Two-Headed Coins or Kandinskys: White Racial Identification

Racial identity means different things to members of different racial and ethnic groups in the United States. However, while the study of race and politics is often the study of White racial attitudes ( Dawson & Cohen, 2003 ), research on racial identity almost always refers to non-White identity. This article addresses this hole in the literature by examining the extent and effects of White identity. We compare White identification and Black identification using National Election Studies data (1972–2000) and examine the relationships between racial identity and racial and political attitudes. This study adds a missing case to the study of racial identity, tests how well the theories about the concept travel across cases, and highlights the need for more frequent studies of the racial identity of all groups.     

The Influence of Cultural and Racial Identification on the Psychosocial Adjustment of Inner-City African American Children in School

The purpose of this study was to examine the relationship and combined influence of racial identity and Africentric values on African American children's psychosocial adjustment. Participants were 104 (53 males, 51 females) African American fourth-grade students attending an inner-city public school in a northeastern city. Child and teacher ratings were used to assess the relationship between racial identity, Africentric values, and several indices of child psychosocial adjustment, including child behavior control, school interest, and teacher perceptions of child strengths and problems in the classroom. Child self-esteem and the effects of gender and cohort were used as covariates in several analyses in the study. Overall, findings from the study supported the usefulness of combining racial identity and Africentric values into a single model of ethnic identification for African American children. Implications for risk prevention and enhancement of psychosocial functioning among African American children are discussed.     

Examining the Association Between Racial Identity Attitudes and Coping With Racism-Related Stress

The authors examined the association between racial identity attitudes and coping with racism-related stress among Asian, Black, and Latinx college students (N = 195). Results of the canonical correlation analysis indicated that higher scores on a combination of all racial identity attitudes were significantly associated with greater active coping for Black and Latinx students. Among Asian students, the authors found that higher scores on conformity, dissonance, and immersion-emersion racial identity attitudes were significantly associated with greater avoidant coping. Los autores examinaron la asociación entre las actitudes de identidad racial y el afrontamiento del estrés relacionado con el racismo en estudiantes universitarios asiáticos, negros y latinxs (N = 195). Los resultados del análisis de correlación canónica indicaron que unos valores más altos en la combinación de todas las actitudes de identidad racial estaban asociados significativamente a un mayor afrontamiento activo en estudiantes negros y latinxs. En estudiantes asiático-americanos, los autores hallaron que unos valores más altos en las actitudes de identidad racial de conformidad, disonancia e inmersión/emersión estaban asociados significativamente a un mayor afrontamiento evasivo.     

Neighborhood Racial Composition,Racial Discrimination,and Depressive Symptoms in African Americans

While evidence indicates that experienced racial discrimination is associated with increased depressive symptoms for African Americans, there is little research investigating predictors of experienced racial discrimination. This paper examines neighborhood racial composition and sociodemographic factors as antecedents to experienced racial discrimination and resultant levels of depressive symptoms among African American adults. The sample included 505 socioeconomically-diverse African American adults from Baltimore, MD. Study data were obtained via self-report and geocoding of participant addresses based on 2010 census data. Study hypotheses were tested using multiple pathways within a longitudinal Structural Equation Model. Experienced racial discrimination was positively associated with age and sex such that older individuals and males experienced increased levels of racial discrimination. In addition, the percentage of White individuals residing in a neighborhood was positively associated with levels of experienced racial discrimination for African American neighborhood residents. Experienced racial discrimination was positively associated with later depressive symptoms. Neighborhood-level contextual factors such as neighborhood racial composition and individual differences in sociodemographic characteristics appear to play an important role in the experience of racial discrimination and the etiology of depression in African American adults.     

Racial identity, social context, and race-related social cognition in African Americans during middle childhood

This study examined the effect of changes in racial identity, cross-race friendships, same-race friendships, and classroom racial composition on changes in race-related social cognition from 3rd to 5th grade for 73 African American children. The goal of the study was to determine the extent to which preadolescent racial identity and social context predict expectations of racial discrimination in cross-race social interactions (social expectations). Expectations of racial discrimination were assessed using vignettes of cross-race social situations involving an African American child in a social interaction with European Americans. There were 3 major findings. First, expectations for discrimination declined slightly from 3rd to 5th grade. Second, although racial composition of children's classrooms, number of European American friends, gender, and family poverty status were largely unrelated to social expectations, having more African American friends was associated with expecting more discrimination in cross-racial interactions from 3rd to 5th grade. Third, increases in racial centrality were related to increases in discrimination expectations, and increases in public regard were associated with decreases in discrimination expectations. These data suggest that as early as 3rd grade, children are forming attitudes about their racial group that have implications for their cross-race social interactions.     

