Linda Juang
Biographic Data
| ID | 643180 |
|---|---|
| NAME | Linda Juang |
| GIVEN NAMES | Linda |
| FAMILY NAME | Juang |
| SIGNATURE | JUANG L |
| AFFILIATIONS | University of Potsdam |
| ORCID | 0000-0002-0308-6378 |
| VERIFIED | Yes |
| TOTAL WORKS | 96 |
| TOTAL CITATIONS | 906 |
| AUTHOR COUNT | 96 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 18 |
Ethnic‐racial identity in Sweden: Dimensionality, measurement invariance, and psychosocial adjustment
This study examines ethnic-racial identity (ERI) among majority and minority adolescents in Sweden, focusing on the dimensionality and measurement invariance of ERI subscales, and how the ERI dimensions across these subscales relate to psychosocial adjustment. Using data from 665 Swedish adolescents, we assessed the structure and invariance of six ERI subscales commonly used in ERI research via confirmatory factor analysis. Most subscales showed …
Constructions of Antisemitism on Social Media: A Content Analysis of Emerging Adults’ Media Diaries
Expressions of antisemitic hate abound on social media today, reinvigorating ancient stereotypes around Jewish people and their history. The current user-centered study examined the shapes and the extent of antisemitic stereotypes from the point of view of emerging adults and their daily social media consumption. Emerging adults ( N = 47) between 18 and 30 years of age were asked to keep guided media diaries of their social media activity over a …
An Introduction to the Special Issue on “Challenging Structural Inequities in Education to Promote Positive Psychosocial Outcomes in Migration Diverse Societies”
Global migration has made schools more diverse, yet many immigrant and other marginalized students continue to face unequal educational opportunities. These inequalities are shaped by factors such as socioeconomic disadvantage, limited inclusion efforts, and discriminatory experiences. This special issue brings together 14 studies from seven countries to explore how educational institutions in migration‐diverse societies can reduce these inequali…
Positive Ethnic Identity Content Among Adolescents With Minority Ethnic Backgrounds Living in Sweden
Previous research on adolescents with minority ethnic backgrounds has often centered on risks and vulnerabilities due to the effects of racism in society. This however leaves a gap in the literature when it comes to positive aspects of ethnic identity, and the gap is even more pronounced when it comes to European contexts since the few previous studies have largely been performed in the United States. Therefore, the aim of this study is to explor…
White ethnic majority German young adults’ accounts of parental socialization around race, ethnicity, culture, and national identity
Psychosocial and academic outcomes of an ethnic‐racial identity intervention in Sweden
Despite indications of positive associations between ethnic-racial identity and youth adjustment in ethno-racially diverse European contexts, little is known about how to effectively support ethnic-racial identity development through intervention to elicit such desirable outcomes. This longitudinal preregistered study examined whether a school-based intervention, the Identity Project, impacted psychosocial and academic adjustment through the ethn…
Ethnic‐Racial Socialization Through the Lens of German Young Adults of Turkish, Kurdish, East, and Southeast Asian Heritage
The present study explored how racially marginalized German young adults narrate their ethnic‐racial socialization (ERS) growing up in Germany. We conducted semi‐structured interviews with 26 German young adults of Turkish, Kurdish, East and Southeast Asian heritage (aged 18–32 years, M age = 26.7, SD = 3.08, 16 women, seven men, and three nonbinary). Reflexive thematic analysis resulted in five themes: (1) family and community heritage culture s…
Promoting Social Identities as Resources—The Role of Ethnic and National Identity Development for Adolescents' Global Identity Coherence in Ethnic‐Culturally Diverse Schools in Germany
Ethnic and national identities can be meaningful social identities promoting students' well‐being and academic engagement. Unclear is whether and how each identity contributes to ethnic‐culturally minoritized versus majoritized adolescents' global identity coherence. Using longitudinal data collected in three cohorts during 2018‐2022, we conducted multigroup mediation analyses, testing whether a school‐based identity intervention promoted ethnic …
Changes in cultural orientation classes among adolescents of immigrant descent in South Korea: A nine-year longitudinal study
Parents Subjected to the Asylum System Navigating Racist Discourse: Through the Lens of Resistance and Accommodation
