Latinx children’s race- and ethnicity-related identities, beliefs, and preferences

2021 ◽  
pp. 136843022110505
Author(s):  
Amber D. Williams ◽  
Rebecca S. Bigler ◽  
M. Chantal Ramirez
Keyword(s):  
Social Distance ◽  
Race And Ethnicity ◽  
Theoretical Models ◽  
Policy Recommendations ◽  
White Children ◽  
Best Friends ◽  
Positive Attitudes ◽  
Age Related ◽  
Race Ethnicity ◽  
Racial Ethnic

The study of Latinx children’s race- and ethnicity-related identity, beliefs, and preferences has the potential to contribute to theoretical models and policy recommendations concerning intergroup attitudes and relations. We examined a host of such constructs among Latinx children ( N = 61; 72% girls) living in the Southwest US, ranging from 6 to 11 years ( M = 8.45, SD = 1.39). With the goal of assessing individual, group, and age-related variation within—and relations across—measures, we assessed racial/ethnic: (a) identity (i.e., self-categorization, centrality), (b) beliefs (stereotypes, perceived parental social distance), and (c) preferences (friendship choices, social distance). Results indicated that children held more positive attitudes toward Latinx and White children than toward Black children. Children who felt more comfortable around Latinx individuals had more Latinx best friends, and those children who felt that race/ethnicity was an important part of their identity were more likely to report having no Black best friends, suggesting that parents and teachers should discuss race/ethnicity in ways that dispel potential anti-Black prejudice and encourage cross-race/ethnicity friendship.

A Systematic Review of Parenting Scales Measurement Invariance/Equivalence of by Race and Ethnicity: Recommendations for Inclusive Parenting Research

Assessment ◽  
2021 ◽  
pp. 107319112110386
Author(s):  
Violeta J. Rodriguez ◽  
Dominique L. La Barrie ◽  
Miriam C. Zegarac ◽  
Anne Shaffer
Keyword(s):  
Systematic Review ◽  
Measurement Invariance ◽  
Ethnic Minorities ◽  
Race And Ethnicity ◽  
Parenting Practices ◽  
The United States ◽  
Weak Evidence ◽  
Race Ethnicity ◽  
Development And Validation ◽  
Racial Ethnic

The limited inclusion of racial/ethnic minorities in the development and validation of parenting measures limits our understanding of whether parenting constructs are valid in racial and ethnic minorities. Tests of measurement invariance/equivalence (MI/E) of parenting measures can help evaluate the validity of parenting constructs among racial/ethnic minorities. This systematic review summarized studies on MI/E of parenting constructs by race/ethnicity and evaluated the strength of the evidence. A literature search was conducted using various databases and references to retrieve studies from the United States. Indeed, 10 studies were identified that tested for MI/E of eight parenting scales by race/ethnicity. Only one scale showed moderate evidence of MI/E, five showed weak evidence of MI/E, and two showed no evidence of MI/E. Most studies (80%) used factor analytic methods to test for MI/E, but only two studies (20%) examined all levels of invariance. These findings show that differences exist in how racial/ethnic minorities perceive parenting constructs. Further research is needed to develop more inclusive parenting measures, to protect against the ways in which biased measures may pathologize or misrepresent parenting practices among racial/ethnic minorities.

scholarly journals Maternal Age Patterns of Preterm Birth: Exploring the Moderating Roles of Chronic Stress and Race/Ethnicity

2020 ◽  
Vol 54 (9) ◽  
pp. 653-664 ◽  
Author(s):  
Sangmi Kim ◽  
Eun-Ok Im ◽  
Jianghong Liu ◽  
Connie Ulrich
Keyword(s):  
Preterm Birth ◽  
Black Women ◽  
Chronic Stress ◽  
Maternal Age ◽  
Ethnic Disparities ◽  
Birth Certificates ◽  
Future Research ◽  
Age Related ◽  
Race Ethnicity ◽  
Racial Ethnic

