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Racial Identity (racial + identity)

Distribution by Scientific Domains

Humanities and Social Sciences	40%
Psychology	36%
Education	18%

Selected Abstracts

The Role of Racial Identity in Perceived Racism and Psychological Stress Among Black American Adults: Exploring Traditional and Alternative Approaches

JOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 5 2010
Alex L. Pieterse
This investigation tested whether racial identity status attitudes moderated the relationship between perceived racism and psychological functioning in a sample of 340 Black American adults. The study utilized 2 approaches to racial identity assessment: the standard group-means approach, plus a profile analysis of individual racial identity statuses. Results based on the group-means approach indicated that racial identity did not moderate the relationship between racism and psychological functioning. Findings based on the profile analysis, however, indicated that individuals whose profile type was identified as internalization-dominant exhibited the lowest levels of general life stress, the lowest levels of psychological distress, and the highest levels of psychological well-being. Implications for ongoing research are discussed. [source]

Perceptions of and Preferences for Skin Color, Black Racial Identity, and Self-Esteem Among African Americans,

JOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 11 2001
Stephanie Irby Coard
The purpose of the present study was to examine the role of skin color (i.e., lightness,darkness), as it pertains to racial identity development theory and self-esteem among 113 African American college students of various skin colors. Findings revealed that the sample preferred skin color of a medium tone, rather than exhibiting self-preference for either lighter or darker skin tones. There was also a significant relationship between one's perceptions of and preferences for his or her skin color and the skin tones idealized by others (e.g., opposite gender, family). Lighter skin color was positively related to higher levels of racial identity attitudes (immersion/emersion); the more satisfied darker skinned individuals were with their skin color, the lower their self-esteem, and gender differences existed in perceptions of others' preferences for skin color. Implications of this study for providing therapeutic clinical services and fostering the healthy psychological development of African American men, women, and children are discussed. [source]

Racial Identity and Asian Americans: Support and Challenges

NEW DIRECTIONS FOR STUDENT SERVICES, Issue 97 2002
Alvin N. Alvarez
Racial identity is an important but often overlooked aspect of working with Asian American college students. An understanding of racial identity theory can provide insight into the ways students experience and deal with the college environment, peers, and their identity. [source]

Black behind the Ears: Dominican Racial Identity from Museums to Beauty Shops by Ginetta E. B. Candelario

AMERICAN ETHNOLOGIST, Issue 1 2009
DAWN F. STINCHCOMB
No abstract is available for this article. [source]

Racial Identity and Academic Attainment Among African American Adolescents

CHILD DEVELOPMENT, Issue 4 2003
Tabbye M. Chavous
In this study, the relationships between racial identity and academic outcomes for African American adolescents were explored. In examining race beliefs, the study differentiated among (a) importance of race (centrality), (b) group affect (private regard), and (c) perceptions of societal beliefs (public regard) among 606 African American 17-year-old adolescents. Using cluster analysis, profiles of racial identity variables were created, and these profile groups were related to educational beliefs, performance, and later attainment (high school completion and college attendance). Results indicated cluster differences across study outcomes. Also, the relationships between academic attitudes and academic attainment differed across groups. Finally, the paper includes a discussion on the need to consider variation in how minority youth think about group membership in better understanding their academic development. [source]

Racial Identity and Asian Americans: Support and Challenges

Ethnic identity in urban African American youth: Exploring links with self-worth, aggression, and other psychosocial variables

JOURNAL OF COMMUNITY PSYCHOLOGY, Issue 4 2002
Susan D. McMahon
This study represents an attempt to examine the relative influences of ethnic identity and global self-worth on aggression, coping, and adjustment among urban African American adolescents. Findings suggest that ethnic identity was associated with a range of positive feelings about oneself and health-related outcomes. When taking into account global self-worth, youth with a greater sense of ethnic/racial identity reported more active coping strategies, fewer beliefs supporting aggression, and fewer aggressive behaviors. A strong positive sense of global self-worth was significantly related to lower levels of anxiety and depression, and greater beliefs supporting aggressive behavior, when taking into account ethnic identity. Examining these constructs in combination can yield insight into the processes involved in competence and adjustment among at-risk youth. This study suggests that ethnic identity is an important component of development, and that we should consider examining and strengthening ethnoracial and political consciousness among youth in preventive interventions. © 2002 Wiley Periodicals, Inc. [source]

