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Journal articles on the topic 'Racial Identity Development Theory'
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1
Thompson, Chalmer E. "Helms's White Racial Identity Development (WRID) Theory." Counseling Psychologist 22, no. 4 (October 1994): 645–49. http://dx.doi.org/10.1177/0011000094224010.
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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 (February 11, 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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Moradi, Bonnie. "Advancing Womanist Identity Development." Counseling Psychologist 33, no. 2 (March 2005): 225–53. http://dx.doi.org/10.1177/0011000004265676.
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Scholars have called for increased attention to within-group variability in models and measures of identity development. As a step toward responding to these calls, the current review focuses on the womanist identity development model as a model of gender-related identity development that has been argued to be applicable to women across racial/ethnic, class, and other groups. The review provides an introduction to the womanist identity development model and its operationalization, critically analyzes literature on the model and its measurement, and explores directions for further development of womanist identity development theory and research.
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Hayes, Michael T. "A Journey through Dangerous Places: Reflections on a Theory of White Racial Identity as Political Alliance." Contemporary Issues in Early Childhood 2, no. 1 (March 2001): 15–30. http://dx.doi.org/10.2304/ciec.2001.2.1.5.
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In this article, the author develops a theory of white racial identity as a political alliance. He argues that a racial identity is inherently a social relationship that is immersed in institutional and everyday power arrangements and that formulating a racial identity is an inherently political process that involves the articulation of politically committed relationships, which are alliances. Using examples from academic literature and personal experience, the author illustrates how racial identity is articulated within the constant tension between historical and institutional structures and human agency. The implications are twofold. First, whites must acknowledge and take responsibility for the historically derived systems of privilege that place them into alliances with each other. Second, whites must also understand that reformulating a racial identity entails the development of social relationships that, because they are racial in nature, are inherently political. This means that constructing a white racial identity is a form of political action that requires a conscious effort to develop an anti-racist identity that embraces the possibility and need for social justice.
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Sladek, Michael R., Adriana J. Umaña-Taylor, Grace Oh, Mary Beth Spang, Liliana M. Uribe Tirado, Luz M. Tilano Vega, Elana R. McDermott, and Kristia A. Wantchekon. "Ethnic-racial discrimination experiences and ethnic-racial identity predict adolescents’ psychosocial adjustment: Evidence for a compensatory risk-resilience model." International Journal of Behavioral Development 44, no. 5 (March 19, 2020): 433–40. http://dx.doi.org/10.1177/0165025420912013.
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Theory and empirical evidence indicate that ethnic-racial discrimination serves as a risk factor for adolescents’ psychosocial adjustment, whereas ethnic-racial identity (ERI) development promotes positive youth adjustment and can mitigate the negative outcomes of discrimination-related risk. In Colombia, the legacies of an ethnic-racial hierarchy, mestizaje ideology (i.e., the assumption that everyone is racially mixed), and contemporary multiculturalism education reforms create a unique context for understanding adolescents’ experiences of ethnic-racial discrimination, ERI development, and their implications for psychosocial adjustment. In this study of Colombian adolescents ( N = 462; Mage = 15.90 years; 47.3% female), almost 40% of participants reported experiencing ethnic-racial-based discrimination. Experiencing more frequent ethnic-racial discrimination was associated with lower self-esteem and higher depressive symptoms, whereas higher ERI resolution (i.e., gaining sense of clarity about ethnic-racial group membership) and affirmation (i.e., feeling positively about ethnic-racial group membership) were associated with higher self-esteem and lower depressive symptoms. ERI exploration (i.e., learning history and gaining knowledge about ethnic-racial group membership) was also associated with higher self-esteem and moderated the association between discrimination and depressive symptoms, such that this association was stronger at higher compared to lower levels of ERI exploration. Findings provide novel evidence for ethnic-racial-related risk and resilience processes among Colombian youth.
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Wilson, Alex. "How We Find Ourselves: Identity Development and Two Spirit People." Harvard Educational Review 66, no. 2 (July 1, 1996): 303–18. http://dx.doi.org/10.17763/haer.66.2.n551658577h927h4.
