Relevant bibliographies by topics / Beliefs and Racial Identity

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Beliefs and Racial Identity'

Author: Grafiati
Published: 5 June 2025
Last updated: 16 July 2025

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Journal articles on the topic "Beliefs and Racial Identity"

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Willis, Henry A., Effua E. Sosoo, Donte L. Bernard, Aaron Neal, and Enrique W. Neblett. "The Associations Between Internalized Racism, Racial Identity, and Psychological Distress." Emerging Adulthood 9, no. 4 (2021): 384–400. http://dx.doi.org/10.1177/21676968211005598.

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Internalized racism, or the acceptance of negative stereotypes about one’s own racial group, is associated with psychological distress; yet, few studies have explored the longitudinal impact of internalized racism on the psychological well-being of African American emerging adults. Furthermore, racial identity’s role as a protective factor in the context of internalized racism remains unclear. This study examined the longitudinal impact of internalized racism on psychological distress (depressive and anxiety symptoms) and the moderating role of racial identity beliefs among 171 African American emerging adults. Full cross-lagged panel models revealed no main effects of internalized racism beliefs on psychological distress. However, several racial identity beliefs moderated the relationship between internalized racism beliefs and changes in psychological distress over a year later. Initial levels of alteration of physical appearance, internalization of negative stereotypes, and hair change internalized racism beliefs were related to subsequent psychological distress, but only for those with certain levels of racial centrality, private regard, public regard, and assimilationist, humanist, and nationalist ideology beliefs. These findings suggest that, over time, internalized racism and racial identity beliefs can combine to influence the psychological well-being of African American emerging adults.
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Leath, Seanna, Channing Mathews, Asya Harrison, and Tabbye Chavous. "Racial Identity, Racial Discrimination, and Classroom Engagement Outcomes Among Black Girls and Boys in Predominantly Black and Predominantly White School Districts." American Educational Research Journal 56, no. 4 (2019): 1318–52. http://dx.doi.org/10.3102/0002831218816955.

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This study examined the associations among racial identity beliefs (centrality and public regard), racial discrimination, and academic engagement outcomes among 1,659 African American adolescents across two demographically distinct school districts, one predominantly Black, working class ( n = 1,100) and one predominantly White, middle class ( n = 559). Across these districts, the youths reported that race was a central aspect of their identity and demonstrated varying levels of public regard. Racial discrimination was negatively associated with academic curiosity and persistence, but this effect was moderated by gender and racial identity. Our findings demonstrate the harmful influence of discrimination on the academic engagement of African American adolescents and the protective roles of racial identity beliefs across gender and school racial contexts.
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Thomas, Anita Jones. "Impact of Racial Identity on African American Child-Rearing Beliefs." Journal of Black Psychology 26, no. 3 (2000): 317–29. http://dx.doi.org/10.1177/0095798400026003004.

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Cooper, Shauna M., Ciara Smalls-Glover, Isha Metzger, and Charity Griffin. "African American Fathers' Racial Socialization Patterns: Associations with Racial Identity Beliefs and Discrimination Experiences." Family Relations 64, no. 2 (2015): 278–90. http://dx.doi.org/10.1111/fare.12115.

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Hoggard, Lori S., Shawn C. T. Jones, and Robert M. Sellers. "Racial Cues and Racial Identity." Journal of Black Psychology 43, no. 4 (2016): 409–32. http://dx.doi.org/10.1177/0095798416651033.