Abstract Background Despite the suggested contribution of cumulative chronic stress to the racial/ethnic disparities in preterm birth (PTB), it is unclear how chronic stress, maternal age, and race/ethnicity are linked underlying PTB. Purpose We investigated the moderating effect of chronic stress on the maternal age–PTB association among non-Hispanic (N-H) White, N-H Black, Hispanic, and Asian women. Methods We analyzed the Washington State’s Pregnancy Risk Assessment Monitoring System data linked with birth certificates. The sample included women aged 18 years or older who birthed the first, singleton baby without birth defects. Chronic stress was measured by race/ethnicity-specific chronic stress indices. A maternal age–chronic stress interaction was modeled to predict PTB by logistic regression stratified by race/ethnicity. In subanalysis, the moderating role of racism was investigated in the maternal age–chronic stress interaction among three minority groups combined. Results Women’s maternal age trajectory of PTB varied by their race/ethnicity and chronic stress level. N-H White and N-H Black women showed a steeper maternal age-related increase in PTB (weathering) under higher chronic stress, indicating a chronic stress’ cumulative effect with maternal age. Besides, the extent of weathering was amplified by racism on top of chronic stress, particularly among N-H Black women. Conclusions These results show that both chronic stress and racism may develop accelerated PTB risk among minority women. Future research should use more objective and accurate chronic stress measures to ascertain the complex relationships among chronic stress, racial discrimination, and maternal age underlying the racial/ethnic differentials in PTB.

scholarly journals Racial and Ethnic Disparities in Provider-Related Barriers to Health Care for Children in California After the ACA

2019 ◽  
Vol 6 ◽  
pp. 2333794X1982835 ◽  
Author(s):  
Cinthya K. Alberto ◽  
Jessie Kemmick Pintor ◽  
Ryan M. McKenna ◽  
Dylan H. Roby ◽  
Alexander N. Ortega
Keyword(s):  
Health Care ◽  
Race And Ethnicity ◽  
Ethnic Disparities ◽  
California Health Interview Survey ◽  
White Children ◽  
Barriers To Health Care ◽  
Interview Survey ◽  
Logistic Regressions ◽  
Barriers To Health ◽  
Racial Ethnic

The aim of this study was to examine disparities in provider-related barriers to health care by race and ethnicity of children in California after the implementation of the Affordable Care Act (ACA). California Health Interview Survey child (0-11 years) survey data from 2014 to 2016 were used to conduct multivariable logistic regressions to estimate the odds of reporting any provider-related barrier, trouble finding a doctor, child’s health insurance not accepted by provider, and child not being accepted as a new patient. Compared with parents of non-Latino white children, parents of non-Latino black, Latino, Asian, and other/multiracial children were not more likely to report experiencing any of the 4 provider-related barrier measures. The associations between children’s race and ethnicity and parents’ reports of provider-related barriers were nonsignificant. Findings demonstrate that there are no significant racial/ethnic differences in provider-related barriers to health care for children in California in the post-ACA era.

scholarly journals How Administrative Data Collection and Analysis Can Better Reflect Racial and Ethnic Identities

2020 ◽  
Vol 44 (1) ◽  
pp. 301-331
Author(s):  
Samantha Viano ◽  
Dominique J. Baker
Keyword(s):  
Data Collection ◽  
Administrative Data ◽  
Race And Ethnicity ◽  
Ethnic Disparities ◽  
Ethnic Identities ◽  
Birth Certificates ◽  
Data Sets ◽  
Race Ethnicity ◽  
Equivalent Sources ◽  
Racial Ethnic

Measuring race and ethnicity for administrative data sets and then analyzing these data to understand racial/ethnic disparities present many logistical and theoretical challenges. In this chapter, we conduct a synthetic review of studies on how to effectively measure race/ethnicity for administrative data purposes and then utilize these measures in analyses. Recommendations based on this synthesis include combining the measure of Hispanic ethnicity with the broader racial/ethnic measure and allowing individuals to select more than one race/ethnicity. Data collection should rely on self-reports but could be supplemented using birth certificates or equivalent sources. Collecting data over time, especially for young people, will help identify multiracial and American Indian populations. For those with more complex racial/ethnic identities, including measures of country of origin, language, and recency of immigration can be helpful in addition to asking individuals which racial/ethnic identity they most identify with. Administrative data collection could also begin to incorporate phenotype measures to facilitate the calculation of disparities within race/ethnicity by skin tone. Those analyzing racial/ethnic disparities should understand how these measures are created and attempt to develop fieldwide terminology to describe racial/ethnic identities.

