Ethnic Harassment, Ethnic Identity Centrality, and Well-Being

Wolfram, Hans‐Joachim; Linton, Kenisha; McDuff, Nona

doi:10.1007/s40615-018-0461-6

Cited by 3 publications

(1 citation statement)

References 35 publications

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“…This could obviously lead to hypervigilance when faced with subsequent threats. For example, in a U.K. study, the centrality of ethnic identity was found to be a risk factor for ethnic minority members and people of African descent, but a protective resource for white people; however, the centrality of ethnic identity increased the relationship between higher frequency of harassment experiences and poor well-being in all groups (Wolfram et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Paradoxical effects of ethnic identification on threat and anxiety during COVID-19 pandemic. A study of ethnic minority and immigrant groups.

Bilewicz¹,

Mirucka²,

Olko³

2022

American Journal of Orthopsychiatry

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Studies based on the "social cure" hypothesis suggest the positive role of strong social identifications for well-being and mental health during the COVID-19 pandemic. Based on the three-factorial model of identification that distinguishes ingroup centrality, ingroup affect, and ingroup ties as separate aspects of group identification, we propose that their impact on COVID-19-related stress and anxiety would be more complex. In a set of three studies carried out among ethnic minorities in Poland (Lemkos, Kashubs, and Silesians) and a study of a large immigrant group (Ukrainians in Poland), we found that higher levels of ingroup centrality generate more COVID-19-related threats and higher levels of anxiety, whereas ingroup ties tend to reduce anxiety during the pandemic. Based on this evidence we propose that the more exclusive aspects of identification (ingroup centrality) pose a risk to mental health during the time of the pandemic, whereas the more binding ones (ingroup ties) serve as a true "social cure." Public Policy Relevance StatementEthnic minorities and immigrants are particularly vulnerable to mental health issues in times of COVID-19 pandemic. Based on a large study of immigrant and minority, we propose that strong sense of interconnectedness (ingroup ties) among members of minority and immigrant groups can effectively reduce levels of stress and anxiety experienced in times of pandemic. This finding can inform policies and actions of key stakeholders dealing with diversity in times global health crises. aaa P eople from ethnic minorities and immigrant backgrounds were of particular risk during the COVID-19 pandemic. British studies found that increases in death rates attributed to COVID-19 were higher among Black and Asian ethnic minorities than among the white majority, and that people of Bangladeshi, Chinese, Indian, and Pakistani origins had a significantly higher risk of death than white British citizens (Ayoubkhani et al., 2021;Iacobucci, 2020;Mathur et al., 2021). At the same time, research has shown higher levels of vaccine hesitancy among ethnic minorities, as compared to the white majority (Kadambari & Vanderslott, 2021;Robertson et al., 2021).Early studies in East Asia have already confirmed that immigrant groups are particularly vulnerable to mental health issues during the COVID-19 pandemic. A study assessing the levels of anxiety during the COVID-19 pandemic in Korea found that 47.9% of immigrants suffered from severe anxiety disorder, as compared to 29.7% of native Koreans (Acharya et al., 2021). Ethnic minorities are also considered a high risk group in terms of mental health during the pandemic. Members of marginalized racial and/or ethnic minorities faced additional stressors during the health crisis, such as ethnic prejudice and discrimination related to the outbreak, as well as the exacerbation of preexisting health disparities, which combined to This document is copyrighted by the American Psychological Association or one of its allied publishers.This article is intended solely for...

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Section: Discussionmentioning

confidence: 99%

Paradoxical effects of ethnic identification on threat and anxiety during COVID-19 pandemic. A study of ethnic minority and immigrant groups.

Bilewicz¹,

Mirucka²,

Olko³

2022

American Journal of Orthopsychiatry

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How Personal and Social Selves Influence the Development of Children and Adolescents at School

Hannover

Zander

2020

Zeitschrift für Pädagogische Psychologie

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Abstract. How do different aspects of students' self-relate to their development at school? In educational psychology, this question has been examined essentially only in terms of the influence of the ability self-concept, a central part of the personal self. Starting with a literature review on why and how the ability self-concept impacts motivation and student outcomes, we argue that social selves – learners' knowledge about their group memberships and associated evaluations – have an impact, too. Students are more intrinsically motivated and more successful if they experience fit between learning environment and important self-aspects. Accordingly, we suggest a model according to which students try to increase fit by exerting primary control, i. e., by proactively changing the environment, with the self as agent. To that end (i) they mentally project the self as different from the actual self, with the mental self-projection serving as a self-evaluative standard and motiving behaviors aiming at its attainment, (ii) they choose behavioral options that allow for the enactment of important self-aspects, (iii) they choose interaction partners who share important self-aspects or are supportive of their behavioral enactment, and (iv) they switch between or prioritize different values, to best match affordances and constraints of the learning environment. If a student repeatedly fails to achieve fit through primary control, secondary control strategies are deployed, i. e., internal processes aimed at minimizing losses and saving resources for the pursuit of more attainable goals. To that end, students either disidentify with the learning environment or redefine their selves in a reactive manner, with, in many cases, detrimental effects on their academic outcomes. We hope to inspire educational psychologists to more systematically investigate the different self-aspects' impact on social and academic development of learners at school.

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Reactive religiosity? The longitudinal relationship between ethnic harassment, religious identity and wellbeing in the UK

Storm

2024

Ethnic and Racial Studies

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Ethnic Harassment, Ethnic Identity Centrality, and Well-Being

Cited by 3 publications

References 35 publications

Paradoxical effects of ethnic identification on threat and anxiety during COVID-19 pandemic. A study of ethnic minority and immigrant groups.

Paradoxical effects of ethnic identification on threat and anxiety during COVID-19 pandemic. A study of ethnic minority and immigrant groups.

How Personal and Social Selves Influence the Development of Children and Adolescents at School

Reactive religiosity? The longitudinal relationship between ethnic harassment, religious identity and wellbeing in the UK

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