The Impact of Feminist Attitudes on the Relation between Racial Awareness and Racial Identity

This study examined the role of liberal and inclusive feminist attitudes in the development of a positive racial identity in a sample of White female undergraduates in the Midwestern United States. Participants (N?=?90) provided self-report data on their racial awareness, liberal and inclusive feminist attitudes, racial identity and demographic information. The main research question was how and to what extent liberal and inclusive feminism influence the relationship between racial awareness and racial identity. Building on conceptual scholarship on identity theory and the intersectionality, results indicated that the relation between racial awareness and racial identity was partially mediated by inclusive feminist attitudes but not by liberal feminist attitudes. The results suggest that a specific type of feminism, which takes into account the experience of race, plays a significant role in our understanding of how White women develop a positive White identity. Results highlight the intersection of race and gender in college student development and have potential implications for administrative responses to student adjustment in increasingly diverse college environments.     

Racial discrimination and racial socialization as predictors of African American adolescents' racial identity development using latent transition analysis

The present study examined perceptions of racial discrimination and racial socialization on racial identity development among 566 African American adolescents over 3 years. Latent class analyses were used to estimate identity statuses (Diffuse, Foreclosed, Moratorium, and Achieved). The probabilities of transitioning from one stage to another were examined with latent transition analyses to determine the likelihood of youth progressing, regressing, or remaining constant. Racial socialization and perceptions of racial discrimination were examined as covariates to assess the association with changes in racial identity status. The results indicated that perceptions of racial discrimination were not linked to any changes in racial identity. Youth who reported higher levels of racial socialization were less likely to be in Diffuse or Foreclosed compared with the Achieved group.     

Emotions and White Racial Identity Status Attitudes

Relationships between emotional states and White racial identity status attitudes (Helms, 1984 , 1990) were tested on a sample of 286 White students. The stimulus was a vignette in which one condition involved explicit racial information and one did not. Participants rated baseline and posttest emotions and completed the White Racial Identity Attitude Scale (Helms & Carter, 1990 ). In the race condition, levels of posttest fear decreased as levels of autonomy status attitudes increased. Se realizó un test sobre las relaciones entre los estados emocionales y las actitudes de estado de identidad racial blanca (Helms, 1984 , 1990) en una muestra de 286 estudiantes blancos. El estímulo fue una viñeta en la cual una de las condiciones incluía información racial explícita y otra no. Los participantes evaluaron las emociones de referencia y con posterioridad al test, y completaron la Escala de Actitudes de Identidad Racial Blanca (Helms & Carter, 1990 ). En la condición de raza explícita, los niveles de miedo con posterioridad al test disminuyeron, mientras que los niveles de actitudes de estado de autonomía aumentaron.     

Race/Ethnicity and Multicultural Competence Among School Counselors: Multicultural Training,Racial/Ethnic Identity,and Color‐Blind Racial Attitudes

This study tested a model that links race/ethnicity, multicultural training, racial/ethnic identity (REI), color‐blind racial attitudes (CoBRA), and multicultural counseling competence (MCC) among school counselors. The author examined whether multicultural training significantly moderated the association between race/ethnicity and MCC. School counselors’ REI was found to mediate this moderated association. A 3‐way interaction among race/ethnicity, training, and CoBRA revealed that White and racial/ethnic minority school counselors had the lowest MCC scores when they had limited training and higher CoBRA.     