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Previous research suggests racial identity and racial cues, such as the extent to which an event is blatantly or ambiguously race-related, individually shape African American (AA) individuals’ experiences with racial discrimination (RD). However, scant attention has been paid to the interactive or transactional influences of these factors. The present study examined the direct effects of racial cues and the interactive effects of racial cues and racial identity—specifically, the extent to which AAs believe others view AAs negatively—on 78 AAs’ interpretations of and affective responses to lab-based RD. Findings revealed a direct effect of racial cues on participants’ perceptions of the event as being race-relevant and on participants’ affect. Moreover, racial identity moderated the associations between racial cues and participants’ perceptions and affective responses. These findings suggest that AAs’ experiences with RD are not homogeneous and that the interplay or transaction between racial cues and racial identity is vital in such experiences.
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Williams, Marlene G., and Jioni A. Lewis. "Developing a Conceptual Framework of Black Women’s Gendered Racial Identity Development." Psychology of Women Quarterly 45, no. 2 (2021): 212–28. http://dx.doi.org/10.1177/0361684320988602.

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Previous research has identified contextual factors that influence gendered racial identity development among Black women. Less is known about the specific process of Black women’s gendered racial identity development and the meaning Black women ascribe to their gendered racial identity. In the current study, we sought to identify phases of this process and the types of gendered racial ideologies that Black women endorse during their identity development. Drawing on intersectionality and Black feminist theory, we analyzed the data to center these findings within the unique sociocultural context of Black women’s experiences. A total of 19 Black women at a large, predominantly White Southeastern public university participated in semi-structured individual interviews about their gendered racial identity development. Using constructivist grounded theory to guide our data analysis, we found four phases of the developmental process (hyperawareness, reflection, rejection, and navigation), each of which was influenced by various factors unique to Black women’s intersectional experiences. We also found six gendered racial ideologies (assimilation, humanist, defiance, strength, pride, and empowerment), which represent Black women’s values, beliefs, and attitudes toward their gendered racial identity. We found that Black women utilized aspects of their gendered racial identity in ways to protect themselves from gendered racism and intersectional oppression. Researchers, practitioners, educators, and policy makers can utilize this conceptual framework to increase their critical awareness of the complexity of Black women’s gendered racial identity development.
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Blackmon, Sha’Kema M., Archandria Owens, Meaghan Leigh Geiss, Vanessa Laskowsky, Stephanie Donahue, and Christina Ingram. "Am I My Sister’s Keeper? Linking Domestic Violence Attitudes to Black Racial Identity." Journal of Black Psychology 43, no. 3 (2016): 230–58. http://dx.doi.org/10.1177/0095798416633583.

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This exploratory online investigation sought to examine the links between African American college women’s gender role attitudes, Black racial identity attitudes, and domestic violence attitudes toward African American women in heterosexual marital relationships where domestic violence occurs ( N = 192). Less sophisticated Black racial identity attitudes (i.e., pre-encounter and immersion-emersion) predicted greater self-reports of justifying domestic violence toward African American women and believing that African American women benefit from abuse. Pre-encounter and immersion-emersion attitudes also predicted less willingness to help victims. An Afrocentric worldview (i.e., internalization Afrocentricity) was positively predictive of believing that African American women benefit from domestic violence as well as greater willingness to help victims. Appreciating one’s African American identity and other racial and ethnic groups (i.e., internalization multiculturalist inclusive) predicted less justification, fewer reports that African American women benefit from abuse, and a greater willingness to help victims. Post hoc mediation analyses revealed that gender role attitudes and an investment in protecting African American male domestic violence perpetrators (i.e., Black male victimage and justification beliefs) mediated the link between internalization Afrocentricity attitudes and the belief that African American women benefit from abuse.
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Ellis, James M., Larry Lee Rowley, Christopher J. Nellum, and Chauncey D. Smith. "From Alienation to Efficacy: An Examination of Racial Identity and Racial Academic Stereotypes Among Black Male Adolescents." Urban Education 53, no. 7 (2015): 899–928. http://dx.doi.org/10.1177/0042085915602538.