Family Predictors of Child Mental Health Conditions

2017 ◽  
Vol 39 (4) ◽  
pp. 935-959
Author(s):  
Jenny Nguyen ◽  
Melanie Sberna Hinojosa ◽  
Sara Strickhouser Vega ◽  
Rameika Newman ◽  
Emily Strohacker ◽  
...  
Keyword(s):  
Mental Health ◽  
Race And Ethnicity ◽  
Health Condition ◽  
Health Conditions ◽  
Mental Health Condition ◽  
Family Resources ◽  
Minority Children ◽  
White Children ◽  
Mental Health Conditions ◽  
Race Ethnicity

Research suggests that minority children with one mental health condition are more likely than White children to have a secondary mental health condition. However, there are no current studies that test the interaction between race and family resources to examine this apparent racial difference in mental health conditions in children. Yet research suggests that family resources vary by race/ethnicity. This study examines the interaction between family structure and socioeconomic status by race and ethnicity to understand how it predicts the number of mental health conditions among children. Our findings are consistent with the existing literature that children in resource-poor families (single parent, step-parent families, and lower income families) have higher counts of mental health conditions. Yet we also found that children in resource-rich families (two-parent biological families with higher levels of income) in some cases also had higher counts of mental health conditions and this varied by race/ethnicity.

scholarly journals Racial/Ethnic Disparities in Dietary Intake of U.S. Children Participating in WIC

Nutrients ◽  
2019 ◽  
Vol 11 (11) ◽  
pp. 2607 ◽  
Author(s):  
Meghan C. Zimmer ◽  
Veronica Rubio ◽  
Kristina W. Kintziger ◽  
Cristina Barroso
Keyword(s):  
Low Income ◽  
Nutrient Intake ◽  
Ethnic Disparities ◽  
Black Children ◽  
Hispanic Children ◽  
White Children ◽  
Food Package ◽  
Race Ethnicity ◽  
Racial Ethnic ◽  
Hispanic White

Recent studies have assessed diet quality of low-income U.S. children participating in the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC), but differences by race/ethnicity remain unknown. We assessed racial/ethnic disparities in nutrient intake from dietary sources (not supplements) among children participating in WIC, with a focus on priority nutrients and food groups for future WIC food package revisions, as described in a recent report by the National Academies of Sciences, Engineering, and Medicine (NASEM). We used data from the 2011–2014 National Health and Nutrition Examination Surveys (NHANES) and multivariable linear regression analysis to evaluate relationships between race/ethnicity and nutrient/food group intake of children participating in WIC. All data were analyzed using SAS 9.4 survey procedures, accounting for the complex survey design of the NHANES. Compared to non-Hispanic White children, Hispanic children had diets with better nutrient distribution and lower dietary energy density, while non-Hispanic Black children had diets with poorer nutrient intake. Hispanic children had higher potassium and fiber intake, and consumed more legumes, while non-Hispanic Black children had lower calcium and vitamin D intake, higher sodium intake, and lower total dairy intake, compared to non-Hispanic White children. These findings can inform WIC nutrition education messages and future food package revisions.

scholarly journals Race and ethnicity on MS presentation and disease course

2020 ◽  
Vol 26 (5) ◽  
pp. 561-567
Author(s):  
Lilyana Amezcua ◽  
Jacob L McCauley
Keyword(s):  
African Americans ◽  
Race And Ethnicity ◽  
Ethnic Disparities ◽  
European Ancestry ◽  
Mortality Trends ◽  
Ethnic Populations ◽  
Specific Mortality ◽  
Future Challenges ◽  
Race Ethnicity ◽  
Racial Ethnic

Multiple sclerosis (MS) has a strong racial and ethnic component and disproportionately affects whites of European background. Recent incidence reports suggest an increasing rate of MS among African Americans compared with whites. Despite this recent increase in MS in African Americans, Hispanics and Asians are significantly less likely to develop MS than whites of European ancestry. MS-specific mortality trends demonstrate distinctive disparities by race/ethnicity and age, suggesting that there is an unequal burden of disease. Inequalities in health along with differences in clinical characteristics that may be genetic, environmental, and social in origin may be contributing to disease variability and be suggestive of endophenotypes. The overarching goal of this review was to summarize the current understanding on the variability of disease that we observe in selected racial and ethnic populations: Hispanics and African Americans. Future challenges will be to unravel the genetic, environmental, and social determinants of the observed racial/ethnic disparities.