Racism permeates societies globally, including within Germany's educational system. Specifically, people from the SWANA (Southwest Asia and North Africa) region experience anti-Muslim racism. This study explores how racially minoritized parents subjected to the asylum system navigate racist discourse within societal and institutional structures, focusing on their strategies of resistance and accommodation. Guided by a social constructionist epist…
Powerless, But Not Helpless: Exploring critical consciousness among adolescents in Germany
Critical consciousness (CC) is a robust framework to understand how adolescents navigate inequitable societies and engage in issues meaningful to them. This qualitative study explores how CC unfolds among adolescents in Germany, a relatively understudied context. Participants were 16 adolescents ( M age = 16.06 years, SD = 1.23, range = 14-18) from large and medium sized cities. Data were collected through in-depth interviews and diaries and anal…
Heritage culture and national identity trajectories: Relations to classroom cultural diversity climate and socioemotional adjustment for adolescents of immigrant descent
Adolescents’ heritage culture and national identities are potential developmental assets for socioemotional adjustment. The school context can support the development of such identities. Therefore, the aims of our study are to (1) identify patterns of heritage and national identity trajectories across mid-adolescence, (2) test whether they are predicted by classroom cultural diversity climate, and (3) test whether they are linked to socioemotiona…
Critical, active, and well adapted: Antecedents and consequences of adolescents' critical consciousness profiles
This preregistered study aimed to identify antecedents and consequences of adolescents' critical consciousness (CC) profiles with person-centered approaches based on data from 663 ethnically diverse German adolescents collected from 2017 to 2019 (Mage = 12.91, 50% male, 50% female). Latent profile analyses of adolescents' critical reflection and interpersonal and structural critical action intentions yielded three profiles: “uncritical,” “armchai…
White ≠ European (American): Commentary on the American Psychological Association’s updated Inclusive Language Guide
The American Psychological Association (APA) released the second edition of the Inclusive Language Guide in late 2023. One aspect of this guide that was not updated from the previous version was the recommendation for authors to use either "White" or "European (nationality)" when "writing about people of European ancestry." In this commentary, we argue that "white" and "European" or "European American," for instance, are not terms that can or sho…
Evaluating a School-Based Intervention on Adolescents’ Ethnic-racial Identity in Sweden
Finding developmentally appropriate ways to support youth in understanding their own ethnic-racial identity is needed, particularly in contexts like Sweden where such support is not the norm. This preregistered longitudinal study examined whether an 8-week school-based intervention, the Identity Project, impacted youth ethnic-racial identity exploration (participation and search), resolution, private regard, and centrality. Participants were 509 …
Promoting Adolescents’ Heritage Cultural Identity Development: Exploring the Role of Autonomy and Relatedness Satisfaction in School-Based Interventions
Given the significance of heritage cultural identity for optimal adolescent development, it is imperative to investigate factors influencing the efficacy of interventions aimed at promoting heritage cultural identity. Using latent profile cluster analysis and multinomial logistic regressions, this longitudinal study examined how autonomy and relatedness need satisfaction at school (1) related to heritage cultural identity development trajectories…
Ethnic-Racial Identity and Attitude Change: Assessments of Outgroup and Diversity Attitudes among Adolescents in Sweden
Outgroup and diversity attitudes are important components of intercultural understanding and well-being. Despite the potential of ethnic-racial identity development as a means to foster positive outgroup and diversity attitudes, little is known about its effectiveness in rapidly diversifying contexts such as Sweden. This pre-registered study filled this gap by examining if adolescents taking part in an intervention focused on ethnic-racial identi…
Adolescent Cultural Identity Development in Context: The Dynamic Interplay of the Identity Project With Classroom Cultural Diversity Climate in Italy and Germany
While both the classroom cultural diversity climate and curriculum-based interventions can promote cultural identity development, they have not been studied together. Drawing on theories of ethnic-racial identity development, the current study aimed to understand the dynamic interplay of a curriculum-based intervention (the Identity Project) with the classroom cultural diversity climate (heritage culture and intercultural learning, critical consc…