Indigeneity across borders: Hemispheric migrations and cosmopolitan encounters

AMERICAN ETHNOLOGIST, Issue 1 2010
ROBIN MARIA DELUGAN
ABSTRACT The increasing migration of indigenous people from Latin America to the United States signals a new horizon for the study of indigeneity,complexly understood as subjectivities, knowledge, and practices of the earliest human inhabitants of a particular place and including legal and racial identities that refer to these people. Focusing on indigenous migration to San Francisco, California, I explore how government, service providers, and community organizations respond to the arrival of new ethnic groups while also contributing to an expanding Urban Indian collective identity. In addition to reviewing such governmental practices as the creation of new census categories and related responses to indigenous ethnic diversity, I illustrate how some members of a diverse Urban Indian population unite through participation in rituals such as the Maya Waqxaqi' B'atz' (Day of Human Perfection), transplanted to San Francisco from Guatemala. The rituals recall homelands near and far in a broader social imagination about being and belonging in the world. The social imagination, borne in part through migration and diaspora, acknowledges the local and the particular in a framework of shared values about what it means to be human. I analyze this meaning making as cosmopolitanism in practice. By merging indigeneity and cosmopolitanism, I join other scholars who strive to decenter classical notions of cosmopolitan "worldliness," drawing attention to alternative sources of beneficent sociality and for cultivating humanity. [source]

Black youth, identity, and ethics

EDUCATIONAL THEORY, Issue 1 2005
Garrett Albert Duncan
This article examines stage models of racial identity that researchers and educators use to explain the subjective processes that influence how black youth navigate school. Despite the explicit challenge that most models of racial identity have posed to racist discourses in the research literature, the underlying ethics of their developmental trajectories is constrained by a politics of respectability that subverts a larger project of affirming black humanity. I use interview data to propose an alternative model for how black adolescent identity is formed. I conclude with a discussion of the importance of rethinking black adolescence in the context of changes in communication technologies associated with postindustrialism and globalization. [source]

Othello and the Geography of Persuasion

ENGLISH LITERARY RENAISSANCE, Issue 1 2010
Catherine Nicholson
Othello is a revealing commentary on the unstable geographic underpinnings of early modern English theories of persuasion, which vacillate between affirming the authority of the commonplace and recognizing the allure of the novel and the strange. Thomas Rymer attacks the play as a tissue of improbabilities: Rymer's rigidly Aristotelian critique has been dismissed as a willfully insensitive and racist misreading, but his insistence on conflating credibility with racial identity coincides with Othello's own representation of its hero as doubly far-fetched. Othello's strangeness is both the key to his eloquence and the root of his vulnerability to Iago's skillful deployment of insider knowledge and plausible fictions. The play's racial dynamics thus play out rhetorically: Brabantio's locally-specific likelihoods may yield to Othello's exotic figures of speech, but Iago's commonplaces triumph in the end. This contest between plausibility and extravagance doesn't merely echo the play's geographic plotting, it points to the inextricability of early modern ideas about eloquence and about place. (C.N.) [source]

Multiple Realities: A Relational Narrative Approach in Therapy With Black,White Mixed-Race Clients

FAMILY RELATIONS, Issue 2 2003
Kerry Ann Rockquemore
Notions of a racial identity for persons with one Black and one White parent have assumed the existence of only a singular identity (first Black and later biracial). Emerging empirical research on racial identity formation among members of this group reveals that multiple identity options are possible. In terms of overall health, the level of social invalidation one encounters with respect to racial self-identification is more important than the specific racial identity selected. Here a relational narrative approach to therapy with Black,White mixed-race clients who experience systematic invalidation of their chosen racial identity is presented through a detailed case illustration. [source]

The Role of Racial Identity in Perceived Racism and Psychological Stress Among Black American Adults: Exploring Traditional and Alternative Approaches

Racial Identity Matters: The Relationship between Racial Discrimination and Psychological Functioning in African American Adolescents