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Black male adolescents face unique barriers in schools that may contribute to racial disparities in educational outcomes. Their social-cognitive strengths, however, influence their confidence to be academically successful despite these barriers. This study explored whether racial academic stereotypes and racial centrality were associated with and predicted school efficacy among 103 urban Black male adolescents. Findings indicated that racial centrality had the strongest relationship with and was the strongest predictor of school efficacy. Youth mentoring programs and educators who work with urban Black male adolescents play a key role in promoting and shaping their efficacious beliefs toward their academic success.
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Grindal, Matthew, Justin Huft, and Dilshani Sarathchandra. "White Identity, Conservatism, and Resistance to COVID-19 Mitigation Strategies." Youth 5, no. 1 (2025): 19. https://doi.org/10.3390/youth5010019.

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Research suggests that opposition to COVID-19 mitigation strategies and mandates has been notable among young adults, especially those who are conservative. The current political climate, through which young adults have developed their political beliefs, has combined conservative values of limited government with pronounced anti-institutional sentiments, thus predisposing today’s younger conservatives to greater skepticism. Young white adults are also experiencing a growing salience in their own racial identities—an experience different from prior generations. No known research has connected these observations by examining the interplay between white identity and conservatism and their impact on support for and adherence to COVID-19 mitigation strategies. Drawing on survey data from a national U.S. sample of white young adults, we examine how two white identity constructs (racial identity and racial identity verification) influence how conservatism impacts resistance to six COVID-19 mitigation outcomes (i.e., vaccination status, masking behavior, support for vaccinations, support for masking, support for vaccination mandates, and support for masking mandates). White racial identity indirectly decreased support for and adherence to all COVID-19 mitigation outcomes by enhancing levels of conservatism. In addition, racial identity verification enhanced the negative effects of conservatism with most of the COVID-19 mitigation outcomes. We discuss these findings within the context of the literature on COVID-19 attitudes and racial identity.
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Hatcher, John S. "Racial Identity and the Patterns of Consolation in the Poetry of Robert Hayden." Journal of Baha’i Studies 3, no. 2 (1990): 35–46. http://dx.doi.org/10.31581/jbs-3.2.4(1990).

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Few critics have given Robert Hayden’s poetry the careful reading it deserves and demands. As a result, his work has almost inevitably been misinterpreted and misunderstood. A more significant result is that the dramatic tension in his work has often been mistaken for personal ambivalence and confusion with regard to both his ethnic identity and his beliefs as a Bahá’í. However, an accurate and careful reading of his work in light the unmistakably clear allusions in poetry to his beliefs as a Bahá’í reveal neither ambivalence nor confusion, but a clear pattern of consolation that unites both of these points of view.
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Dissertations / Theses on the topic "Beliefs and Racial Identity"

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Saruk, Karla G. "The relationship between racial identity, sociocultural beliefs about attractiveness and the development of eating disorders among African-American women." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p088-0176.

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Katz, Meredith Ann. "The Beats Have No Color Lines: An Exploration of White Consumption of Rap Music." Thesis, Virginia Tech, 2004. http://hdl.handle.net/10919/9942.

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The purpose of this study was to examine the relationship between white consumption of politically conscious rap music and the political beliefs of white rap music consumers. The guiding research questions included an exploration of why whites with little prior concern about racism consume rap music with politically conscious antiracist messages; if whites who consume this music believe the messages spoken are an accurate depiction of reality; and if a relationship exists between consumption of politically conscious rap music and an individual's political beliefs. Through interviews of white fans at politically conscious rap shows it was found that many individuals do not understand the music they are consuming is political in intent. Individuals highlighted themes that they could identify with, namely the need for unity and love, while ignoring others, such as the need to fight against injustice and racism. While independently individuals may have liberal political beliefs and consume politically conscious rap music, there appears to be no indication that consumption of rap music alters political beliefs.<br>Master of Science
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Shealey, Wanda Marie. "THE EFFECT OF GENDER AND RACIAL STEREOTYPES AND EDUCATION-RELATED BELIEFS ON THE ACADEMIC AND SOCIAL IDENTITY DEVELOPMENT OF URBAN AFRICAN AMERICAN GIRLS." Cleveland State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1544108101147846.