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Psychological theorists have typically treated sexual and racial identity as discrete and independent developmental pathways. While this simplifying division may make it easier to generate theory, it may also make it less likely that the resulting theory will describe people's real-life developmental experiences. In this article, Alex Wilson examines identity development from an Indigenous American perspective, grounded in the understanding that all aspects of identity (including sexuality, race and gender) are interconnected. Many lesbian, gay and bisexual Indigenous Americans use the term "two-spirit" to describe themselves. This term is drawn from a traditional worldview that affirms the inseparability of the experience of their sexuality from the experience of their culture and community. How can this self-awareness and revisioning of identity inform developmental theory? The author offers personal story as a step toward reconstructing and strengthening our understanding of identity.
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Holcomb-McCoy, Cheryl. "Ethnic Identity Development in Early Adolescence: Implications and Recommendations for Middle School Counselors." Professional School Counseling 9, no. 2 (January 2005): 2156759X0500900. http://dx.doi.org/10.1177/2156759x0500900204.
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The influence of ethnic identity development on adolescents’ achievement, self-concept, and behaviors has been reviewed extensively in the literature. However, the role that school counselors play in enhancing middle school students’ ethnic identity development has received little attention. This article reviews the definition of ethnic identity and J. S. Phinney's (1992) model of adolescent ethnic identity development. J. E. Helms’ (1994) model of racial identity interaction theory is used as a basis for understanding how ethnic identity development may influence student-to-student and student-to-teacher interactions in middle schools. And finally, recommendations for middle school counselors are presented.
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Rieger, Alicja. "Making Sense of White Identity Development: The Implications for Teacher Education." Multicultural Learning and Teaching 10, no. 2 (September 1, 2015): 211–30. http://dx.doi.org/10.1515/mlt-2015-0009.
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AbstractThis article discusses an individualized narrative on a contribution that a White educator can add to the field of teacher education, in particular multicultural teacher education. Through sharing my individual life experiences with a process of moving from an invisible Whiteness (Clark & O’Donnell, 1999; Giroux, 1997; Helms, 1992) toward more advanced levels of multiracial and multicultural awareness, followed by a review of a theoretical model of Helms’ (1992) White Racial Identity Theory, I provide a space and a structured forum for engaging in a dialogue on the complex issues of race and Whiteness among teacher candidates.
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Thomas, Mary E. "‘I Think it's Just Natural’: The Spatiality of Racial Segregation at a US High School." Environment and Planning A: Economy and Space 37, no. 7 (July 2005): 1233–48. http://dx.doi.org/10.1068/a37209.
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In this paper I consider the performativity of racial identities and difference at a southern US high school. I utilize Butler's performativity theory along with geographic theories of race, racial difference, and racism to argue that teenage girls reinstate racial difference through their everyday spatial practices. The paper has two substantive sections in addition to the introduction and the conclusion. The first explores the segregated high school lunchroom. Here I examine two girls' narratives and suggest that these girls encounter the spatiality of racial difference in the lunchroom and repeat the practices of segregated sitting. Thus, they reinscribe racialized difference and identity through their spatial practices of sitting with same-race friends. The second substantive section focuses on girls' practices of identifying others' racial identities. In this section I argue that these identifications are spatialized and that racial difference and categorization are achieved through spatial policing and boundary making. Throughout the paper I argue that racial identity and racial difference are performative, but that performativity must account for the normative spatiality of social and racial practice.
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Tatum, Beverly. "Talking about Race, Learning about Racism: The Application of Racial Identity Development Theory in the Classroom." Harvard Educational Review 62, no. 1 (April 1, 1992): 1–25. http://dx.doi.org/10.17763/haer.62.1.146k5v980r703023.
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The inclusion of race-related content in college courses often generates emotional responses in students that range from guilt and shame to anger and despair. The discomfort associated with these emotions can lead students to resist the learning process. Based on her experience teaching a course on the psychology of racism and an application of racial identity development theory, Beverly Daniel Tatum identifies three major sources of student resistance to talking about race and learning about racism, as well as some strategies for overcoming this resistance.
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Appling, Brandee, and Shanel Robinson. "K–12 School Counselors Utilizing Critical Race Theory to Support the Racial Identity Development and Academic Achievement of African American Males." Professional School Counseling 25, no. 1_part_4 (January 1, 2021): 2156759X2110400. http://dx.doi.org/10.1177/2156759x211040043.
