scholarly journals Critical incidents in the development of (multi)ethnic-racial identity: Experiences of individuals with mixed ethnic-racial backgrounds in the U.S.

2020 ◽  
Vol 37 (5) ◽  
pp. 1653-1672
Author(s):  
Megan E. Cardwell ◽  
Jordan Soliz ◽  
Lisa J. Crockett ◽  
Gretchen L. Bergquist
Keyword(s):  
Racial Identity ◽  
Identity Development ◽  
Social Relationships ◽  
Critical Incidents ◽  
Well Being ◽  
Future Research ◽  
Racial Groups ◽  
Development Models ◽  
Optimal Outcomes ◽  
The U.S

Secure ethnic-racial identity (ERI) is tied to well-being, especially for minority individuals; however, there is still little consensus on the key processes and optimal outcomes of various multiethnic-racial (ME-R; i.e., individuals with parents from different ethnic-racial groups) identity development models. In this study, we examine the critical incidents in personal and social relationships that are central to ME-R identity development. Twenty-nine ME-R individuals provided retrospective accounts of incidents and conversations they self-perceived to be critical to their ERI development. Four major themes emerged: incidents and conversations surrounding intergroup contact, confrontation, heritage, and appearance were all recalled as critical to ME-R identity development. These findings highlight the importance of studying the ways that ERI is constituted through interaction with others. Implications and directions for future research are discussed.

scholarly journals Self-Care: An Ethical Imperative for Anti-Racist Counselor Training

2021 ◽  
Author(s):  
Michelle Mitchell ◽  
Erin Binkley
Keyword(s):  
Social Justice ◽  
Racial Identity ◽  
Identity Development ◽  
Counselor Training ◽  
Change Agents ◽  
Self Care ◽  
Racial Identity Development ◽  
Dominant Culture ◽  
Ethical Imperative ◽  
Development Models

Attention has been given to multicultural counseling, social justice and advocacy work over the last several decades; with this in mind, it is essential Counselors educators work as anti-racist change agents to understand the role of self-care in advocacy and be armed with self-care strategies based upon racial identity standing. Working through the lens of racial identity development models, educators will learn ways to support students of the dominant culture in engaging in self-care without initiating oppressive behaviors, and conversely will learn strategies to assist Black, Indigenous, Persons of Color (BIPOC) in enacting self-care without assisting in their own oppression. Thus, the purpose of this conceptual manuscript is to (a) provide a rationale for self-care as an ethical imperative, (b) introduce self-care strategies to employ while supporting anti-racist andragogy through intentional wellness, and (c) call students to build self-care routines focused on multiculturalism and social justice.

Multiracial Identification and Racial Gaps: A Work in Progress

2018 ◽  
Vol 677 (1) ◽  
pp. 69-80 ◽  
Author(s):  
Jenifer L. Bratter
Keyword(s):  
Racial Differences ◽  
Well Being ◽  
Social Outcomes ◽  
Racial Groups ◽  
Prior Work ◽  
Racial Stratification ◽  
Work In Progress ◽  
Race Inequality ◽  
Racial Gaps ◽  
The U.S

For nearly 20 years, the U.S. Census has allowed respondents to report multiple races, offering new opportunities to assess the well-being of multiracial groups. Multiple-race reporting provides much-needed nuance for assessing the racial stratification of social outcomes as the distinctions between racial groups is less clear. Here, I explore the promises and the pitfalls of working with multiple-race data in studies of race inequality. I begin with a discussion of prior work using multiple-race data, showing how they inform our understanding of race-based patterns, and also consider issues raised by the conceptual and methodological fuzziness inherent in using multiple-race responses. I then provide a brief picture of current racial differences in adult poverty rates for single- and multiple-race groups, revealing that some multiracial groups experience parity with single-race groups while others occupy a space in between. While these patterns are meaningful, multiple interpretations are possible given the nature of multiple-race data.