The Social Contexts of Cultural Identity Among Adolescents of Immigrant Descent: Separate and Interacting Relations of Family and School Ethnic-Racial Socialization
This study explored the separate and interacting relations of family (cultural pluralism, promotion of mistrust) and school (equal treatment, intercultural learning) ethnic-racial socialization with cultural (heritage culture and German) identity among adolescents of immigrant descent. Analyses were based on survey data from 311 early to mid-adolescents in Germany ( M age = 13.85, SD = 1.82). Higher family cultural pluralism and intercultural lea…
The Importance of Ethnic-Racialized Identities to Becoming and Being Culturally Responsive and Equity Minded Educators
Framing Ethnicity in Initial Teacher Education: A Focus Group Study with Student Teachers
This study aimed to explore how student teachers experienced the framing of ethnicity in initial teacher education in Sweden. Ten focus group discussions were conducted (N = 42; 21% minoritized ethnic background). An inductive thematic analysis was used. The findings showed that ethnicity was framed as mainly concerning "others" and that it was framed as sensitive. The current framing of ethnicity suggests that initial teacher education does not …
Fostering Culturally Responsive Teaching Through the Identity Project Intervention: A Qualitative Quasi-Experiment with Pre-Service Teachers
The framework of culturally responsive teaching (CRT) provides a promising pathway for preparing teachers for culturally diverse schools. Important elements of culturally responsive teaching are critical reflection, valuing cultural diversity, and efficacy in teaching in a diverse classroom. The present study explores whether the Identity Project (Umaña-Taylor & Douglass, 2017), an eight-week classroom-based intervention, changes pre-service teac…
Promoting Awareness and Self-Efficacy for Culturally Responsive Teaching of Pre-Service Teachers Through the Identity Project - a Mixed Methods Study
Culturally Responsive Teaching (CRT) provides a framework for teachers to include students' ethnic-cultural identities in class, aiming to tackle issues of educational and societal inequity. This quasi-experimental mixed methods intervention study tested whether pre-service teachers attending a seminar based on an ethnic-cultural identity school intervention, the Identity Project, would show greater CRT self-efficacy and more positive beliefs abo…
Lern- und Verhaltensschwierigkeiten in der Schule: Erscheinungsformen - Entwicklungsmodelle - Implikationen für die Praxis
SchülerInnen mit Lernschwierigkeiten zeigen häufig auch Probleme im Verhalten - und umgekehrt. Für SchülerIinnen und Lehrkräfte sind solche gleichzeitig auftretende Phänomene eine große Herausforderung, die mit Fragen zur gezielten Unterstützung dieser Zielgruppe einhergeht. Das Buch fokussiert das Phänomen gleichzeitig auftretender Lern- und Verhaltensschwierigkeiten in der Schule mit dem Ziel, Grundlagen- und Handlungswissen zu dem Thema zu ver…
Promoting positive development among refugee adolescents
Of the estimated 35.3 million refugees around the world (UNHCR, Figures at a Glance , 2022), approximately 50% are children under the age of 18. Refugee adolescents represent a unique group as they navigate developmental tasks in an unstable and often threatening environment or in resettlement contexts in which they often face marginalization. In addition to physiological, social, and psychological changes that mark adolescence, refugee youth oft…
Asian Americans and racism: "When bad things happen to "model minorities
Due to the limited psychological research on Asian Americans' experiences with racism, in the current study the authors examined the relationships between racial socialization, racial identity, and perceptions of racism, with a college-aged sample (N = 254) consisting primarily of Chinese Americans and Filipino Americans. With the use of multiple regression analyses, the results indicated that racial socialization, particularly discussions about …
Acculturation, Discrimination, and Depressive Symptoms among Chinese American Adolescents: A Longitudinal Study
Do dimensions of ethnic identity mediate the association between perceived ethnic group discrimination and depressive symptoms
Ethnic group discrimination represents a notable risk factor that may contribute to mental health problems among ethnic minority college students. However, cultural resources (e.g., ethnic identity) may promote psychological adjustment in the context of group-based discriminatory experiences. In the current study, we examined the associations between perceptions of ethnic group discrimination and depressive symptoms, and explored dimensions of et…
