Ethnic self-awareness as a function of ethnic group status,group composition,and ethnic identity orientation

This study found that ethnic self-awareness (i.e., the extent to which people are consciously aware of their ethnicity at any given moment) has different meanings for European Americans and Asian Americans and for Asian Americans with different ethnic identity orientations. The authors found main effects of ethnic group status and ethnic composition on ethnic self-awareness when comparing Asian Americans and European Americans. There was also an interaction effect between ethnic composition and ethnic identity orientation for Asian Americans when examining ethnic self-awareness. Findings are discussed in relation to theories that predict salience of ethnicity and to educators and practitioners who deal with ethnic minority group members.     

少数民族青少年民族认同发展理论模型及其功能

青少年民族认同发展的三阶段理论模型和黑人民族认同发展模型的提出,为研究少数民族青少年的民族认同发展提供了一定的依据。少数民族青少年民族认同的发展与应付能力,自我效能感等因素有积极的相关,在一定程度上可以提高自尊,比如消极民族刻板印象的影响,增加心理归属感等。而且可以促发少数民族青少年亲社会态度的形成。     

Ego Identity,Ethnic Identity,and the Psychosocial Well-Being of Ethnic Minority and Majority College Students

Although empirical studies have linked a consolidated ego identity to positive psychosocial outcomes for White middle-class adolescents, there is little research documenting this relationship for ethnic minority youth. This study investigated the relationships among ego identity, ethnic identity, and psychosocial functioning, and compared these relationships for ethnic minority and majority college students. The findings revealed that students with an achieved ego identity status had a more positive sense of ethnic identity than did students with a diffused ego identity. Findings also revealed that ethnic minority students reported stronger ethnic identification than did White students and that a stronger sense of ethnic identity was associated with more positive psychosocial outcomes among ethnic minority students, but not among White students. Implications for future research are discussed.     

Ethnic Diversity and Personal Contacts at Work and at School in the Netherlands: a Comparison of Natives and Ethnic Minorities

We examined to what extent ethnic diversity in neighborhoods and municipalities in the Netherlands is related to personal contacts at work and at school with the ethnic in- and out-groups, among the native majority as well as ethnic minorities. Constrict theory, ethnic competition theory, and contact theory are used to derive hypotheses. A unique Dutch dataset with an oversampling of two large minority groups is analyzed with three-level multilevel regression models. The results indicate that ethnic diversity at the municipality level is negatively related to personal contacts with native colleagues and schoolmates, but positively related to personal contacts with colleagues and schoolmates from other ethnic groups. Ethnic diversity at the neighborhood level is not related to personal contacts at work and at school. This applies equally to native respondents and Turks and Moroccans, rejecting Putnam's hunkering down hypothesis and ethnic competition theory. Instead, ethnic diversity increases meeting opportunities with ethnic minorities while decreasing meeting opportunities with the native majority.     

The Relationships of Teacher Ethnic Discrimination,Ethnic Identification,and Host National Identification to School Misconduct of Turkish and Moroccan Immigrant Adolescents in Belgium

We focus on school misconduct and how ethnic teacher discrimination, ethnic identification, and host national identification are associated with school misconduct of male and female immigrant adolescents. Additionally, we verify the moderating role of ethnic identification and host national identification. The results show that discrimination and host national identification are related with the school deviance of immigrant adolescents. The relationship between discrimination and school deviance differs for male and female adolescents. Ethnic identification and host national identification only moderate the relationship of ethnic teacher discrimination and school delinquency for girls who experienced ethnic teacher discrimination on a frequent basis.     

Ethnic Identity and Its Relation to Self‐Esteem and Ego Identity Among College Students in a Multiethnic Region1

This study investigated the role of ethnic identity in psychological adjustment. A sample of 209 college students in a multiethnic region completed questionnaires on ethnic identity, self‐esteem, and ego identity. The results indicated that ethnic identity was positively related to self‐esteem, especially with the affirmation and belonging component among Japanese and Filipino American students, and with the ethnic identity achievement component among multiethnic students. The overall relationship between ethnic and ego identities was positive, particularly in ethnic identity achievement scores. The combination of strong ethnic identity and a positive attitude toward other groups was related to advanced ego identity. Ethnic identity was different among ethnic groups, revealing that the development of ethnic identity is interactive in social contexts. Suggestions for future research and implications for multiculturalism are discussed.     