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Glover, Erica Joi. "This is Why I Teach! An Investigation into the ongoing Identity Development of African American Educators Teaching in Urban Settings." Cleveland State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=csu1495550892760682.

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Bergquist, Kathleen Leilani Ja. "Racial identity, ethnic identity, and acculturation in Korean adoptees." W&M ScholarWorks, 2000. https://scholarworks.wm.edu/etd/1539618676.

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This study explored the relationships between racial identity, ethnic identity, and acculturation in transracial Korean adopted adolescents. The research questions were as follows: What is the relationship between racial and ethnic identity for adoptees? What is the relationship between racial identity and adoptees' level of acculturation? What is the relationship between adoptees' level of acculturation and ethnic identity? The research was exploratory in nature and entailed a quantitative design comprised of (1) a demographic profile, (2) Helm's (1995) People of Color Scale to measure racial identity, (3) Suinn-Lew's (1992) Self-Identity Acculturation Scale (SL-ASIA) to measure ethnic identity, and (4) Schonpflug's (1997) Need for Assimilation, Differentiation, and Inclusion Scale to determine level of acculturation.;The sample group was comprised of 69 adoptees ranging in age from early-adolescence (11--14 years) to mid-adolescence (15--17 years), and early adulthood (18--25 years). Findings, for the most part, substantiated the hypothesized relationships between the three constructs. It was determined that the more adoptees derive their racial identity from a white reference group orientation, the more likely they were to be Western-identified ethnically, and were to be more highly acculturated into the American mainstream. Also, adoptees who align themselves with Korean or Asian cultural practices, or affiliate more with other Asians, have a higher need to be acculturated and/or included into their own racial and/or ethnic group. This was indicated by an inverse relationship between ethnic identity and acculturation. There were strong significant correlations between racial identity and acculturation as measured by the People of Color Scale (POC) and Need for Assimilation, Differentiation, and Inclusion Scale. Findings indicated that as adoptees have a greater ability to define a dualistic racial identity for themselves, embracing both their Korean heritage and western acculturation, they have an increased need for inclusion into their own ethnic group. The group as a whole is characterized as embracing a dualistic racial identity while tending to be more Western-identified ethnically, and having a somewhat greater need for assimilation or inclusion into the Korean community than differentiation from it.;This study illustrates that adoptees do progress through a process of racial identity development, although it may look different than for other racial minorities and Asian Americans. The more salient factors for adoptees seem to be own-group affiliations, both externally imposed or self-selected, and their experiences as Asians or Koreans in this country, rather than a need to be culturally Korean.
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Henderson, John Patrick. "I'm White? Understanding one's racial identity." Diss., Connect to online resource, 2005. http://wwwlib.umi.com/dissertations/fullcit/3178323.

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Blackwell, Tierra N. "Assessment of Childhood Racial-Ethnic Identity." University of Dayton / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1343308831.

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McCormick, Regina Ann. "Stereotype Threat and Racial Identity Attitudes." Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1123618206.

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Christie, Morgan. "THE EFFECTS OF RACIAL SOCIALIZATION ON RACIAL ATTITUDES AND RACIAL IDENTITY STATUSES FOR WHITE AMERICANS." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2407.

