Online racial discrimination and the protective function of ethnic identity and self-esteem for African American adolescents.

2012 ◽  
Vol 48 (2) ◽  
pp. 343-355 ◽  
Author(s):  
Brendesha M. Tynes ◽  
Adriana J. Umaña-Taylor ◽  
Chad A. Rose ◽  
Johnny Lin ◽  
Carolyn J. Anderson
2020 ◽  
Vol 49 (3) ◽  
pp. 291-305
Author(s):  
Amy E. Fisher ◽  
Sycarah Fisher ◽  
Chelsea Arsenault ◽  
Rachel Jacob ◽  
Jessica Barnes-Najor

2006 ◽  
Vol 36 (1) ◽  
pp. 77-88 ◽  
Author(s):  
Noni K. Gaylord-Harden ◽  
Brian L. Ragsdale ◽  
Jelani Mandara ◽  
Maryse H. Richards ◽  
Anne C. Petersen

2019 ◽  
Vol 41 (8) ◽  
pp. 1355-1384
Author(s):  
Emma M. Sterrett-Hong ◽  
Carlye Kincaid ◽  
Cecily R. Hardaway ◽  
Monica Adams ◽  
Mary MacFarlane ◽  
...  

The majority of research on African American adolescents raised in single-mother homes has focused on externalizing problems, with less attention to other facets of socio-emotional functioning. Using a compensatory resilience approach, the current study examined risk and protective factors at the family (maternal warmth, monitoring, psychological control) and youth (ethnic identity and religiosity) levels as predictors of depressive symptoms, hopelessness, and self-esteem among African American adolescents from single-mother homes ( n = 193). Lower levels of psychological control, higher levels of monitoring, and higher levels of youth ethnic identity were associated with at least one of the outcomes, depressive symptoms, hopelessness, and self-esteem. In addition, self-esteem, but not hopelessness, mediated the associations between the family- and youth-level factors and youth depressive symptoms. The importance of targeting maternal psychological control and youth ethnic identity, as well as self-esteem, in intervention programs for African American youth from single-mother families is discussed.


2021 ◽  
pp. 009579842110342
Author(s):  
Lydia HaRim Ahn ◽  
Angel S. Dunbar ◽  
Erica E. Coates ◽  
Mia A. Smith-Bynum

The present study tested a path analytic model that addressed two questions regarding the connection between one aspect of racial socialization (cultural pride reinforcement), communication between mothers and their adolescent children, adolescent ethnic identity, and mental health. First, we tested whether quality of communication moderated the relationship between cultural pride reinforcement and ethnic identity affirmation and anxiety/depressive/withdrawn symptoms. Then, we examined whether cultural pride reinforcement and quality of communication with mothers were directly linked to ethnic identity affirmation and in turn lower anxiety/depressive symptoms and withdrawn behaviors. Our sample included 111 African American adolescents (58.2% female; ages 14–17) in the mid-Atlantic region. Results of a path analysis indicated that cultural pride reinforcement and quality of communication independently and uniquely related to internalizing symptoms through ethnic identity affirmation. Findings contribute to a novel understanding of how both cultural (cultural pride reinforcement) and universal (quality of communication) are important factors to foster African American adolescents’ healthy adjustment and sense of self.


2015 ◽  
Vol 16 (2) ◽  
pp. 218-228 ◽  
Author(s):  
Steven M. Kogan ◽  
Tianyi Yu ◽  
Kimberly A. Allen ◽  
Alexandra M. Pocock ◽  
Gene H. Brody

2019 ◽  
Vol 56 (4) ◽  
pp. 1318-1352 ◽  
Author(s):  
Seanna Leath ◽  
Channing Mathews ◽  
Asya Harrison ◽  
Tabbye Chavous

This study examined the associations among racial identity beliefs (centrality and public regard), racial discrimination, and academic engagement outcomes among 1,659 African American adolescents across two demographically distinct school districts, one predominantly Black, working class ( n = 1,100) and one predominantly White, middle class ( n = 559). Across these districts, the youths reported that race was a central aspect of their identity and demonstrated varying levels of public regard. Racial discrimination was negatively associated with academic curiosity and persistence, but this effect was moderated by gender and racial identity. Our findings demonstrate the harmful influence of discrimination on the academic engagement of African American adolescents and the protective roles of racial identity beliefs across gender and school racial contexts.


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