Discrimination and Adjustment Among Chinese American Adolescents: Family Conflict and Family Cohesion as Vulnerability and Protective Factors
Objectives. We examined racial/ethnic discrimination experiences of Chinese American adolescents to determine how discrimination is linked to poor adjustment (i.e., loneliness, anxiety, and somatization) and how the context of the family can buffer or exacerbate these links. Methods. We collected survey data from 181 Chinese American adolescents and their parents in Northern California. We conducted hierarchical regression analyses to examine mai…
Development of an Asian American parental racial–ethnic socialization scale
In an increasingly complex and diverse social world, our scale will be useful for gaining a better understanding of how Asian American parents socialize their children regarding issues of race, discrimination, culture, and diversity. (PsycINFO Database Record
Invisibility of racial/ethnic minorities in developmental science: Implications for research and institutional practices
García Coll et al.'s (1996) integrative model was a landmark article for developmental science, and for psychology more broadly, in outlining the multitude of social and cultural factors at play when seeking to understand the development of racial/ethnic minority children. The time is ripe to not only take stock of those advances but also evaluate the integrative model in the context of present-day research practice within developmental psycholog…
Reactive and proactive ethnic–racial socialization practices of second-generation Asian American parents
Studies of Asian American parenting have primarily focused on first-generation immigrant parents. Few studies have examined the experiences of second-generation Asian American adults who now have children of their own. The purpose of this qualitative study, then, is to better understand the values, practices, and concerns of second-generation Asian American parents regarding ethnic and racial socialization. The sample included 34 Asian American p…
Family cultural socialization practices and ethnic identity in college‐going emerging adults
We examined how family cultural socialization related to the ethnic identity of Asian American, Latino, White, and Mixed-Ethnic emerging adults (N=225). Greater family cultural socialization was related to greater ethnic identity exploration and commitment. Ethnic minority students reported higher levels of family cultural socialization and ethnic identity compared to White students. The family cultural socialization-ethnic identity link was more…
The Ethnic Identity, Other-Group Attitudes, and Psychosocial Functioning of Asian American Emerging Adults From Two Contexts
Drawing from two samples of Asian American emerging adults, one in an ethnicallyconcentrated context ( n = 108) and the other in an ethnically-dispersed, mainly White context ( n = 153), we examined (a) how ethnic identity and other-group attitudes were related to psychosocial functioning (i.e., depression, self-esteem, and connectedness to parents) and (b) how these relations were moderated by context. Results (direct effects) indicated that eth…
Filipino Americans and racism: A multiple mediation model of coping
Although the literature on Asian Americans and racism has been emerging, few studies have examined how coping influences one's encounters with racism. To advance the literature, the present study focused on the psychological impact of Filipino Americans' experiences with racism and the role of coping as a mediator using a community-based sample of adults (N = 199). Two multiple mediation models were used to examine the mediating effects of active…
Using attachment and relational perspectives to understand adaptation and resilience among immigrant and refugee youth
Migration is a critical issue for child development in the 21st century. We expand on García Coll et al.'s (1996) integrative model of minority child development by drawing from principles of attachment theory and interpersonal relationships research to offer new insights into how youth manage and respond to migration experiences. Immigrant and refugee youth should experience better outcomes to the extent that they (a) maintain strong relationshi…
We don’t do that in Germany!” A critical race theory examination of Turkish heritage young adults’ school experiences
Turkish heritage students are underrepresented at university-track secondary schools in Germany, yet the institutional discrimination contributing to this ongoing disparity often remains unquestioned, situated within inequitable norms of belonging. Drawing on critical race theory and a risk and resilience framework, the current study investigated the interplay between institutional and interpersonal discrimination in relation to exclusionary norm…
Perceived Racial/Ethnic Discrimination and Adjustment Among Ethnically Diverse College Students: Family and Peer Support as Protective Factors