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AN ABSTRACT OF THE THESIS OF MORGAN B. CHRISTIE, for the MASTER OF ARTS degree in PSYCHOLOGY, presented on MAY 1, 2018, at Southern Illinois University Carbondale. TITLE: THE EFFECTS OF RACIAL SOCIALIZATION ON RACIAL ATTITUDES AND RACIAL IDENTITY STATUSES FOR WHITE AMERICANS MAJOR PROFESSOR: Dr. Tawanda M. Greer-Medley Racial socialization is an important process that parents engage in with their children. Much of the current research on racial socialization focuses on how this process occurs for people of color. Little is known about the racial socialization processes of White Americans. The current study was designed to address this gap in the literature. The purpose of this study is to test racial socialization as a predictor of racial attitudes and White racial identity statuses among White Americans. It is hypothesized that racial socialization will significantly predict racial attitudes and White racial identity attitudes, respectively. More specifically, it is hypothesized that individuals who engage in more meaningful racial socialization with their parents will have lower levels of social dominance orientation (SDO) and lower levels of color-blind racial attitudes (CoBRA) than individuals who do not engage in racial socialization with their parents. It is also hypothesized that individuals who engage in more meaningful racial socialization with their parents will have achieved higher levels of White racial identity statuses than those who do not engage in racial socialization with their parents. To test the study hypotheses, the current study was conducted in two parts. In Study 1, a measure of perceived ethnic-racial socialization (Hughes & Johnson, 2001) was validated for use with a White sample. In Study 2, participants completed measures of (a) perceived ethnic-racial socialization for both parents and peers (Hughes & Johnson, 2001); (b) social dominance orientation (Ho et al., 2015); (c) color-blind racial attitudes (Neville, Lilly, Lee, Duran, and Browne, 2000); and (d) White racial identity statuses (Helms & Carter, 1990) in order to test the main study hypotheses. In Study 1, Confirmatory Factor Analysis was used to determine the fit of the perceived racial-ethnic socialization measure to the sample and appropriateness of the addition of four items to the measure. The measure was found to be both valid and reliable with the current sample. In Study 2, hierarchical regression analyses were conducted to examine the predictive relationships of parent and peer socialization with racial attitudes and White racial identity statuses. Results from the regression analyses indicated that parent socialization experiences significantly predicted color-blind racial attitudes, as well as the disintegration and reintegration statuses of White racial identity, in a positive direction. Peer socialization, on the other hand, significantly predicted color-blind racial attitudes, as well as the disintegration and reintegration statuses of White racial identity, in a negative direction. These findings suggest that parent and peer socialization experiences are important in the formation of certain racial attitudes and in the achievement of certain White racial identity statuses, but that other factors may be impacting the development of racial attitudes and racial identity for White American adults. Although the main study hypotheses were not fully supported in the current study, the findings of the study are useful in providing insight into the racial socialization experiences of White Americans and hold implications both for future research of White racial socialization and for the counseling process.
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Beal, Simon James. "Stereotype knowledge, personal beliefs, and racial prejudice in children /." Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsb366.pdf.

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Books on the topic "Beliefs and Racial Identity"

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Patacchini, Eleonora. Racial identity and education. IZA, 2006.

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Antecol, Heather. Identity and racial harassment. IZA, 2004.

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Martyn, Cornick, ed. Beliefs and identity in modern France. Loughborough University, European Research Centre, 1991.

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Tuckwell, Gill. Racial identity, white counsellors and therapists. Open University Press, 2002.

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Benabou, Roland. Identity, dignity and taboos: Beliefs as assets. IZA, 2007.

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Majchrzak, Olga. Learner Identity and Learner Beliefs in EFL Writing. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-69560-0.

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Hannula, Markku S., Pietro Di Martino, Marilena Pantziara, et al. Attitudes, Beliefs, Motivation and Identity in Mathematics Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32811-9.

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Redway, Jorja. Black Caribbean Immigrants in the United States and their Perceptions of Racial Discrimination: Understanding the Impact of Racial Identity, Ethnic Identity and Racial Socialization. [publisher not identified], 2014.

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W, Thompson Becky, and Tyagi Sangeeta, eds. Names we call home: Autobiography on racial identity. Routledge, 1996.

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Fhagen-Smith, Peony. Mixed ancestry racial/ethnic identity development (MAREID) model. Center for Research on Women, 2003.

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Book chapters on the topic "Beliefs and Racial Identity"

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Burlew, Ann Kathleen. "Ethnic and racial identity: Racial identity." In Encyclopedia of Psychology, Vol. 3. American Psychological Association, 2000. http://dx.doi.org/10.1037/10518-123.