Ethnic diversity and cohesion in interdependent youth sport contexts

Team sports are a group environment in which individuals from various backgrounds often come together in pursuit of a common goal. Building on the findings of recent research that examined the effects of ethnic diversity in professional and intercollegiate sport contexts, we examined the association between ethnic diversity and youth athletes' perceptions of cohesion in interdependent sport teams (e.g., soccer), and tested ethnic identity as a moderator of this relationship. Multilevel analysis of data from 272 youth athletes nested within 24 teams revealed that ethnic diversity negatively predicted both task and social dimensions of cohesion, but ethnic identity did not emerge as a moderating variable. These findings are divergent from recent work that examined similar relationships in intercollegiate contexts. This highlights the complexity, and the importance, of examining the effects of ethnic diversity on team functioning-oriented variables at different levels of sport competition. Although replication studies are necessary to understand the reliability of the current findings, our study provides insight into the effects of ethnic diversity in youth sport and emphasizes pertinent developmental processes (e.g., identity formation) that scholars should take into consideration in future research.     

Male sex roles and epithets for ethnic women in American slang

The historical inventory of derogatory names for women of ethnic outgroups displays, in intensified form, the strains of traditional male sex roles—and subsequent aggression—both in ethnic and gender relations. Epithets for ethnic women derogate both sex and ethnic roles. The words are aimed disproportionately at women of racial minorities; stereotype physical differences between ethnic groups; and make derogatory sexual allusions, often using food and animal metaphors.     

中国西南少数民族的竹王神话与竹崇拜

中国西南少数民族世代相传的竹王神话,多维度反映出西南各族群的宗教观念。本文详细考察竹王神话的流播及其影响,分析西南少数民族宗教仪式所体现的竹崇拜。认为具有原始思维特色的西南少数民族竹王神话,蕴涵着西南少数民族自然崇拜、图腾崇拜、祖先崇拜的文化要素。竹王神话和竹崇拜长期影响着西南各族群的社会生活,其神话思维模式反映出各族先民的宗教情结和自然生态意识。     

Ethnicities and social adjustment in Canadian adolescents

Canada is a complex plural society made of groups with multiple ethnic and linguistic origins. It is uncertain whether government support for multiculturalism is reflected in retention of ethnic identities in the majority of the population in the face of both acculturative social forces and publicly expressed political arguments against multiculturalism. The degree to which ethnic identity or identities are retained in young people is explored through secondary analysis of data gathered on some 2,100 Alberta adolescents, with analysis of various kinds of social adjustment that may be linked to expressed ethnic origins or ancestries. Nearly half of the adolescents retained a single ethnic allegiance, with the remainder expressing multiple ethnic identities. Many non-random patterns were found in terms of association of declared ethnic allegiance and variables such as home language; religious affiliation and observance; scholastic achievement; sexual behaviour; alcohol and drug use; family structure; and parental education family discord, and selfesteem. Three groups (South Asian, Chinese, and Spanish and Portuguese) emerged as having strong family systems, conservative social habits and high achievement aspirations. Correlation of variables across ethnic groupings indicated a coherent pattern, with students of German, Polish, and Italian ancestry forming a group; Dutch and Ukrainian-ancestry students another; French, Scots, and Irish-ancestry a further group; and Scandinavian and English-ancestry students another group. The results are promising enough for us to propose that further research on comlex ethnic identities and social behaviours in youth should be undertaken.     