Historical and generational forces in the Iridescent Life Course of bisexual women, men, and gender diverse older adults

Sexualities ◽  
2020 ◽  
pp. 136346072094731
Author(s):  
Karen Fredriksen Goldsen ◽  
Sarah Jen ◽  
Theresa Clark ◽  
Hyun-Jun Kim ◽  
Hyunzee Jung ◽  
...  
Keyword(s):  
Mental Health ◽  
Older Adults ◽  
Identity Development ◽  
Life Course ◽  
Life Events ◽  
Social Relationships ◽  
Future Research ◽  
Bisexual Women ◽  
Gender Diverse ◽  
And Gender

Purpose Little is known about the life course of bisexual older adults. This study examines life events and experiences of bisexuals by generation: Pride Generation, born 1950–1964; Silenced Generation, born 1935–1949; and Invisible Generation, born 1934 or earlier, as well as by gender among women, men, and gender diverse older adults. Methods Aging with Pride: National Health, Aging, and Sexuality/Gender Study is the first national longitudinal study of LGBTQ older adults in the US. We utilize the Iridescent Life Course to examine the life events and life course experiences of bisexual older adults ( N = 216) using 2014 survey data. The Iridescent Life Course frames this study for comparing generational and gender differences in five key areas: identity development; work; kin and social relationships; bias-related experiences; and physical and mental health. Findings The Invisible Generation, the oldest generation, compared to the two younger generations, reports significant risks related to social relationships, the lowest levels of openly disclosing, and fewer bias-related experiences. They also demonstrate important signs of resilience and better mental health. Bisexual men and gender diverse older adults report higher rates of bias-related experiences and fewer social resources than bisexual women. Conclusion Based on the Iridescent Life Course, we document important differences in the heterogeneity and intersectionality in bisexual lives, particularly for those in late life and those gender diverse. It is essential to document the distinct nature of bisexuals’ life course, as it provides both historical and contemporary insights into aging and the reframing of future research.

scholarly journals IMPLICATIONS OF RELATIONSHIPS WITH FAMILY, FRIENDS, AND NEIGHBORS FOR WOMEN'S WELL-BEING IN LATE LIFE

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S213-S213
Author(s):  
Heather Fuller ◽  
Heather Fuller ◽  
Masahiro Toyama
Keyword(s):  
Life Satisfaction ◽  
Social Network ◽  
Social Relationships ◽  
Well Being ◽  
Hierarchical Regression ◽  
Future Research ◽  
Younger Women ◽  
The Social ◽  
Aging Study ◽  
Lower Life Satisfaction

Abstract Social support is well documented as promoting women’s well-being across the lifespan, yet implications vary depending on the source and type of support. The present study examined whether relationships with family, friends, and neighbors (both satisfaction with and number in social network) affected well-being over two years. Midwestern women (N=188, mean age = 80) were sampled from two waves of the Social Integration and Aging Study (2013, 2015). Hierarchical regression models indicated that satisfaction with friends predicted better life satisfaction, but satisfaction with family and neighbors did not predict well-being. In contrast, number of neighbors in social network predicted lower life satisfaction and greater stress, while number of family and friends were not associated with well-being. Moreover, differential effects emerged between older and younger women. Findings highlight unique facets of older women’s social relationships and suggest that future research and interventions addressing age and the source of support are warranted.

scholarly journals ‘A Source of Sanity’: The Role of Social Support for Doctoral Candidates’ Belonging and Becoming

10.28945/4275 ◽  
2019 ◽  
Vol 14 ◽  
pp. 367-382 ◽  
Author(s):  
Lilia Mantai
Keyword(s):  
Social Support ◽  
Identity Development ◽  
Sense Of Belonging ◽  
Well Being ◽  
Student Diversity ◽  
Social Connections ◽  
Future Research ◽  
Doctoral Candidates ◽  
Researcher Identity

Aim/Purpose: This paper investigates the role of social support in the PhD. Despite universities’ efforts to provide a collegial PhD experience, candidates report isolation and loneliness in doctoral education – a factor contributing to attrition. Background: Previous research (Mantai & Dowling, 2015) defined social support in four categories: moral, emotional, guiding and mentoring, companionship, and collegiality. Social support is facilitated in various formal and informal groupings. Socialisation into scholarly communities promotes researcher identities through a sense of belonging. Developing a strong researcher identity through social connections benefits a student’s physical and emotional well-being, PhD progress, and investment in researcher careers. Methodology: This paper is based on thematic analysis of focus groups and one-on-one interviews with 64 PhD candidates from two Australian metropolitan universities. Contribution: Students’ perspectives on social support during PhD study are largely missing in the literature, as more importance is placed on academic support. This paper provides rich empirical evidence to show that support afforded by candidates’ personal, social, and professional relationships is critical in doctoral candidates’ identity development. Findings: First, investigating social support from the student perspective shows that it promotes students’ researcher identity development, sense of belonging, and community. Second, the paper extends our understanding of what social support means as it examines this concept in the context of student diversity. This paper confirms social support in the PhD extends beyond the institutional higher degree research environment and includes outside support by family, friends as well as online communities. Recommendations for Practitioners: Promote and improve support services, networking opportunities, and social connections within academia and beyond. Invest in understanding students’ diverse backgrounds and individual circumstances as well as goals. Recommendation for Researchers: Evaluate existing social support structures in place and identify social support needs of doctoral candidates at your particular institution. Impact on Society: Institutions, governments, and individuals heavily invest in PhD degrees financially and psychologically. This research aims to improve outcomes for society by developing skilled and confident graduates. Future Research: Future research ought to focus on the issues experienced by students of particular demographic backgrounds and on how to best support them.