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MacInnis, Cara, and Gordon Hodson. "Racial Identity." In Encyclopedia of Personality and Individual Differences. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_1151.

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MacInnis, Cara, and Gordon Hodson. "Racial Identity." In Encyclopedia of Personality and Individual Differences. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-28099-8_1151-1.

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Pietroni. "Religion, Beliefs." In The Tyranny of Identity. Routledge, 2023. http://dx.doi.org/10.4324/9781003401414-4.

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Jones, Peter. "Beliefs and Identities." In Toleration, Identity and Difference. Palgrave Macmillan UK, 1999. http://dx.doi.org/10.1057/9780333983379_4.

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Traldi, Oliver. "Theories of identity, signaling, and partisanship." In Political Beliefs. Routledge, 2024. http://dx.doi.org/10.4324/9781003355274-10.

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Rabbidge, Michael. "Beliefs, identity, and investment." In Translanguaging in EFL Contexts. Routledge, 2019. http://dx.doi.org/10.4324/9780429439346-4.

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Phinney, Jean S. "Ethnic and racial identity: Ethnic identity." In Encyclopedia of Psychology, Vol. 3. American Psychological Association, 2000. http://dx.doi.org/10.1037/10518-122.

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Steele, Janeé M., and Charmeka S. Newton. "Black Racial Identity Quiz." In Black Lives Are Beautiful. Routledge, 2023. http://dx.doi.org/10.4324/9781003221357-12.

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Porter, Christa J. "Students’ Racial Identity Development." In Case Studies for Student Development Theory. Routledge, 2019. http://dx.doi.org/10.4324/9780429465611-3.

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Conference papers on the topic "Beliefs and Racial Identity"

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Tapley, Colleen E. "Inequity in Education: The Impact of Teacher Identity and Attitudes." In 5th World Conference on Arts, Humanities, Social Sciences and Education. Eurasia Conferences, 2024. http://dx.doi.org/10.62422/978-81-968539-1-4-050.

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Black students are disciplined at a greater rate than students from any other ethnic group or race beginning in preschool. According to Fenning and Rose (2007), disparities in discipline rates have been a problem for over 30 years. Research indicates that racial issues may underlie disproportionate discipline rates (Saft and Pianta, 2001; Skiba et al., 2000; Chen, 2013). This session will present research from a doctoral dissertation examining the ways White teachers perceive and respond to student behavior based on race. Participants in the study were 125 White teachers from school districts in New England that reported disproportionate discipline rates. Findings from this study have implications for the field of education and the problem of disproportionate discipline rates. Using activities based upon the Kagan Model for Cooperative Learning, participants will self-reflect on their own beliefs and biases, use multiple lenses to review information shared by others, and collaborate in small and large groups to offer take-away strategies to disrupt inequities in education.
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Soelistyarini, Titien Diah. "The World through the Eyes of an Asian American: Exploring Verbal and Visual Expressions in a Graphic Memoir." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.6-5.

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This study aims at exploring verbal and visual expressions of Asian American immigrants depicted in Malaka Gharib’s I was Their American Dream: A Graphic Memoir (2019). Telling a story of the author’s childhood experience growing up as a bicultural child in America, the graphic memoir shows the use of code-switching from English to Tagalog and Arabic as well as the use of pejorative terms associated with typical stereotypes of the Asian American. Apart from the verbal codes, images also play a significant role in this graphic memoir by providing visual representations to support the narrative. By applying theories of code-switching, this paper examines the types of and reasons for code-switching in the graphic memoir. The linguistic analysis is further supported by non-narrative analysis of images in the memoir as a visual representation of Asian American cultural identity. This study reveals that code-switching is mainly applied to highlight the author’s mixed cultural background as well as to imply both personal and sociopolitical empowerment for minorities, particularly Asian Americans. Furthermore, through the non-narrative analysis, this paper shows that in her drawings, Gharib refuses to inscribe stereotypical racial portrayal of the diverse characters and focuses more on beliefs, values, and experiences that make her who she is, a Filipino-Egyptian American.
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Morselli, Francesca, Einat Heyd-Metzuyanim, Narumon Changsri, Forster Ntow, and Shengying Xie. "Affect, Beliefs, and Identity of Mathematics Teachers." In The 14th International Congress on Mathematical Education. WORLD SCIENTIFIC, 2024. http://dx.doi.org/10.1142/9789811287152_0058.