Shades of American Identity: Implicit Relations between Ethnic and National Identities

The issue of ethnic diversity and national identity in an immigrant nation such as the USA is a recurrent topic of debate. We review and integrate research examining the extent to which the American identity is implicitly granted or denied to members of different ethnic groups. Consistently, European Americans are implicitly conceived of as being more American than African, Asian, Latino, and even Native Americans. This implicit American = White effect emerges when explicit knowledge or perceptions point in the opposite direction. The propensity to deny the American identity to members of ethnic minorities is particularly pronounced when targets (individuals or groups) are construed through the lenses of ethnic identities. Implicit ethnic–national associations fluctuate as a function of perceivers' ethnic identity and political orientation, but also contextual or situational factors. The tendency to equate being American with being White accounts for the strength of national identification (among European Americans) and behavioral responses including hiring recommendations and voting intentions. The robust propensity to deny the American identity to ethnic minority groups reflects an exclusionary national identity.     

Ethnic identity and reconciliation: two main tasks for the young in Bosnia-Herzegovina

The saliency of ethnicity and ethnic identity is influenced by contextual circumstances. In Bosnia-Herzegovina, due to the current ethno-political situation, ethnicity and ethnic identity most likely are important aspects of adolescents' lives. The main purpose of this study is to describe a group of young Mostarians in relation to ethnic identity and reconciliation. Focus is on the participants' perspectives on these subjects and the meanings they attribute to the concepts. A total of 89 young Mostarians are included in the study. A third of the participants are members of a local peace- and reconciliation-building organization, Koraci Nade. Results show that ethnic identity is highly salient for the group. While participants demonstrate strong emotional attachment to their ethnic group, exploration of ethnic identity is less reported. With regard to reconciliation, the participants perceive it as very desirable and show a personal and integrated relation to the concept. However, their definitions of the concept are vague as to what constitutes the process of reconciliation. Although of great importance to the members, participation in the peace-building organization was not found to enhance either ethnic identity or cross-ethnic friendships.     

Relationships between Early Social Experience and Adult Aggressive Behavior in Inbred Mice

Important methodological problems exist in the measurement of children's ethnic attitudes. Specifically, little information has been generated regarding both the convergent and discriminant validity of the ethnic attitude measures used in this area of research. The present study explores these aspects of validity by examining: (a) the relationships among three measures of ethnic attitude (the Doll Choice, the Preschool Racial Attitude Measure II, and the Katz-Zalk Projective Prejudice Test), and (b) the relationships between these measures and two measures of a second construct, egocentrism (the Role-Taking Task and the Perspective-Taking Task). Results indicated that only one of the three ethnic attitude measures revealed a pattern of correlations suggestive of both convergent and discriminant validity. The findings are interpreted as indicating the possibility that various ethnic attitude measures may be tapping different aspects of the same construct. In addition, the possibility is raised that the Doll Choice, and perhaps other ethnic attitude measures, may reflect aspects of ethnic attitude which are related to a child's more general cognitive role-taking skills.     

Interdependence in Ethnic Identity and Self: Implications for Theory and Practice

This article broadens the conceptual framework of ethnic identity theory by integrating an interdependent perspective of self into counseling theory and practice. An extensive review of ethnic identity theory is presented with a focus on the literature emphasizing the relational and cultural context in the development of self. A dynamic, situationally based theory of ethnic identity is presented, and implications for counseling from an interdependent perspective are discussed.     

The Impact of Multiple Dimensions of Ethnic Identity on Discrimination and Adolescents' Self-Estees

The rejection-identification model is investigated with multiple dimensions of ethnic identity in a sample of Mexican American youth. It is hypothesized that more perceived discrimination will be associated with higher ethnic identity in general, but that the multiple dimensions of ethnic identity will be associated differentially with discrimination. Higher perceived discrimination will be associated with more ethnic exploration and less ethnic affirmation. Self-report questionnaires were completed by middle school students of Mexican descent ( N= 881). Based on structural equation modeling, the data were found to fit the rejection-identification model ( p < .05). Higher discrimination was associated with lower ethnic affirmation ( p < .05) and lower ethnic exploration ( p < .05). Post hoc analyses indicated a significant interaction between discrimination and ethnic affirmation ( p < .01) such that youth with high ethnic affirmation who experienced high discrimination still reported high self-esteem. The findings are discussed in the context of understanding methods of coping with prejudice and discrimination that will enhance the mental well-being of minority youth.     