Adopting a risk and resilience perspective, the current study examined whether family cohesion and peer support functioned as protective factors against the negative effects of racial/ethnic discrimination by peers. The sample included 142 ethnically diverse college students. The results showed that while greater perceived discrimination was related to poorer adjustment (in terms of depressive symptoms, somatization, and loneliness), peer support…
Ethnic identity, identity coherence, and psychological functioning: Testing basic assumptions of the developmental model
The purpose of the present study was to test three fundamental theoretical propositions from Phinney's (1990) developmental model about the relations among ethnic identity, identity coherence, and psychological functioning: (a) ethnic identity is more strongly related to identity coherence for ethnic minorities than for Whites; (b) ethnic identity is more strongly related to psychological functioning for ethnic minorities than for Whites; and (c)…
Expanding acculturation theory: Are acculturation models and the adaptiveness of acculturation strategies generalizable in a colonial context
Most acculturation research has been conducted in immigrant settings. The present study examined the generalizability of acculturation models and the adaptiveness of acculturation strategies in another bicultural environment — a colonial setting. The sample included 138 girls ( M = 13.8 years) and their parents from Hong Kong, a former British colony. Results verified that both Chinese and western acculturation occurred on individual psychologica…
The interplay between culturally responsive teaching, cultural diversity beliefs, and self-reflection: A multiple case study
Equal but different: Effects of equality/inclusion and cultural pluralism on intergroup outcomes in multiethnic classrooms
Equality/inclusion norms and cultural pluralism norms can make complementary contributions to positive relations between students of immigrant and nonimmigrant background. Equality/inclusion norms foster positive contact and equal treatment, while cultural pluralism norms emphasize that it is also important to value diversity.1 (PsycINFO Database Record
Ethnic-racial identity in Europe: Adapting the identity project intervention in five countries
A global challenge for developmental psychology is to better understand how young people around the world make sense of their identities growing up in pluralistic societies. The study of ethnic-racial identity provides an important lens for this process. This paper describes how five European countries (Germany, Greece, Italy, Norway, and Sweden) adapted the Identity Project, an 8-week school-based intervention originally developed in the United …
From tolerance to understanding: Exploring the development of intercultural competence in multiethnic contexts from early to late adolescence
We investigated intercultural competence among immigrant and non‐immigrant background adolescents in multiethnic schools in relation to intercultural contact, age, and ethnic identity exploration. The sample included 631 adolescents in Germany (49.4% of immigrant background, 48.2% female), aged 11 to 18 years ( M age = 13.69 years, SD age = 1.83). Intercultural competence was measured using a self‐report questionnaire and situational judgment tes…
Peer cultural socialisation: A Resource for Minority Students’ Cultural Identity, Life Satisfaction, and School Values
This study investigated how peers can contribute to cultural minority students’ cultural identity, life satisfaction, and school values (school importance, utility, and intrinsic values) by talking about cultural values, beliefs, and behaviours associated with heritage and mainstream culture (peer cultural socialisation). We further distinguished between heritage and mainstream identity as two separate dimensions of cultural identity. Analyses we…
Promoting Awareness and Self-Efficacy for Culturally Responsive Teaching of Pre-Service Teachers Through the Identity Project - a Mixed Methods Study
Culturally Responsive Teaching (CRT) provides a framework for teachers to include students' ethnic-cultural identities in class, aiming to tackle issues of educational and societal inequity. This quasi-experimental mixed methods intervention study tested whether pre-service teachers attending a seminar based on an ethnic-cultural identity school intervention, the Identity Project, would show greater CRT self-efficacy and more positive beliefs abo…
Adolescent Cultural Identity Development in Context: The Dynamic Interplay of the Identity Project With Classroom Cultural Diversity Climate in Italy and Germany
