem are modest, with 12th graders reporting the highest scores. The findings are highly consistent across 18 annual surveys from 1991 through 2008, and self-esteem scores show little overall change during that period.     

Social support and cancer: Adult patients' desire for support from family,friends, and health professionals

Examined cancer patients' desire for social support from family, friends, and health professionals upon whom they most depended for support. Before a single interaction with each of these sources, nonhospitalized adult cancer patients (N = 64) completed a questionnaire indicating their desire for support from the source on 11 functional components. Results indicated that emotional and instrumental functions of support were distinct and required separate examination. Distinctiveness of primary sources was manifest by patients' overall preference for tangible aid from family, modeling from friends who had cancer, and open communication and clarification from health professionals. Family and friends were equally preferred sources for dealing with affective reactions to the stressfulness of cancer. All three sources were similarly desired for self-esteem enhancement and for relief from decision-making and problem-solving responsibilities. Finally, patients' perceived prognosis but not the objective severity of their illness was associated with a heightened desire for support, especially for instrumental support functions.     

Cultural bias in the WISC

It is often argued that IQ differences between groups of American Blacks and Whites are the result of IQ tests being culturally biased instruments. The present study attempts to determine the existence of cultural bias in the Wechsler Intelligence Scale for Children (WISC) by comparing Black and White children on: (1) loadings of the first principal component on the WISC subtests; (2) the rank order of item difficulty; (3) measuring the contribution to the total variance of the Race by Item interaction obtained by ANOVA; (4) and by attempting to stimulate race differences by within-race age differences. The results indicate that: (1) there is no evidence of specific factors peculiar to either racial group (the groups differ on what is common to all subtests); (2) the rank order of item difficulties is similar in both racial groups; (3) ANOVA reveals a significant Race by Item interaction, but one which accounts for less than five percent of the total variance, less than one percent in the case of age offset analysis; (4) the items which best discriminate between Blacks and Whites at any age level are also the items which best discriminate between age groups within-race. The data support the view that race differences are differences in mental maturity rather than in artifact of biased testing instruments.     

Race-ethnic inequality and psychological distress: depressive symptoms from adolescence to young adulthood

Social inequality is well established in the mental health of race-ethnic groups, but little is known about this disparity from adolescence to young adulthood. This study examined differences in trajectories of depressive symptoms across 4 race-ethnic groups (Whites, Blacks, Hispanics, and Asians) using 3 waves of the National Longitudinal Study of Adolescent Health. Latent trajectory analyses showed race-ethnic variations among both females and males. Stressors were significantly related to depressive symptoms for all study members, but they accounted for symptom trajectories only among Black males and minority females. Persistent differences in trajectories for Blacks and Whites showed parallel slopes that did not converge over time. Neither background characteristics nor social resources (i.e., social support) altered this gap. However, social support represents a potential equalizer of these race-ethnic differences, owing to the ubiquitous nature of its protective effects.     

Assessing the Prayer Lives of Older Whites,Older Blacks,and Older Mexican Americans: A Descriptive Analysis

The purpose of this study was to see whether differences emerge between older Whites, older Blacks, and older Mexican Americans in 12 measures of prayer. These measures assess 4 dimensions of prayer: the social context of prayer, interpersonal aspects of prayer, beliefs about how prayer operates, and the content or focus of prayers. Data from two nationwide surveys of older adults suggest that with respect to all four dimensions, the prayer lives of older Whites appear to be less developed than the prayer lives of older Blacks and older Mexican Americans. In contrast, relatively few differences were found in the prayer lives of older African Americans and older Mexican Americans. The theoretical implications of these findings are discussed.     

Implicit race bias revisited: On the utility of task context in assessing implicit attitude strength

Decades of research have shown that many people harbor implicit attitudes that are positive toward Whites relative to Blacks. With some notable exceptions, these findings are almost always obtained using implicit attitude tasks that assess attitudes toward Whites and Black simultaneously. This makes it difficult to determine whether implicit race bias effects are the result of strong liking for Whites, dislike for Blacks, or both. The present article reports results from a study in which participants' automatic bias towards Blacks and Whites is assessed across multiple evaluative contexts. Results show consistent negative automatic attitudes towards Blacks, but there was considerable variability in participants' attitudes toward Whites. Consistent with the idea that strong attitudes are less contextually sensitive than weaker attitudes (e.g. Krosnick, 1988), it is concluded that participants harbor strong automatic bias against Blacks, but not strong favoritism for Whites. Implications for a context-centered approach to implicit attitude measurement are discussed.     

Why can't we just get along? Interpersonal biases and interracial distrust

The authors review a series of studies that illustrate how one form of contemporary racial bias of Whites, aversive racism, can shape different perspectives of Blacks and Whites in ways that can undermine race relations. This research demonstrates that contemporary racism among Whites is subtle, often unintentional, and unconscious but that its effects are systematically damaging to race relations by fostering miscommunication and distrust. In particular, the authors examine the effects of aversive racism on outcomes for Blacks (e.g., in selection decisions), on the ways that Whites behave in interracial interactions, in the impressions that Whites and Blacks form of each other in these interactions, and on the task efficiency of interracial dyads.