Assessments of perceived racial stereotypes, discrimination, and racism.

Yoo, Hyung Chol; Pituc, Stephanie T.

doi:10.1037/14048-025

Cited by 16 publications

(14 citation statements)

References 62 publications

(79 reference statements)

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“…First, our measure of perceived racial discrimination only captures a limited experience of racism. The PRSL is one of few culturally valid measures assessing unique racialized experiences of Mexican Americans (Yoo & Pituc, 2013). Though it remains a strength of our study, it does not capture other experiences of racism, for instance, related to skin tone, education level, or language fluency.…”

Section: Discussionmentioning

confidence: 99%

“…Over the past few decades, research supporting the deleterious effects of perceived racial discrimination on the well-being of racial minority groups has grown exponentially (Lee & Ahn, 2012; Yoo & Pituc, 2013). Although there is a growing body of literature examining the psychological correlates of racism among Hispanics and Latina/os 1 (Edwards & Romero, 2008), few have focused on the unique racialized experiences and coping process of specific subgroups, including Mexican American college students.…”

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confidence: 99%

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Coping with discrimination among Mexican American college students.

Villegas-Gold¹,

Yoo²

2014

Journal of Counseling Psychology

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There is limited research directly examining the process of how Mexican American college students cope with unique experiences of racial discrimination. The present study used a multiple mediation model to collectively examine the indirect effects of engagement (i.e., problem solving, cognitive restructuring, expression of emotion, and social support) and disengagement (i.e., social withdrawal, self-criticism, problem avoidance, and wishful thinking) coping strategies on the relationship between perceived racial discrimination and subjective well-being of 302 Mexican American college students. Results suggested that perceived racial discrimination was negatively correlated with subjective well-being. Moreover, of the engagement coping strategies examined, only problem solving had a significant mediating effect that was associated with elevations in subjective well-being. Specifically, perceptions of racial discrimination were positively related to problem solving, which, in turn, was positively related to subjective well-being. Of the disengagement coping strategies examined, self-criticism, wishful thinking, and social withdrawal had a significant mediating effect that was negatively associated with subjective well-being. Specifically, perceptions of racial discrimination were positively related to self-criticism, wishful thinking, and social withdrawal, which, in turn, were negatively related to subjective well-being. Ultimately, these findings highlight the indirect and complex ways in which multiple coping strategies are used to effectively, and sometimes not effectively, deal with racism experienced by Mexican Americans college students.

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

Coping with discrimination among Mexican American college students.

Villegas-Gold¹,

Yoo²

2014

Journal of Counseling Psychology

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“…Increased contact has resulted in more positive beliefs regarding other groups when children are given the opportunity to become familiar with other groups at a young age (Cameron et al, 2006 [19]; Bernstein et al, 2000 [6]; Phinney & Rotherman, 1897 [12]). Given that negative stereotypes regarding cultural minorities remain present in our society (Yoo & Pituc, 2013) [20], educational efforts would benefit from an increased multicultural perspective. More work has to be done examining the best way to integrate this multicultural perspective into the classroom, especially on how to apply cultural education into the established curriculum.…”

Section: Discussionmentioning

confidence: 99%

Developing Multicultural Awareness in Preschool Children: A Pilot Intervention

Bellini¹,

Pereda²,

Cordero³

et al. 2016

JSS

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The increasing diversity of the U.S. population presents a need to address developing stereotypes. Racial and ethnic attitudes and biases can develop at young ages. The current study examined a pilot classroom intervention, which exposed preschool children to different cultures and considered the intervention's influence on racial attitudes. Sixteen preschool students in two classrooms were randomly assigned to the experimental condition, multicultural themed lessons, or the control condition, animal themed lessons. Attitudes about children of various ethnicities were assessed before and after the intervention. Variables considered included same group bias and outgroup bias. The results indicated that children who received the multicultural intervention changed favorably their attitudes towards children of other ethnicities compared to children who did not receive the experimental intervention. This study demonstrates that attitudes and biases towards others may be influenced through early education and increased awareness.

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“…In addition, reference lists of relevant systematic reviews were also reviewed for eligible studies. 12,[21][22][23] We supplemented the literature search by reviewing the PhenX toolkit, 24 an online catalog of recommended measurement protocols, for relevant measures. Reviewed articles were not limited by study design.…”

Section: Search Strategy and Study Eligibilitymentioning

confidence: 99%

Assessing Racial and Ethnic Discrimination in Children: A Scoping Review of Available Measures for Child Health Disparities Research

et al. 2021

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Objectives: To characterize the availability, content, and psychometric properties of self-reported measures that assess race/ethnicity-related discrimination or psychosocial stress and have potential relevance to studies of health disparities in children and adolescents. Design: Using PRISMA extension guidelines for scoping reviews, we searched Ovid Medline, CINAHL, PsychInfo, and Scopus databases from 1946 to April 20, 2020, using the search terms ''stress,'' ''child,'' ''adolescents,'' ''discrimination,'' and ''psychometrics.'' We limited the search to articles in English, with children and adolescents, in the United States. For each measure, we extracted information about the content, reliability, and construct validity. Results: The 12 measures that met inclusion criteria assessed discrimination or stress from racial discrimination in African American children and adolescents (n = 8), acculturative stress in Hispanic/Latino children (n = 1), or bicultural stress in Mexican American adolescents (n = 2), and one measure assessed both discrimination-related and acculturative stress in Hispanic/Latino children. The majority (n = 7) articles were published between 2001 and 2010. All discrimination measures evaluated individual experiences of discrimination and one also evaluated stressfulness of discrimination and coping. The acculturative stress measures assessed general stress and immigration-related discrimination, and the bicultural stress measures evaluated many different aspects of biculturalism. Conclusions: Despite the recent increased interest in the racial discrimination and stress as a contributor to racial or ethnic health disparities affecting U.S. children and adolescents, the small number of eligible measures identified and incomplete coverage of various types of racial and ethnic discrimination within and across population groups indicates a currently inadequate capacity to conduct child health disparity studies on this issue.

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Assessments of perceived racial stereotypes, discrimination, and racism.

Cited by 16 publications

References 62 publications

Coping with discrimination among Mexican American college students.

Coping with discrimination among Mexican American college students.

Developing Multicultural Awareness in Preschool Children: A Pilot Intervention

Assessing Racial and Ethnic Discrimination in Children: A Scoping Review of Available Measures for Child Health Disparities Research

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