Influences on Counselor Race Preferences: Distinguishing Black Racial Attitudes From Black Racial Identity

The authors examined differential contributions of Black racial identity and racial attitudes toward Whites in determining counselor preferences. Results indicated that racial attitudes accounted for a significant portion of the variance in same‐race counselor preference. In addition, Black racial attitudes were distinguished from racial identity as independent contributors to counselor preferences. Los autores examinaron contribuciones diferenciales de indentidad racial y actitudes raciales de individuos Negros hacia Blancos para determinar las preferencias por un consejero u otro. Los resultados indicaron que las actitudes raciales se hallaban detrás de una porción significativa de la varianza en la preferencia por un consejero de la misma raza. Además, las actitudes raciales de individuos Negros se distinguieron de la identidad racial como factores independientes de influencia en las preferencias por ciertos consejeros.     

Racial identification, racial discrimination, and substance use vulnerability among African American young adults

Two studies examined racial identity (RI) as a protective factor against substance use cognitions among African American young adults who either envisioned or experienced racial discrimination. In Study 1, participants envisioned a discrimination or nondiscrimination scenario, and then their willingness to use drugs and an indirect measure of substance use were assessed. Discrimination was associated with higher levels of use cognitions among participants with low levels of RI. In Study 2, participants were excluded or included in an online game (Cyberball) by White peers and then engaged in an RI-affirmation or control writing task. Participants attributed this exclusion to racial discrimination. Excluded participants who did not affirm their RI reported the highest levels of substance use cognitions, especially if they had engaged in higher levels of previous substance use. These findings highlight the importance of RI among Black young adults and the impact of discrimination on health behaviors.     

Negotiating Racial Identity

Abstract

Counseling research on racial identity development among multiracial people has largely overlooked the complexity of these individuals' social experiences and how their multiple realities result in various racial identities. The assumptions that individuals with one Black and one White parent can only understand themselves as “Black” or “biracial” have been socially, culturally and politically constructed, providing a misguided foundation for models of racial identity. Here, we present findings from a study of 177 biracial individuals that illustrate the multidimensionality of racial identity among this population. We focus on the mechanism of interactional validation in identity construction to better understand the particular dilemmas faced by biracial women and formulate appropriate therapeutic approaches.     

Racial identity and self-esteem among black Brazilian men: race matters in Brazil too!

The contribution of J. E. Helms's (1990) people of color racial identity model to the collective and individual self-esteem of Black Brazilian men (N = 203) was explored. The relationships between racial identity attitudes and other racial constructs such as skin color, racial group self-designation, and racial mistrust were also examined. Hierarchical regression analyses revealed that the set of racial identity attitudes (conformity, dissonance, resistance, and internalization) was significant in predicting self-esteem (collective and individual). Results from a multivariate analysis of variance showed an effect for skin color on racial attitudes. In addition, racial identity was significantly related to mistrust of Whites by Black Brazilian men. The implications of these findings are discussed in the context of racial relations in Brazil.     

Multiracial Identity,Color‐Blind Racial Ideology,and Discrimination: Professional Counseling Implications

Because of the expansive multiracial population growth in the United States, the authors explored multiracial identity integration (MII), color‐blind racial ideology (CBRI), and discrimination using regression analyses with 288 individuals. CBRI and discrimination significantly correlated and predicted MII, with 15.3% of the variance explained by discrimination and CBRI. Moderation analysis revealed that CBRI did not moderate the relationship between discrimination and MII. Continued research among multiracial individuals is recommended to better understand the CBRI and racial identity link.     

Coalition or derogation? How perceived discrimination influences intraminority intergroup relations

Five studies explored how perceived societal discrimination against one's own racial group influences racial minority group members' attitudes toward other racial minorities. Examining Black-Latino relations, Studies 1a and 1b showed that perceived discrimination toward oneself and one's own racial group may be positively associated with expressed closeness and common fate with another racial minority group, especially if individuals attribute past experiences of discrimination to their racial identity rather than to other social identities (Study 1b). In Studies 2-5, Asian American (Studies 2, 3, and 4) and Latino (Study 5) participants were primed with discrimination against their respective racial groups (or not) and completed measures of attitudes toward Black Americans. Participants primed with racial discrimination expressed greater positivity toward and perceived similarity with Blacks than did participants who were not primed. These results suggest, consistent with the common ingroup identity model (Gaertner & Dovidio, 2000), that salient discrimination against one's own racial group may trigger a common "disadvantaged racial minority" (ingroup) identity that engenders more positive attitudes toward and feelings of closeness toward other racial minorities.     