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This article examines the role of racial identity development in the academic achievement of African American adolescent males. Through the lens of critical race theory (CRT), we highlight how K–12 school counselors may support and enhance the schooling experiences of African American males by understanding and acknowledging how racial identity development may impact academic achievement. A focus on CRT in education emphasizes the continual persistence of racism ingrained in K–12 education located within the educational opportunities, curriculum, representation, and teacher perception of African American males. We offer insight into how school counselors may work to decrease barriers to achievement by analyzing the effect race and gender have on the identification, retention, and underachievement of their African American male students.
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Korn, Jenny Ungbha. "Black Nerds, Asian Activists, and Caucasian Dogs." International Journal of Interactive Communication Systems and Technologies 5, no. 1 (January 2015): 14–25. http://dx.doi.org/10.4018/ijicst.2015010102.
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This study focuses on modern representations of race on the Internet. As race continues to be used as a meaningful category for understanding the social world, Internet-based displays of racial membership reflect the ongoing significance of race. Concurrent with Facebook's growth in popularity has been the development in ways that racial identity has been expressed online. While Facebook has been the site of study for individual behavior, Facebook Group behavior is still understudied. The author applies the communication theory of identity and self-categorization theory to digital expressions of race as examples of cultural markers of identification. Thematic analysis is used to examine intra-racial and cross-racial variances across cultural groups that are self-identified as White/Caucasian, Black/African-American, and Asian/Asian-American. The results indicate that users of colors create online representations of race that are different and counter to those found in mass media.
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Hasberry, Abigail. "Self-Acceptance in Black and White." Education Sciences 9, no. 2 (June 18, 2019): 143. http://dx.doi.org/10.3390/educsci9020143.
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This reflective, autoethnographic qualitative case study at focus in this article is based on broader research on the experiences of Black teachers working at predominantly white and affluent private schools in the United States. It was motivated by the author/researcher’s own experiences of personal, academic, and professional racial identity development as a student, educator, parent, and educational administrator while living and working in predominantly white and affluent communities. The two main research questions this study engaged were: (1) How did the author/researcher develop her Black identity as a transracial adoptee living at the intersection of race and class; and, (2) What was the author/researcher’s journey towards her present state of racial self-acceptance and understanding? Three ancillary research questions were also engaged: (a) How did social and societal factors influence the author/researcher’s racial identity development? (b) How did the author/researcher build a support network of personal and professional community? and, (c) How was the author/researcher able to get to a place of self-love? Using Hill Collins’ (1998) intersectional analysis framework and Cross’s (1991) theory of Black racial identity development, this article explores the author/researcher’s experiences as an affluent racialized minority by unpacking lived experiences, coping strategies, and support mechanisms that led to her current professional calling.
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Clayton, Kristen. "Black-white Biracial Students’ Evaluations of Blackness: The Role of College in Shaping Racial Regard." Sociology of Race and Ethnicity 5, no. 1 (January 18, 2018): 70–84. http://dx.doi.org/10.1177/2332649217748427.
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This study explores biracial students’ racial regard, an evaluative component of racial identity that captures positive and negative feelings about the racial groups to which one belongs. Drawing on data from interviews with 62 black-white biracial students attending predominantly white institutions (PWIs) or historically black colleges and universities (HBCUs), I explore the conditions of educational contexts that promote or hinder development of positive racial regard. HBCU students highlighted the importance of college for improving their evaluations of blackness, while narratives of improved regard were rare among PWI students. Students’ evaluations of blackness and descriptions of contact with black peers support contact theory’s propositions about the type of contact likely to improve racial attitudes; specifically, I show how HBCUs can improve racial regard by facilitating institutionally supported contact between equal-status black and biracial students in the pursuit of common goals. My findings also extend contact theory by suggesting another condition of contact that can improve evaluations of blackness: contact with a heterogeneous group of black peers. These findings add to the literature on biracial identity by exploring racial regard, an understudied dimension of racial identity with important mental health implications. The findings also speak to the importance of HBCUs for fostering positive racial regard at a time when the purpose and longevity of these institutions is often questioned.
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Piper, Rebekah E. "The Power of Interactive Multicultural Read-Alouds with Elementary-Aged Children." Education Sciences 9, no. 2 (June 18, 2019): 141. http://dx.doi.org/10.3390/educsci9020141.
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Racial identity development in young children is influenced by interactions with teachers and curriculum in schools. This article, using the framework of critical race theory, critical literacy, and critical pedagogy, explores how three elementary-aged Black children view their own identity development. Specifically, observing how children interact with Movement-Oriented Civil Rights-Themed Children’s Literature (MO-CRiTLit) in the context of a non-traditional summer literacy program, Freedom Schools, to influence their Black identity. Professional development and preservice teacher preparation are needed to support teachers as they navigate through learning about pedagogical practices that increase student engagement.