JOURNAL OF RESEARCH ON ADOLESCENCE, Issue 2 2006
Robert M. Sellers
This study examines the interrelationships among racial discrimination, racial identity, and psychological functioning in a sample of 314 African American adolescents. Racial discrimination was associated with lower levels of psychological functioning as measured by perceived stress, depressive symptomatology, and psychological well-being. Although individuals who believe that other groups hold more negative attitudes toward African Americans (low public regard) were at greater risk for experiencing racial discrimination, low public regard beliefs also buffered the impact of racial discrimination on psychological functioning. More positive attitudes about African Americans were also associated with more positive psychological functioning. The results further illustrate the utility of a multidimensional framework for understanding the role of racial identity in the relationship between racial discrimination and psychological outcomes among African American adolescents. [source]

My Choice, Your Categories: The Denial of Multiracial Identities

JOURNAL OF SOCIAL ISSUES, Issue 1 2009
Sarah S. M. Townsend
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. [source]

A new conversation about racial identity

NATIONAL CIVIC REVIEW, Issue 3 2009
Wayne Winborne
First page of article [source]

An Asian American Perspective on Psychosocial Student Development Theory

NEW DIRECTIONS FOR STUDENT SERVICES, Issue 97 2002
Corinne Maekawa Kodama
Psychosocial student development theory based on predominantly white student populations may not be appropriate for Asian American students. The authors propose a new model of psychosocial development for Asian American students that takes racial identity and external influences into account. [source]

Re-Reading Rudyard Kipling's ,English' Heroism: Narrating Nation in The Jungle Book

ORBIS LITERARUM, Issue 3 2001
Jopi Nyman
This essay explores the construction of colonial English national identity in a text not always read in the context of its author's imperial project. Since Kipling's The Jungle Book has been relegated to the category of children's fiction and is today usually read in its Disneyfied version, its constructions of nation, race and class in colonial space, exposed through its narrations of local inhabitants (both animals and humans), have not attracted the attention that they deserve. I will argue that the stories' racialized and interrelated images of Indian children and animals contribute to an imagining of Englishness as a site of power and racial superiority. While the stories appear to narrate an Indian space, the images and constructions of nation produced stem from an understanding of Englishness as a site of colonial authority. Thus it is argued that Kipling's colonial animals map a racialized contrastive space where national identity is inseparable from racial identity, leading Kipling finally to abandon the colonial animal in order to be able to represent proper Englishness. While Kipling constructs colonial animals as racialized Others by writing monkeys and snakes in his jungle sketches, he also promotes ,truly English' identities in the nationalist allegory of "The White Seal". Indeed, all animals are not equal but they too are represented in racialized and nationed terms, which points to the flexibility of the animal trope in colonial discourse. [source]

Invisible colour: Landscapes of whiteness and racial identity in international development

ANTHROPOLOGY TODAY, Issue 5 2009
Kristín Loftsdóttir
Racialized identity in relation to international development is a surprisingly unanalyzed theme within anthropology, even though extensively explored in connection with contemporary western multi-cultural societies and historical relations between different parts of the world. In the paper I explore race and whiteness in relation to international development, emphasizing the importance of analyzing how the historical construction of racial identity continues to inform actual lived relationships of people belonging to different geographical spaces. In order to capture the importance of development in visual and everyday lives of people in different parts of the world, I use the term "developscape", adapting Arjun Appadurai's (1996) idea of globalization consisting of different "scapes", furhtermore, as asking how this "developscape" is racialized. [source]

Making Asian students, making students Asian: The racialisation of export education in Auckland, New Zealand

ASIA PACIFIC VIEWPOINT, Issue 2 2006
Francis Leo Collins
Abstract: In recent years, international education has become a source of considerable political, academic and media debate in New Zealand. This is nowhere more the case than with regards to Auckland, the New Zealand city that has hosted the greatest number of international students. This paper focuses on the media debates around international students in Auckland with particular emphasis on the representations of the largest group of international students, those who originate from countries within the North-East Asian region. The media representations of these students have fixed a diverse group of individuals within a singular racial identity that is known by stereotypical economic, cultural and social characteristics. As a result, these representations have further problematised the interaction between international students and the host population in Auckland while simultaneously implicating a cohort of young New Zealand citizens and permanent residents who are of similar descent within the same discourses. This process of othering the Asian student, regardless of citizenship, has consequences not simply for the practice of exporting education in this city but also for the future of a multicultural Auckland and New Zealand. [source]