While both the classroom cultural diversity climate and curriculum-based interventions can promote cultural identity development, they have not been studied together. Drawing on theories of ethnic-racial identity development, the current study aimed to understand the dynamic interplay of a curriculum-based intervention (the Identity Project) with the classroom cultural diversity climate (heritage culture and intercultural learning, critical consc…
Reaping the benefits of cultural diversity: Classroom cultural diversity climate and students’ intercultural competence
Culturally diverse schools may constitute natural arenas for training crucial intercultural skills. We hypothesized that a classroom cultural diversity climate fostering contact and cooperation and multiculturalism, but not a climate fostering color‐evasion, would be positively related to adolescents’ intercultural competence. Adolescents in North Rhine‐Westphalia ( N = 631, M age = 13.69 years, 49% of immigrant background) and Berlin ( N = 1,335…
Person‐centered trajectories of cultural values and behaviors among Chinese American adolescents
This study examined change in acculturation values and behavior among 310 Chinese American adolescents, and how patterns of change were related to key demographic variables and indicators of positive youth development. Dual process group-based trajectory models of change in U.S. and Chinese values and behaviors indicated a six-group solution for each. The results showed that acculturation value patterns were not related to gender, nativity, or pa…
No, Where are You Really From: Testing the Foreigner Objectification Scale With German Adolescents
Being perceived as a foreigner regardless of one’s generational status, citizenship, or self-identification is called foreigner objectification. This is a form of identity denial and is linked to psychological distress. To test how foreigner objectification could be measured in Europe, we assessed whether the Foreigner Objectification Scale demonstrated reliability and validity with German adolescents. The sample included 806 9 th graders from 17…
Predictors of Leaving Home in Young Adults Raised in Germany: A Replication of a 1991 Study
Linda P. Juang, Rainer K. Silbereisen, Margit Wiesner, Predictors of Leaving Home in Young Adults Raised in Germany: A Replication of a 1991 Study, Journal of Marriage and Family, Vol. 61, No. 2 (May, 1999), pp. 505-515
Family Transitions for Young Adult Women in the Context of a Changed Germany: Timing, Sequence, and Duration
The authors examined the patterning of marriage and childbearing for female German young adults by comparing data independently collected in 1991 and 1996. The sample consisted of 20- to 29-year-old women from former East and West Germany. Results suggest that the timing of marriage and childbearing, but not the sequencing and duration between these two transitions, was altered after unification, particularly for Eastern females. Furthermore, per…
Moderating Effects of Adolescents’ Self-Efficacy Beliefs on Psychological Responses to Social Change
This study investigated whether self-efficacy beliefs measured before the onset of social change would moderate effects of social change on adolescents’ life satisfaction, optimism regarding their future, and educational success. Self-efficacy beliefs of 593 German adolescents were measured between 1985 and 1988 before German unification. In 1992, perceived social change due to unification and outcome variables was assessed. Higher levels of perc…
Culture and psychology
Changes in Psychological Distress among East German Adolescents Facing German Unification: The Role of Commitment to the Old System and of Self-Efficacy Beliefs
Abrupt social change, such as the breakdown of a political system of the former communist states, presents a major adaptive challenge to the individual. The authors analyzed whether commitment to the old political system and high self-efficacy beliefs measured before German unification would predict change in psychological distress in East German adolescents in the first 2 years after the fall of the Berlin Wall. Adolescents who were highly commi…
The Ethnic Identity, Other-Group Attitudes, and Psychosocial Functioning of Asian American Emerging Adults From Two Contexts
Drawing from two samples of Asian American emerging adults, one in an ethnicallyconcentrated context ( n = 108) and the other in an ethnically-dispersed, mainly White context ( n = 153), we examined (a) how ethnic identity and other-group attitudes were related to psychosocial functioning (i.e., depression, self-esteem, and connectedness to parents) and (b) how these relations were moderated by context. Results (direct effects) indicated that eth…
Asian Americans and racism: "When bad things happen to "model minorities