Racial Identity and Body Image Among Black Female College Students Attending Predominately White Colleges

This study examined attitudes about body image and racial identity among Black women at a predominately White college in the United States. We conducted in-depth qualitative interviews with 34 women about their school experiences, family, racial identity, self-esteem, and body image. We found that early childhood influences including family and school environment had profound impacts on their racial identity and body image. Through a qualitative analysis based in grounded theory, we found that participants’ identification with White and/or Black culture produced levels of body satisfaction and a set of beauty ideals that generally corresponded to four racial identity groups: identification with White or Black culture, floating between both, or having a diverse self-identity.     

White Racial Identity and Expectations About Counseling

Although there have been several studies that have explored people's expectations about counseling, to date there has been no such exploration from a racial-cultural perspective. This study sought to explore the relationship between White racial identity attitudes and expectations about counseling. Although the results showed that men and women differ in their expectations about counseling and in their levels of White racial identity attitudes, the findings of the study indicated that there was no significant relationship between White racial identity attitudes and counseling expectations. The results of the study are examined in relation to previous findings in the field and directions for future study are considered.     

Exploring Divergent Patterns in Racial Identity Profiles Between Caribbean Black American and African American Adolescents: The Links to Perceived Discrimination and Psychological Concerns

Using cluster analyses, this study explored the relations among racial identity, perceived discrimination, and psychological concerns among 189 Caribbean Black American and African American adolescents. Findings showed that for all participants, less mature racial identity profiles were significantly related to perceived discrimination and psychological concerns. However, nuances in racial identity profiles between Caribbean Black American and African American participants suggest subtle ethnic group differences in racial identity development. Implications for practitioners and research are discussed. Usando análisis cluster, este estudio exploró las relaciones entre identidad racial, discriminación percibida y preocupaciones psicológicas en 189 adolescentes afroamericanos y americanos negros caribeños. Los hallazgos mostraron que, para todos los participantes, los perfiles de identidad racial menos maduros estaban significativamente relacionados con una discriminación percibida y preocupaciones psicológicas. Sin embargo, los matices de los perfiles de identidad racial entre los participantes afroamericanos y americanos negros caribeños sugieren unas diferencias sutiles entre ambos grupos étnicos en el desarrollo de la identidad racial. Se discuten las implicaciones para practicantes e investigadores.     

Racial/Ethnic Differences in Internalizing and Externalizing Symptoms in Adolescents

The prevalence of most adult psychiatric disorders varies across racial/ethnic groups and has important implications for prevention and intervention efforts. Research on racial/ethnic differences in the prevalence of internalizing and externalizing symptoms and disorders in adolescents has been less consistent or generally lacking. The current study examined the prevalence of these symptom groups in a large sample of sixth, seventh, and eighth graders in which the three major racial/ethnic groups in the U.S. (White, Black, and Hispanic/Latino) were well-represented. Hispanic females reported experiencing higher levels of depression, anxiety, and reputational aggression than other groups. Black males reported the highest levels of overtly aggressive behavior and also reported higher levels of physiologic anxiety and disordered eating than males from other racial/ethnic groups. Hispanic females also exhibited higher levels of comorbidity than other racial/ethnic groups.     

Distinctiveness Reconsidered: Religiosity,Structural Location,and Understandings of Racial Inequality

Are conservative Protestants distinct in their support for individualistic explanations of racial inequality in America? Past research has generated contradictory findings on this question, along with debates about the best measure of evangelicalism and the factors that moderate religious influences on racial attitudes. Using data from the nationally representative Boundaries in the American Mosaic Project (2014), we examine how structural location interacts with religious commitment to influence understandings of and preferred solutions to African‐American disadvantage. We show that religious beliefs, involvement, and centrality influence adherents differently, depending on their age, gender, education, income, and race. We find that measures do matter, and that denominational affiliation is less predictive than the orthodoxy and centrality of religious belief. We also find that straightforward talk about distinctiveness can mask the strong and pervasive effects of structural location on racial attitudes. We call for more research that makes the interaction between religiosity and structural location a central focus of analysis.