scholarly journals Biracial Group Membership Scale

2016 ◽  
Vol 43 (5) ◽  
pp. 435-450 ◽  
Author(s):  
Marisa G. Franco ◽  
Olivia L. Holmes
Keyword(s):  
Factor Analysis ◽  
Identity Development ◽  
Black Community ◽  
Black People ◽  
Group Membership ◽  
Well Being ◽  
Racial Identity Development ◽  
Future Research ◽  
African Heritage ◽  
The Status

With individuals of mixed African heritage increasingly identifying as Biracial, it is important to determine whether Black people continue to perceive Biracial people as members of their community. The status of Biracial individuals within the Black community has implications for the political power of the Black community and also for Biracial individuals’ racial identity development and well-being. Thus, the purpose of this study was to create a psychometrically sound measure to assess the degree to which Black people accept Biracial people as members of the Black community: the Biracial Group Membership Scale. Factor analyses were conducted with 328 Black adults. Exploratory factor analysis revealed two factors: Rejection of Biracial People and Forced Black Identity. A confirmatory factor analysis provided support for the initial factor structure. The scale related to the Attitudes Toward Multiracial Children Scale, essentialism, and items assessing interactions with Biracial individuals. Limitations, suggestions for future research, and implications are discussed.

scholarly journals On the promotion of human flourishing

2017 ◽  
Vol 114 (31) ◽  
pp. 8148-8156 ◽  
Author(s):  
Tyler J. VanderWeele
Keyword(s):  
Social Relationships ◽  
Empirical Studies ◽  
Well Being ◽  
Empirical Literature ◽  
Future Research ◽  
Biomedical Sciences ◽  
Human Flourishing ◽  
The Social ◽  
Mental And Physical Health ◽  
Specific Disease State

Many empirical studies throughout the social and biomedical sciences focus only on very narrow outcomes such as income, or a single specific disease state, or a measure of positive affect. Human well-being or flourishing, however, consists in a much broader range of states and outcomes, certainly including mental and physical health, but also encompassing happiness and life satisfaction, meaning and purpose, character and virtue, and close social relationships. The empirical literature from longitudinal, experimental, and quasiexperimental studies is reviewed in attempt to identify major determinants of human flourishing, broadly conceived. Measures of human flourishing are proposed. Discussion is given to the implications of a broader conception of human flourishing, and of the research reviewed, for policy, and for future research in the biomedical and social sciences.

scholarly journals Racial Identity-Rooted Academic Motivation of First-Year African American Students Majoring in STEM at an HBCU

2021 ◽  
Vol 12 ◽  
Author(s):  
Kimberley Edelin Freeman ◽  
Cynthia Eileen Winston-Proctor ◽  
Felicia Gangloff-Bailey ◽  
Jason M. Jones
Keyword(s):  
African American ◽  
Racial Identity ◽  
Identity Development ◽  
Undergraduate Students ◽  
African American Students ◽  
Academic Motivation ◽  
Black College ◽  
Future Research ◽  
First Year ◽  
American Students

The purpose the present study is to explore African American undergraduate students' perceptions of their experiences and academic motivation within a Historically Black College or University (HBCU) learning environment. As part of a larger study, we collected 212 open-ended survey responses from first year students in STEM majors about how the HBCU context shapes their academic motivation. We used semantic thematic data analysis and found three major themes and corresponding sub themes that were salient in the development of students' academic motivation: place (institutional climate, HBCU mission and tradition, and absence of marginalization); pedagogy (culturally relevant pedagogy, positive faculty-student relationships, African American curriculum and instruction, racial socialization); and people (people “like me”; student, faculty and alumni models of high achieving African Americans). We discovered that HBCU institutional factors engendered academic motivation that is rooted in students' racial identity and suggest the construct of racial identity-rooted academic motivation. Given the important and unique realities of African American students that impact their educational experiences, engagement, identity development, and achievement in various types of school contexts, self and sociocultural variables must be included in research and theory on the motivational psychology of African American students. Implications for higher education practice and future research are discussed.

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