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Kambhatla, Gauri, Ian Stewart, and Rada Mihalcea. "Surfacing Racial Stereotypes through Identity Portrayal." In FAccT '22: 2022 ACM Conference on Fairness, Accountability, and Transparency. ACM, 2022. http://dx.doi.org/10.1145/3531146.3533217.

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Kim, Youngjoon. "Preservice Physical Education Teacher Beliefs: Examining Relationships Between Professional Beliefs, Emotional Experiences, and Identity Formation." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2107977.

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Oamek, Kimberly. ""Forgetting What You've Learned": White Novice Teachers Navigating Racial Identity and Racial Difference." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1572321.

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Mcfadzean, Jessica. "Examining the Link Between Racial Identity Attitudes and Racial Psychological Trauma for Black Individuals." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1687826.

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K.C., Amit Kumar, and Christophe De Vleeschouwer. "Prioritizing the Propagation of Identity Beliefs for Multi-object Tracking." In British Machine Vision Conference 2012. British Machine Vision Association, 2012. http://dx.doi.org/10.5244/c.26.117.

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Cross, Amanda. "A Community Approach to Supporting Positive Early Racial Identity." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1440809.

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Redcrane, Morningstarr. "Fight the Power: Critical Consciousness and Racial/Ethnic Identity." In AERA 2023. AERA, 2023. http://dx.doi.org/10.3102/ip.23.2078619.

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Reports on the topic "Beliefs and Racial Identity"

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Dahis, Ricardo, Emily Nix, and Nancy Qian. Choosing Racial Identity in the United States, 1880-1940. National Bureau of Economic Research, 2019. http://dx.doi.org/10.3386/w26465.

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Noghanibehambari, Hamid, and Jason Fletcher. Passing as White: Racial Identity and Old-Age Longevity. National Bureau of Economic Research, 2025. https://doi.org/10.3386/w33394.

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Flannigan, Alaina, Rachel Rosenberg, Ramatou Diakite, et al. Foster Care and the Development of Racial and Ethnic Identity. Child Trends, Inc., 2024. http://dx.doi.org/10.56417/7959k6630s.

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Patterson, Elizabeth A. Racial Differences in Breast Cancer Screening Behaviors and Beliefs in Urban Public School. Defense Technical Information Center, 1997. http://dx.doi.org/10.21236/ada340801.

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Billings, Stephen, Eric Chyn, and Kareem Haggag. The Long-Run Effects of School Racial Diversity on Political Identity. National Bureau of Economic Research, 2020. http://dx.doi.org/10.3386/w27302.

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Varga, Mihai, Volodymyr Ishchenko, Ignacio Sar Chávez, Tarik Basbugoglu, Nelli Ferenczi, and Nachita Rosun. Toolkit 7.3: Using Dual Perspectives to Explore Concepts of Radicalization, Methods of Enhancing Social Support and Cohesion, and Uncover the Impact of Online Harms. Glasgow Caledonian University, 2025. https://doi.org/10.59019/9nkkg551.