Judicial Diversity in France: The Unspoken and the Unspeakable

2018 ◽  
Vol 43 (04) ◽  
pp. 1542-1573 ◽  
Author(s):  
Mathilde Cohen
Keyword(s):  
Race And Ethnicity ◽  
Qualitative Data ◽  
The United States ◽  
Future Research ◽  
Sexual Diversity ◽  
Legal Professionals ◽  
The Third ◽  
Race Ethnicity ◽  
Racial Ethnic ◽  
Shed Light

Despite the importance of judicial diversity for litigants and the broader public, no previous study has examined this issue within the French judiciary. This article begins to fill this gap by using original, qualitative data that shed light on judges’, prosecutors', and other legal actors' discourses on racial, ethnic, and sexual diversity. Its main contribution is to show that these legal professionals deploy three strategies—linguistic, institutional, and geographic—to dodge or downplay the relevance of race, ethnicity, and sexual orientation. The first, linguistic, form of avoidance lies in refusing to name and discuss race and ethnicity explicitly; the second, institutional, in denying that the judiciary has a diversity problem or that the problem lies within its power; and the third, geographic, consists in relegating the issue of diversity to distant places—the United States and overseas France. The article concludes by discussing key directions for future research.

scholarly journals The problematization of racial/ethnic minority student participation in U.S. study abroad

2013 ◽  
Vol 4 (2) ◽  
pp. 365-390 ◽  
Author(s):  
M'Balia Thomas
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Ethnic Minority ◽  
Minority Students ◽  
Race And Ethnicity ◽  
Minority Student ◽  
Study Abroad Programs ◽  
Ethnic Minority Students ◽  
Race Ethnicity ◽  
Racial Ethnic

AbstractWithin U.S. higher education, there has been concern expressed about the underrepresentation of racial/ethnic minority students in U.S. study abroad programs. Though as a whole these students participate in study abroad at lower rates than their Caucasian counterparts, the fact that study abroad participation is even problematized by race/ethnicity (rather than other social categories such as gender, socioeconomic status or field of study) and the manner by which this is done warrant critical investigation. Drawing upon Foucault's concept of problematization (1984, 1988), this paper examines the discourses and practices (both discursive and nondiscursive) that mark current study abroad literature in which participation by U.S. undergraduates is tracked, categorized and ranked by race and ethnicity. It further problematizes the taken-for-granted assumptions that masquerade as truths and inhabit the methodological and analytical practices that govern research on racial and ethnic minority students, and in the process, uncovers an overarching code of thought that permeates the literature. Ultimately, this paper seeks to challenge the “truths” and counter the assumptions upon which this code of thought is based by highlighting those voices only marginally recognized in study abroad participation literature. These voices provide a local and contextualized perspective on the factors contributing to the lower rates of participation among one racial/ethnic minority category: African Americans. Although the paper does not take up the topic of language learning in study abroad contexts, it does present the real world challenge of language-in-use. It addresses the material and subject effects that a problematization of study abroad participation by race/ethnicity has on students, research practices, institutional and governmental policies, and the allocation of resources related to language study and the promotion and support of study abroad.

scholarly journals Exploring Bias in Student Evaluations: Gender, Race, and Ethnicity

2019 ◽  
Vol 53 (2) ◽  
pp. 270-274 ◽  
Author(s):  
Kerry Chávez ◽  
Kristina M.W. Mitchell
Keyword(s):  
Race And Ethnicity ◽  
Online Courses ◽  
Student Evaluations ◽  
Student Evaluations Of Teaching ◽  
Gender And Race ◽  
White Males ◽  
Quasi Experimental ◽  
Race Ethnicity ◽  
And Gender ◽  
Racial Ethnic

ABSTRACTResearch continues to accumulate showing that in instructor evaluations students are biased against women. This article extends these analyses by examining the dynamics between evaluations and gender and race/ethnicity. In a quasi-experimental design, faculty members teaching identical online courses recorded welcome videos that were presented to students at the course onset, constituting the sole exposure to perceived gender and race/ethnicity. This enables exploration of whether and to what degree the instructors’ characteristics influenced student evaluations, even after holding all other course factors constant. Findings show that instructors who are female and persons of color receive lower scores on ordinal student evaluations than those who are white males. Overall, we add further evidence to a growing literature calling for student evaluations of teaching (SETs) reform and extend it to encompass the effects on racial/ethnic minorities in addition to women.

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