To be or not to be (ethnic): Public vs. private expressions of ethnic identification differentially impact national inclusion of White and non-White groups

Many pluralistic nations are witnessing vigorous debate about multiculturalism. In the U.S., Americans generally embrace principles of ethnic diversity but dislike minorities who express strong ethnic identification. Two experiments examined this seeming contradiction by differentiating between ethnic identity expressed in private vs. public by non-White and White individuals. Then we tested whether individuals' identity expressions differentially affected perceivers' construal of their entire ethnic group as legitimately American. Results indicated that at a conscious level, White and non-White ethnic groups were held to the same standard and construed as significantly less American when members expressed their ethnic identity publicly vs. privately. However, at an unconscious level, a double standard emerged: non-White ethnic groups were implicitly rejected as less American if members expressed ethnic identity publicly, while White ethnics were implicitly accepted as legitimate Americans regardless of where they expressed ethnic identity.     

Contextual aspects of ethnic stereotypes and interethnic evaluations

The existence of context-specific ethnic stereotypes and their effect on evaluations of contact with ethnic groups is examined in a survey of 1694 Dutch secondary-school students. Interethnic evaluations and 13 trait attributions towards five ethnic groups were measured in three basic social domains: as neighbours, classmates and (marital) partners. The 13 trait attributions were also measured for ethnic groups in general and for ‘people in general’. The first hypothesis was that stereotypes operationalized as diagnostic ratios were better predictors of interethnic evaluation than stereotypes operationalized as percentage scores. The second hypothesis was that contextual stereotypes are better predictors of interethnic evaluation than general group stereotypes. It was found that diagnostic ratios do not predict interethnic evaluations better than percentage scores. For most ethnic groups contextual stereotypes are better predictors of interethnic evaluations than general group stereotypes.     

Ethnic Differences in Tipping: Evidence, Explanations, and Implications

Anecdotal evidence suggests that many waiters and waitresses deliver poor service to ethnic minorities because they believe that ethnic minorities are poor tippers. How managers should deal with this problem depends in part on whether or not ethnic minorities really do tip less than Whites and (if they do) on when and why this occurs. This paper reports on 2 studies that address these issues. The results indicate that Asians tip less than do Whites in comparisons across (but not within) restaurants and that Blacks tip less than do Whites in comparisons both across and within restaurants. Various explanations for these ethnic differences are tested, and the managerial implications of the results are discussed.     

回族儿童族群偏爱态度的形成与发展

以回族儿童为被试,从发展心理学的视角,两个研究分别考察了回族儿童族群偏爱态度的形成及其发展特点。研究1借鉴经典的学前儿童种族族态度测验法,发现儿童在4岁时开始具有民族类别意识,并产生内群（回族）偏爱态度;研究2运用内隐联想测验范式以及自我报告法,发现无论内隐态度还是外显态度,儿童均表现出强劲的内群（外群体为汉族）偏爱态度,并且内隐偏爱态度随年龄增长而增强,外显态度随年龄增长趋于稳定。最后讨论了本研究与国外研究结果差异的原因,并展望了未来研究的方向。     

Ethnic Identity in Emerging Adults in Sub‐Saharan Africa and the USA,and Its Associations with Psychological Well‐Being

Ethnic identity as a social dimension of identity is argued to be developmentally important for psychological well‐being. However, the relationships between these constructs are mainly examined in Western contexts, amongst dominant–non‐dominant groups. We investigate ethnic identity across the mainstream group of a prototypical Western society (the USA) and several multi‐ethnic sub‐Saharan African countries (Cameroon, Kenya, South Africa, and Zambia), as well as how it relates to psychological well‐being. A total of 1255 university students (61.8% females, M_age = 20.94 years, SD = 2.97) completed a questionnaire with ethnic identity and psychological well‐being measures. Results indicated that ethnic identity was most salient in two different South African ethnocultural samples and least salient in a mainstream US sample. These results suggest that groups that are more exposed to ethnic strain in multicultural societies tend to have more salient ethnic identities. Furthermore, the underlying structure in the ethnic identity psychological well‐being relationship was similar across groups. Copyright © 2015 John Wiley & Sons, Ltd.