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Gibson, Cynthia M. "Empowerment Theory and Practice with Adolescents of Color in the Child Welfare System." Families in Society: The Journal of Contemporary Social Services 74, no. 7 (September 1993): 387–96. http://dx.doi.org/10.1177/104438949307400701.
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As more abused and neglected children, many of whom are minorities, are committed to state custody, child welfare workers and other helping professionals have begun to take a closer look at issues of race and power and how each affects the quality and quantity of services offered. Professionals have sounded a call for a renewed focus on the special needs of minority children as well as for the development and utilization of an empowerment-based model of practice. The author explores how this model might be applied to work with adolescents of color and how it can help to facilitate the development of racial identity, which some believe to be inseparable from core identity, in minority adolescents.
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Cerezo, Alison, Mariah Cummings, Meredith Holmes, and Chelsey Williams. "Identity as Resistance: Identity Formation at the Intersection of Race, Gender Identity, and Sexual Orientation." Psychology of Women Quarterly 44, no. 1 (September 30, 2019): 67–83. http://dx.doi.org/10.1177/0361684319875977.
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Although the concept of intersectionality has gained widespread attention in psychological research, there remains a significant gap related to the impact of intersectionality on identity formation for persons negotiating multiple minority statuses. This gap is especially pronounced among sexual and gender expansive women of Latinx and African American descent—two groups that face disparate personal and public health risks but are largely ignored in the research literature. In response to this gap, we carried out a qualitative study using constructivist grounded theory with 20 Latinx and African American sexual minority, gender expansive women to understand participants’ experiences of forming an intersectional social identity. Following an exploration of identity formation related to the specific domains of race, gender identity, and sexual orientation, we prompted participants to consider how each of the specified identity domains impacted the formation and experience of an overall intersectional identity (e.g., how racial position impacted gender identity and/or sexual identity formation). Findings revealed four major themes that were critical in identity formation: (a) family and cultural expectations, (b) freedom to explore identity, (c) the constant negotiation of insider/outsider status, and (d) identity integration as an act of resistance. Implications for future research and psychological services are discussed.
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Cerezo, Alison, Benedict T. McWhirter, Diana Peña, Marina Valdez, and Cristina Bustos. "Giving Voice: Utilizing Critical Race Theory to Facilitate Consciousness of Racial Identity for Latina/o College Students." Journal for Social Action in Counseling & Psychology 5, no. 3 (July 20, 2018): 1–24. http://dx.doi.org/10.33043/jsacp.5.3.1-24.
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The purpose of this manuscript is to describe the development and implementation of the Latina/o Educational Equity Project (LEEP), a pilot program designed to facilitate critical consciousness of race in higher education for Latina/o college students. Consistent with our values in social justice, we developed LEEP with the belief that increased critical consciousness would result in students’ recognition of the power dynamics at work in predominately White universities (PWI), increased strength and resilience in being able to negotiate such a context, and improved ability to make the connection between college completion to the upward mobility of their local communities and communities of origin. Elsewhere we present the specific outcomes of this brief intervention (Cerezo & McWhirter; 2012) our focus here is to describe how we used Critical Race Theory (CRT) as a guiding framework to develop various aspects of the program that we implemented in three PWI settings.
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Javadi, Yaghoob, and Mozhdeh Tahmasbi. "Application of Sociocultural Identity Theory to Education in EFL Textbooks Development." Theory and Practice in Language Studies 10, no. 5 (May 1, 2020): 536. http://dx.doi.org/10.17507/tpls.1005.07.
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The present study aims to use Sociocultural Identity theory to education with reference to teaching and learning English as a second language in the EFL textbooks development. The findings of this study revealed that there is a need to use the cultural sensitive and context-appropriate materials in the EFL textbooks. It is urgent to teaching materials correspond with the learners’ attitudes, religious opinions and preferences. Because, textbook is not only a commercially accessible reference book which is utilized in a language teaching program, it additionally serves as a significant way to convey political and ideological orientation. Moreover, textbooks decide not only content teaching and learning environments, but also what dominant or valid culture is passed on. Then one goal of textbooks is to serve as a means of facilitating the integration of content about ethnically, racially and culturally diverse individuals. To this end, textbook writers should avoid cultural inequalities and prejudices that learners can absorb in their learning, and have a balanced representation of social / cultural components such as ethnicity, gender, and race.