Due to the limited psychological research on Asian Americans' experiences with racism, in the current study the authors examined the relationships between racial socialization, racial identity, and perceptions of racism, with a college-aged sample (N = 254) consisting primarily of Chinese Americans and Filipino Americans. With the use of multiple regression analyses, the results indicated that racial socialization, particularly discussions about …
The role of coping in the relationship between perceived racism and racism-related stress for Asian Americans: Gender differences
On the basis of stress and coping theory, the authors examined coping as a mediator of the relationship between perceptions of racism and racism-related stress with a sample of Asian American college students (N 336). Results indicated that coping mediated the relationship between racism and racism-related stress differentially by gender. The more that men perceived racism, the more likely they were to use support-seeking coping strategies that w…
Expanding acculturation theory: Are acculturation models and the adaptiveness of acculturation strategies generalizable in a colonial context
Most acculturation research has been conducted in immigrant settings. The present study examined the generalizability of acculturation models and the adaptiveness of acculturation strategies in another bicultural environment — a colonial setting. The sample included 138 girls ( M = 13.8 years) and their parents from Hong Kong, a former British colony. Results verified that both Chinese and western acculturation occurred on individual psychologica…
The role of coping in the relationship between perceived racism and racism-related stress for Asian Americans: Gender differences
On the basis of stress and coping theory, the authors examined coping as a mediator of the relationship between perceptions of racism and racism-related stress with a sample of Asian American college students (N 336). Results indicated that coping mediated the relationship between racism and racism-related stress differentially by gender. The more that men perceived racism, the more likely they were to use support-seeking coping strategies that w…
Acculturation, Discrimination, and Depressive Symptoms among Chinese American Adolescents: A Longitudinal Study
Family cultural socialization practices and ethnic identity in college‐going emerging adults
We examined how family cultural socialization related to the ethnic identity of Asian American, Latino, White, and Mixed-Ethnic emerging adults (N=225). Greater family cultural socialization was related to greater ethnic identity exploration and commitment. Ethnic minority students reported higher levels of family cultural socialization and ethnic identity compared to White students. The family cultural socialization-ethnic identity link was more…
Misconduct Among Chinese American Adolescents: The Role of Acculturation, Family Obligation, and Autonomy Expectations
This study examined the relation between acculturation and misconduct among Chinese American adolescents. The sample included 309 adolescents (mean age = 14.7 years, SD = 0.71; 54% female), recruited from two high schools in an ethnically diverse, urban city on the West Coast. Findings showed that acculturation (i.e., generational status and U.S. and Chinese cultural involvements) did not predict misconduct. But specific cultural values (i.e., fa…
Ethnic Identity Among Chinese-American Youth: The Role of Family Obligation and Community Factors on Ethnic Engagement, Clarity, and Pride
The purpose of this study was twofold. First, using the 14-item Multigroup Ethnic Identity Measure, we established the appropriate factor structure of ethnic identity for a sample of Chinese-American youth. Second, we examined how family obligation and community factors (i.e., ethnic density, cultural resources, and perceived discrimination) related to the various factors of ethnic identity. The sample included 127 Chinese-American college studen…
Discrimination and Adjustment Among Chinese American Adolescents: Family Conflict and Family Cohesion as Vulnerability and Protective Factors
Objectives. We examined racial/ethnic discrimination experiences of Chinese American adolescents to determine how discrimination is linked to poor adjustment (i.e., loneliness, anxiety, and somatization) and how the context of the family can buffer or exacerbate these links. Methods. We collected survey data from 181 Chinese American adolescents and their parents in Northern California. We conducted hierarchical regression analyses to examine mai…
Filipino Americans and racism: A multiple mediation model of coping
Although the literature on Asian Americans and racism has been emerging, few studies have examined how coping influences one's encounters with racism. To advance the literature, the present study focused on the psychological impact of Filipino Americans' experiences with racism and the role of coping as a mediator using a community-based sample of adults (N = 199). Two multiple mediation models were used to examine the mediating effects of active…