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This toolkit uses a holistic approach to investigate the concepts of extremism and radicalisation, and to examine the barriers to social cohesion, particularly in the context of digital spaces. To this end, we interviewed 30 young people across 15 countries in our consortium and 13 practitioners engaged in deradicalisation work in Germany, France, Israel, and the UK. The aim of the interviews with young people was threefold. First, we sought to investigate experiences of marginalisation, perceived injustices, and social identity as contributing to radicalisation. We also explored how young people make sense of these mundane interactions. Third, we explored lay-beliefs in youth around radicalisation, extremism, and political violence. Six themes emerged from our interviews. First, young people saw radicalisation differently to official state, political, and academic definitions, defining it as an attitudinal phenomenon. Young people reported many negative experiences with extremist content in digital spaces, perceiving these spaces as amplifiers of minoritising processes and as inevitable places of online harms (e.g., racism, hate speech). We also found that for some participants, LGBTQIA+ and feminist movements were experienced as threats. Finally, young people elevated education as a means of countering radicalisation and the dangers of online harms. We adapted a visualisation task to explore metaphors of marginalisation by asking young people to depict how they place themselves within society; our findings illustrate shared themes of exclusion and injustices. In our interviews with practitioners, we sought to explore how social workers involved in deradicalization programs for youth understand and use in their work the key concepts in the field: radicalization and extremism. We found that practitioners understand radicalization as a process that has relatively little to do with how authorities - both national and EU - understand it. Rather than a process that occurs mainly because of the spread of threatening religious beliefs and political ideologies, practitioners saw radicalization as the result of structural factors, the neglect of social policies and social issues in societies experiencing growing inequalities, decreasing political opportunities, increasing perceptions of minorities as cultural others, and the spread of conspiracy theories due to the deterioration of public education. However, while stressing structural factors, practitioners also underlined that these are beyond their control and expressed frustration over the lack of means at their disposal. Extremism as a concept was seen as particularly unhelpful because of its inherent normativity and adoption by law enforcement agencies, making it impossible to use in their day-to-day work with young people. Practitioners stated that rather than using "official language" in their daily interactions, they prefer to talk about hate and violence, racism, right-wing extremism, and other similar concepts that are clearer to their clients while still indicating problematic behaviour. Finally, best practices for deradicalization have most often meant for our practitioners building the alternative networks and especially the trusting relationships with young people that are typical of social work in general
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Jackson, Osborne. The Impact of Market Factors on Racial Identity: Evidence from Multiracial Survey Respondents. Federal Reserve Bank of Boston, 2024. http://dx.doi.org/10.29412/res.wp.2024.13.

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Fryer, Roland. The Importance of Segregation, Discrimination, Peer Dynamics, and Identity in Explaining Trends in the Racial Achievement Gap. National Bureau of Economic Research, 2010. http://dx.doi.org/10.3386/w16257.

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McGinnity, Frances, Emma Quinn, Evie McCullough, Shannen Enright, and Sarah Curristan. Measures to combat racial discrimination and promote diversity in the labour market: a review of evidence. ESRI, 2021. http://dx.doi.org/10.26504/sustat110.

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Racial discrimination in this report is understood to mean ‘any distinction, exclusion, restriction or preference based on race, colour, descent, or national or ethnic origin’ (ICERD, Article 1). Discrimination is distinct from racial prejudice (an attitude) and stereotypes (beliefs). Discrimination can be damaging to both individuals’ life chances and their wellbeing, as well as to society (OECD, 2013; Fibbi et al., 2021). Yet discrimination is difficult to measure accurately. It is also challenging to devise measures to combat discriminatory behaviour and promote diversity. This report reviews international literature on racial discrimination in the labour market and the effectiveness of measures to combat it. The aim is to distil the evidence into a short report to inform measures addressing discrimination in the labour market, including the current development of the National Action Plan Against Racism. The focus is on specific measures that can be implemented now to address current racial discrimination in the labour market.
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Carpenter, Jan. Negotiating Meaning with Educational Practice: Alignment of Preservice Teachers' Mission, Identity, and Beliefs with the Practice of Collaborative Action Research. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.395.

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