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Wilcox-Archuleta, Bryan. "Local Origins: Context, Group Identity, and Politics of Place." Political Research Quarterly 71, no. 4 (May 14, 2018): 960–74. http://dx.doi.org/10.1177/1065912918772933.
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In-group identity is particularly important in understanding political behavior among minority populations living in the United States. Despite its importance, we know relativity little about what explains variation in perceptions of group identity among U.S.-based minority groups. I develop a theoretical framework drawing extensively for social identity theory to explain development of in-group identities among Latinos in the United States. I suggest the availability of neighborhood-level ethnic stimuli increases the likelihood that Latinos will come to see themselves a part of pan-ethnic group rather than a unique individual. I use the 2008 Collaborative Multi-Racial Political Survey (CMPS), a nationally representative public opinion poll of registered voters with oversamples of Latino respondents. I find that the availability of ethnic stimuli positively associates with stronger perceptions of group identity among Latinos. Latinos who live in contexts rich with ethnic stimuli and cues are more likely to adopt in-group identities than those who live in environments lacking ethnically salient resources.
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Polk, Saanà A., Nicole Vazquez, Mimi E. Kim, and Yolanda R. Green. "Moving From Multiculturalism to Critical Race Theory Within a School of Social Work." Advances in Social Work 21, no. 2/3 (September 23, 2021): 876–97. http://dx.doi.org/10.18060/24472.
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The continued presence of racism and white supremacy has risen to a crisis level as today’s global pandemic, police abuse targeting Black, Indigenous and other people of color (BIPOC) communities, and mass urban uprisings rock the nation. This article presents a case study of a West Coast school of social work that has carried out a five-year systematic campaign to move all levels of the program beyond a multicultural orientation towards critical race theory. This study reveals the results of a self-organized cross-racial committee within a school of social work, motivated by an ambitious goal to implement a racial justice orientation throughout the school’s personnel, practices, policies, and curricula. The committee has been further characterized by its commitment to engage across the power-laden divisions of field faculty, tenure track faculty, and administrative staff. The article offers documented stages of development, narratives from across differences of identity and professional role, and thick descriptions of strategies that led to the adoption and infusion of an intersectional critical race analysis throughout the school’s curricula. The organic development of the campaign and the leveraging of opportunities throughout the campus and across campuses offer important lessons for other schools of social work undergoing transformational change.
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Davis, Stephanie C., Patrick J. Leman, and Martyn Barrett. "Children's implicit and explicit ethnic group attitudes, ethnic group identification, and self-esteem." International Journal of Behavioral Development 31, no. 5 (September 2007): 514–25. http://dx.doi.org/10.1177/0165025407081461.
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An increasing amount of research explores how children distinguish different aspects of ethnic group attitudes. However, little work has focused on how these aspects tie in with other social and psychological processes. In the present study, 112 black and white children aged 5-, 7- and 9-years completed tests of implicit and explicit ethnic group attitudes, racial and ethnic identification, and self-esteem. Whereas all children exhibited coherent identification with ethnicity defined in terms of family ancestry, only black children identified with ethnicity as defined by racial colour terms. There were no differences in black and white children's self-esteem. Children from both ethnic groups stereotyped only the black character. This stereotyping was stable with age. Positivity was greater towards the black than the white target on implicit and explicit tasks. Negativity towards the white target was evidenced on the implicit task. Positivity, but not stereotyping, was greater on the explicit task compared with the implicit task. Black but not white children's in-group identification was associated with implicit in-group stereotypes. Self-esteem was related to in- and out-group stereotyping and positivity for white but not black children. The implications of these results for social identity development theory and social identity theory are discussed.
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Dana, Richard H. "Multicultural Assessment of Personality and Psychopathology in the United States: Still Art, Not Yet Science, and Controversial." European Journal of Psychological Assessment 14, no. 1 (January 1998): 62–70. http://dx.doi.org/10.1027/1015-5759.14.1.62.