Might the Survey Be the Intervention? Participating in Ethnicity-Related Research as a Consciousness-Raising Experience
The purpose of this study was to examine how the act of participating in a study about ethnicity may encourage individuals to reflect on the role ethnicity plays in their lives. The participants were 528 ethnically diverse college students from two public universities in California. The survey included Likert-type items and open-ended questions that facilitated personally expressive writing about ethnicity. Results indicated that how participants…
Family, school, and neighborhood: Links to Chinese American adolescent perceptions of racial/ethnic discrimination
The purpose of the study was to examine how family, school, and neighborhood factors contributed to Chinese American adolescent perceptions of discrimination. The sample included 185 Chinese American adolescents (mean age 16.8 years, SD .81; 58% female; 70 % U.S.-born) and their parents. As hypothesized, the results showed that greater parent perceptions of discrimination, more negative school environment, and less availability of cultural resour…
Adoption and Identity: Influence on Emerging Adults’ Occupational and Parental Goals
Little is known about connections between adoption and two important emerging adult tasks: occupation and parenting plans. Ten female emerging adults were interviewed about their adoption, occupational, and future parent-role identities. Themes linking adoption to occupation were (1) desire to "give back" and (2) quest for knowledge. Themes connecting adoption to future parent-roles included (1) desire to experience what her mother missed, (2) im…
Family conflict among Chinese- and Mexican-origin adolescents and their parents in the U.S: An introduction
This volume explores how cultural and family contexts inform parent-adolescent conflict and adjustment among Chinese- and Mexican-origin families in the United States. Collectively, the chapters examine outcomes associated with family conflict and provide an in-depth analysis of how and for whom conflict is related to adjustment. Findings, for example, illustrate how cultural factors (e.g., acculturation) modify the links between conflict and adj…
Acculturation-based and everyday family conflict in Chinese American families
Everyday conflict (studied primarily among European American families) is viewed as an assertion of autonomy from parents that is normative during adolescence. Acculturation-based conflict (studied primarily among Asian- and Latino-heritage families) is viewed as a threat to relatedness with parents rather than the normative assertion of autonomy. Our overarching goal for the chapter is to integrate our knowledge of these two types of family conf…
Deconstructing the myth of the “tiger mother”: An introduction to the special issue on tiger parenting, Asian-heritage families, and child/adolescent well-being
Obstacles to parent–adolescent communication in Hmong American families: Exploring pathways to adolescent mental health promotion
The findings provide a foundation for future qualitative and quantitative studies to promote Hmong American family communication, and encourage an ecological approach to promote parent-adolescent communication conducive to supporting adolescent mental health outcomes
Ethnic identity, identity coherence, and psychological functioning: Testing basic assumptions of the developmental model
The purpose of the present study was to test three fundamental theoretical propositions from Phinney's (1990) developmental model about the relations among ethnic identity, identity coherence, and psychological functioning: (a) ethnic identity is more strongly related to identity coherence for ethnic minorities than for Whites; (b) ethnic identity is more strongly related to psychological functioning for ethnic minorities than for Whites; and (c)…
Do dimensions of ethnic identity mediate the association between perceived ethnic group discrimination and depressive symptoms
Ethnic group discrimination represents a notable risk factor that may contribute to mental health problems among ethnic minority college students. However, cultural resources (e.g., ethnic identity) may promote psychological adjustment in the context of group-based discriminatory experiences. In the current study, we examined the associations between perceptions of ethnic group discrimination and depressive symptoms, and explored dimensions of et…
Psychology (87 works) · Sociology (67 works) · Racial and Ethnic Identity Research (57 works) · Social Psychology (57 works) · Developmental psychology (54 works) · Social Psychology (52 works) · Ethnic group (48 works) · Political science (36 works) · Early Childhood Education and Development (29 works) · Anthropology (28 works)