Contextual Considerations of Latino Children's Perceived Discrimination and Ethnic Identity

2014 ◽  
Author(s):  
Mitzy M. Gonzalez Oceguera ◽  
Fracesca Lopez
2021 ◽  
Author(s):  
◽  
Ma. Socorro G Diego-Mendoza

<p>This thesis aimed to advance the knowledge on perceived discrimination (PD) from targets' perspectives and address gaps in research. Study 1 reports a meta-analysis examining correlates of PD across 63 studies involving 37,790 participants. Findings showed that greater PD was associated with increased race/ethnic identification, negative well-being, and attitudes favouring affirmative action (AA). Greater PD was also related to low job satisfaction, low self-esteem and low socio-economic status (SES). The strongest relationship was found between PD and job satisfaction, followed by negative well-being, race/ethnic identity, self-esteem, AA attitudes and SES. The negative correlation between PD and ethnic identity was moderated by type of measurement, research context and type of sample. Similarly, the link between SES and PD was moderated by research context and type of sample. The meta-analysis also identified major research gaps that served as the jump off point for the next studies. Consequently, a three-component research framework for the study of PD was proposed and tested in three studies. The components were: 1) nature of PD, 2) antecedents of PD, and 3) outcomes of PD. Study 2 explored the first component through separate focus groups discussions participated by immigrants from China (5), India (5), Philippines (5), Germany (4) and Zimbabwe (4). Through thematic analysis, a 4-quadrant model emerged from the themes. In Study 3-A, three PD scales that fit the focus groups' model were constructed and collectively named as Immigrants' Perceptions of Discrimination in the Workplace Scales (IPDWS). The scales' psychometric properties were tested using 155 employed immigrants. Ten factors emerged and converged into two higher order factors - Job-Entry and On-the-Job. Study 3B examined job and psychological well-being outcomes using the same immigrant sample. Findings showed that high PD (in career advancement, compensation and equal treatment in policies factors) predicted low job satisfaction, high PD (in career advancement and derogation) predicted low affective commitment, high PD (exclusion factor) predicted high turnover intentions, and high PD (derogation factor) predicted less life satisfaction and greater psychological distress. Finally, Study 4 examined proximal (age, gender, ethnicity and birthplace) and distal (organizational demographics, perceptions of justice and practices) antecedents of PD through 540 employees using Employee Perceptions of Discrimination in the Workplace Scales (a modified version of IPDWS). Findings showed that increasing age and lower income predicted lower PD (nonrecognition of education and experience). Conversely, increasing age predicted higher PD in career advancement. Moreover, greater PD (in career advancement) occurred in large organizations and the public sector (work dynamics). For organizational justice, higher procedural justice predicted lower PD (career advancement factor), interpersonal justice predicted lower PD (work dynamics and derogation factors), and informational justices predicted low PD (recognition of qualifications, career advancement, and work dynamics factors). As for organizational practices, higher employee-orientation predicted low PD (work dynamics) and higher innovation-orientation predicted low PD (career path factor). Overall, distal antecedents were better predictors of PD than the proximal antecedents. In summary, the research findings contribute to the general discrimination and organizational literatures and offer suggestions to policymaking bodies.</p>


2021 ◽  
Vol 12 ◽  
Author(s):  
Ortal Slobodin ◽  
Tamar Icekson ◽  
Lee Herman ◽  
Ofri Vaknin

Research has increasingly recognized the adverse effects of perceived discrimination on the academic outcomes of children and adolescents from ethnic and racial minority backgrounds. However, little is known about the association between perceived discrimination and the motivation of ethnic minority students to pursue higher education. Guided by an academic resilience framework, the current study examined the relationship between perceived discrimination and two types of motivation to pursue higher education (personal/career-driven and expectation-driven) among Ethiopian undergraduate students in Israel. In addition, we examined the role of ethnic identity as a potential moderator of this relationship. Participants were 183 undergraduate students of Ethiopian origin (77% females) who studied in 18 different higher-education institutes. Participants completed self-report questionnaires concerning their experiences of perceived discrimination, affiliation with their Ethiopian identity, and their reasons for pursuing higher education. Results showed that frequent discrimination experiences were positively related to a stronger ethnic identity and to higher levels of personal/career motivation to pursue higher education. Ethnic identity moderated the relationship between perceived discrimination and personal/career motivation so that the association was significant under low and moderate levels of ethnic identity but not under high levels. Our findings suggest that the awareness of discrimination may motivate students to pursue higher education and succeed in academia. However, the motivating force of perceived discrimination diminishes under high levels of ethnic identification. Further investigation is needed to explore how discrimination and ethnic identity work together to impact academic motivation in different developmental stages and socio-cultural contexts.


2018 ◽  
Vol 54 (5) ◽  
pp. 929-937 ◽  
Author(s):  
Melinda A. Gonzales-Backen ◽  
Alan Meca ◽  
Elma I. Lorenzo-Blanco ◽  
Sabrina E. Des Rosiers ◽  
David Córdova ◽  
...  

2018 ◽  
Vol 46 (7) ◽  
pp. 899-921 ◽  
Author(s):  
Rawan Atari ◽  
Suejung Han

In this study, we examined associations among perceived discrimination, ethnic identity dimensions (exploration, resolution, affirmation), and psychological well-being (self-esteem, life satisfaction, flourishing) among 156 Arab Americans. Multiple moderated regression analyses revealed that perceived discrimination was negatively associated, and ethnic identity resolution and affirmation were positively associated, with psychological well-being. Ethnic identity affirmation moderated the association between perceived discrimination and flourishing by buffering the negative effect of perceived discrimination. Ethnic identity resolution and exploration did not moderate the associations between perceived discrimination and psychological well-being. Affirmation both promoted and protected well-being, resolution promoted well-being, and exploration was not associated with promoting or protecting well-being. We discuss implications to help Arab American clients develop and capitalize on their ethnic identity, promote their well-being, and buffer against perceived discrimination.


2019 ◽  
Vol 50 (8) ◽  
pp. 991-1007 ◽  
Author(s):  
Han Na Suh ◽  
Lisa Y. Flores ◽  
Kenneth T. Wang

This study explored the associations between perceived discrimination, ethnic identity, and mental distress among 118 Asian international college students in Korea. Perceived discrimination and ethnic identity were included as critical factors in international students’ adaptation to living in Korea, and their associations with self-report measures of depression and anxiety were explored using canonical correlation and latent profile analysis. Based on studies identifying two types of discrimination, we explored how each discrimination type relates to mental distress. Results indicated (a) students’ perceptions of personal rejection (i.e., demeaning and overt acts of discrimination) were significantly associated with depression and anxiety, and this association was stronger than that of perceived unfair treatment, and depression and anxiety (b) students’ exploration of ethnic identity had a positive relationship with anxiety. These results suggest the need to provide additional supports for international students engaged in the exploration process. The current results also suggest that Asian international students’ adaptation experiences in Korea may differ from those international students in other countries as reported in the literature. More attention and study with international students is needed to seek possible common parameters of adaptation in diverse cultural contexts of host countries.


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