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This paper describes the status of multicultural assessment training, research, and practice in the United States. Racism, politicization of issues, and demands for equity in assessment of psychopathology and personality description have created a climate of controversy. Some sources of bias provide an introduction to major assessment issues including service delivery, moderator variables, modifications of standard tests, development of culture-specific tests, personality theory and cultural/racial identity description, cultural formulations for psychiatric diagnosis, and use of findings, particularly in therapeutic assessment. An assessment-intervention model summarizes this paper and suggests dimensions that compel practitioners to ask questions meriting research attention and providing avenues for developments of culturally competent practice.
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Sussman, Joshua, A. Alexander Beaujean, Frank C. Worrell, and Stevie Watson. "An Analysis of Cross Racial Identity Scale Scores Using Classical Test Theory and Rasch Item Response Models." Measurement and Evaluation in Counseling and Development 46, no. 2 (April 2013): 136–53. http://dx.doi.org/10.1177/0748175612468594.
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Drucker, Peter. "The Fracturing of LGBT Identities under Neoliberal Capitalism." Historical Materialism 19, no. 4 (2011): 3–32. http://dx.doi.org/10.1163/156920611x606412.
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AbstractHistorians have linked the emergence of contemporary lesbian/gay identities to the development of capitalism. A materialist approach should also look atdifferentforms of sexual identity, and their connections with specific phases of capitalist development. Marxist long-wave theory can help us understand how the decline of Fordism contributed to shifts in LGBT identities, speeding the consolidation of gay identity while fostering the rise of alternative sexual identities. These alternative identities, sometimes defined as ‘queer’, characterised by sexual practices that are still stigmatised, by explicit power-differentials and above all by gender-nonconformity, are particularly common among young and disadvantaged working-class strata. The growing diversity of identities is a challenge to any gay universalism that neglects class, gender, sexual, racial/ethnic and other differences, to the currently dominant forms of lesbian/gay organising, and ultimately to the prevailing division of human beings into gay and straight.1
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Gay, Claudine, Jennifer Hochschild, and Ariel White. "Americans' Belief in Linked Fate: Does the Measure Capture the Concept?" Journal of Race, Ethnicity, and Politics 1, no. 1 (March 2016): 117–44. http://dx.doi.org/10.1017/rep.2015.3.
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AbstractFor decades, scholars have attributed Black Americans' unified political and policy views, despite growing internal class and status differences, to a strong perception of linked fate. In recent years, the concept has been measured in other racial and ethnic groups and with regard to gender, but not applied to social statuses such as class or religion. Without broad comparisons across groups and different statuses, however, one cannot determine the appropriate empirical test or most distinctive correlates of this canonical construct. Using a new national survey, we examine Americans' views of linked fate by race or ethnicity, and also by gender, class, or religion. We find expressions of linked fate to be similar across racial or ethnic groups, robust to experimental manipulation, and as strong for class as for racial or ethnic identity. Intra-individual correlations on linked fate items are very high, while a sense of linked fate is rarely associated with political views or political participation. Expressions of linked fate are not always closely related to feelings of closeness to one's group or perceptions of discrimination against that group. We speculate on the broader meaning of responses to this standard item, and conclude that the enormously fruitful theory of racial linked fate is due for further conceptual development and empirical experimentation.
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Sims, Jennifer Patrice, and Remi Joseph-Salisbury. "“We Were All Just the Black Kids”: Black Mixed-Race Men and the Importance of Adolescent Peer Groups for Identity Development." Social Currents 6, no. 1 (September 19, 2018): 51–66. http://dx.doi.org/10.1177/2329496518797840.
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While critical Mixed-Race studies (CMRS) has paid attention to the intersections of race, gender, and sexuality in sampling and analysis, most studies disproportionately focus on women. This means that generalizability of findings and theories to men should not become axiomatic. Regarding black Mixed-Race people, for example, the theory that rejection from black people is influential for many black Mixed-Race individuals’ identity development is derived from interviews with mainly women. Explicitly noting that these processes are not as applicable for men, yet offering no accompanying theorizing as to the influence of gendered interactions on men’s racial identity development, appears to have become the standard. Therefore, bringing together data from two studies that explored black mixedness in the United States and the United Kingdom, this article joins a nascent literature on the gendered experiences of Mixed-Race men. Our analysis shows that, unlike black Mixed-Race women, black Mixed-Race men’s mixedness is often constructed as compatible with the heteronormative gender identities that are constituted in racialized peer groups. As such, black Mixed-Race men are able to cultivate a sense of strategic sameness with same gender black peers. This and other findings are discussed in light of their implications for CMRS’s intersectional theories of identity development.
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Shields, Juliet. "Savage and Scott-ish Masculinity in The Last of the Mohicans and The Prairie: James Fenimore Cooper and the Diasporic Origins of American Identity." Nineteenth-Century Literature 64, no. 2 (September 1, 2009): 137–62. http://dx.doi.org/10.1525/ncl.2009.64.2.137.
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This essay reassesses James Fenimore Cooper's literary relationship to Walter Scott by examining the depiction of Scots in The Last of the Mohicans (1826) and The Prairie (1827). Read as companion texts, these novels represent the imperial migrations of Scots as a cause of Native Americans' unfortunate, but for Cooper seemingly inevitable, eradication. They also trace the development of an American identity that incorporates feudal chivalry and savage fortitude and that is formed through cultural appropriation rather than racial mixing. The Last of the Mohicans' Scottish protagonist, Duncan Heyward, learns to survive in the northeastern wilderness by adopting the Mohicans' savage self-control as a complement to his own feudal chivalry; in turn, The Prairie's Paul Hover equips himself for the challenges of westward expansion by adopting both the remnants of this chivalry and the exilic adaptability and colonial striving that Cooper accords to Scots. I suggest that the cultural appropriation through which Heyward and Hover achieve an American identity that incorporates Scottish chivalry and savage self-command offers a model for the literary relationship between Cooper's and Scott's historical romances. The Leatherstocking Tales borrow selectively from the Waverely Novels, rejecting their valorization of feudal chivalry while incorporating their representation of cultural appropriation as a mechanism of teleological social development.
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Rocha, Zarine L., and Brenda S. A. Yeoh. "Tracing Genealogies of Mixedness: Social Representations and Definitions of “Eurasian” in Singapore." Genealogy 5, no. 2 (May 17, 2021): 50. http://dx.doi.org/10.3390/genealogy5020050.
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Social representations theory provides a key lens through which to approach mixed racial and ethnic identities. The concept and contextual histories of “mixedness” highlight how meanings are ascribed and constructed, and social representations of mixed identities shape and are shaped by what it means to be mixed. This paper explores mixedness in Singapore from a social representations perspective, drawing out and comparing the state representations of the Eurasian community, and social experiences of mixedness. Utilizing data from 30 interviews with participants who self-describe as Eurasian, the paper explores the interactions between historical and contemporary state representations of mixedness and popular representations of Eurasians as a mixed racial/ethnic group in the diverse and racialized context of Singapore. By tracing the genealogy of Eurasian identity (and mixedness) in this context, it contributes to the theoretical development around social representations of mixedness, and how the constructed realities of singular and/or mixed identities interact and develop.
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Gordon, Steven Lawrence. "Understanding semantic differential measures in modern South Africa: attitudes of Black Africans towards White South Africans." South African Journal of Psychology 48, no. 4 (September 28, 2017): 526–37. http://dx.doi.org/10.1177/0081246317725921.
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The future success of South Africa’s unique democracy depends on the development of harmonious race relations. Understanding the factors underlying the country’s interracial attitudes is, consequently, important. Social identity theory suggests that Black African attitudes towards White people are connected to their evaluations of South Africa’s other racial minorities. This thesis seems counterintuitive given that White people are associated with a long history of political, economic, and social oppression in the collective memory of many Black African communities. Nationally representative data from the South African Social Attitudes Survey were used to validate the thesis that Black Africans’ evaluations of White people correlated with their assessments of other racial groups. Pairwise correlation analysis was employed to test the article’s hypothesis. The results presented in this article showed that Black Africans’ evaluations towards the White minority correlated with their evaluations of other racial minorities in South Africa. Multivariate analysis, specifically a standard (ordinary least squares) linear regression, was used to confirm the bivariate analysis. Black Africans’ attitudes towards White people were strongly correlated with attitudes towards the country’s two other major racial minorities. This finding held even controlling for contact with White people as well as a range of socio-economic characteristics. The outcomes of this article invite closer examination of the factors that underlie the generality of outgroup evaluations among South Africa’s Black African majority.
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Edge, Karen, Katherine Descours, and Laura Oxley. "Generation X leaders from London, New York and Toronto." Educational Management Administration & Leadership 45, no. 5 (July 7, 2017): 863–83. http://dx.doi.org/10.1177/1741143217717278.
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Inspired by scholarly calls to focus more intently on the influence of context on leaders’ construction and negotiation of identity, this paper draws on evidence from our Economic and Social Research Council (ESRC) project in London, New York City and Toronto. Throughout the paper, we strive to illuminate how the city-based context influences how race/ethnicity is experienced and described. We use social identity theory, organisational fit and in-group prototypes to frame school leaders’ explicit discuss race/ethnicity when reflecting on identity. We describe our data gathering process using our Professional Identity card-sort Tool, which guided leaders’ reflections on identity. The analysis details how we extracted and interpreted evidence from leaders who were explicit about the interrelationship between their own personal racial/ethnic identification and its alignment or misalignment with their school-level communities. We explore how different city contexts influence leader experience of in-groups and out-groups and the related leadership challenges and opportunities. In conclusion, we reflect on the influence that structures, policies and communities have on how leaders experience identity and the possible implications for their work. We also explore the value of attending to potential context-based identity-driven experiences for school leader development and support.
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López, Marissa. "The Difference latinidad Makes." American Literary History 31, no. 1 (December 21, 2018): 104–21. http://dx.doi.org/10.1093/alh/ajy044.
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AbstractThis essay-review examines three recent works in the study of Chicanx literature, Robert Con Davis-Undiano’s Mestizos Come Home!: Making and Claiming Mexican American Identity (2017), Karen Roybal’s Archives of Dispossession: Recovering the Testimonios of Mexican American Herederas, 1848–1960 (2017), and María Josefina Saldaña-Portillo’s Indian Given: Racial Geographies across Mexico and the United States (2016). López is primarily concerned with how the books position themselves in relation to broader discussions around latinidad. She structures her investigation around three main axes: racial discourse, intersections of politics and form, and periodization in literary studies. The books, she argues, trace an aesthetic and political trajectory leading from concerns over representation and canon formation to wholesale interrogations of genre and political action. López reads this trajectory in the context of theoretical developments in Critical Ethnic studies that privilege difference over diversity.
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Gurin, Patricia, Eric Dey, Sylvia Hurtado, and Gerald Gurin. "Diversity and Higher Education: Theory and Impact on Educational Outcomes." Harvard Educational Review 72, no. 3 (September 1, 2002): 330–67. http://dx.doi.org/10.17763/haer.72.3.01151786u134n051.
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In the current context of legal challenges to affirmative action and race-based considerations in college admissions, educators have been challenged to articulate clearly the educational purposes and benefits of diversity. In this article, Patricia Gurin, Eric Dey, Sylvia Hurtado, and Gerald Gurin explore the relationship between students' experiences with diverse peers in the college or university setting and their educational outcomes. Rooted in theories of cognitive development and social psychology, the authors present a framework for understanding how diversity introduces the relational discontinuities critical to identity construction and its subsequent role in fostering cognitive growth. Using both single- and multi-institutional data from the University of Michigan and the Cooperative Institutional Research Program, the authors go on to examine the effects of classroom diversity and informal interaction among African American, Asian American, Latino/a, and White students on learning and democracy outcomes. The results of their analyses underscore the educational and civic importance of informal interaction among different racial and ethnic groups during the college years. The authors offer their findings as evidence of the continuing importance of affirmative action and diversity efforts by colleges and universities, not only as a means of increasing access to higher education for greater numbers of students, but also as a means of fostering students' academic and social growth.
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Dowd, Alicia C., Jenny H. Pak, and Estela Mara Bensimon. "The Role of Institutional Agents in Promoting Transfer Access." education policy analysis archives 21 (February 25, 2013): 15. http://dx.doi.org/10.14507/epaa.v21n15.2013.
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A growing body of research points to the important role played by “institutional agents” in facilitating college access and success for students from non-dominant racial-ethnic and low socioeconomic status groups. Applying attachment theory, this study adds to that literature by demonstrating how institutional agents can provide a secure base, in a psychological sense, for such low-status college students in the United States to make successful postsecondary transitions and develop collegiate identities. Based on the life stories of 10 low-status students who successfully transferred from a community college to a selective college or university, our narrative analysis depicts the students’ collegiate identity development and how college practitioners in positions of authority were instrumental in raising their collegiate aspirations. The results demonstrate the role of college practitioners in facilitating students’ postsecondary transitions and warrant the professional development of faculty and administrators as institutional agents. We conclude by providing resources for practitioners to develop their professional knowledge and capacity to act as institutional agents.
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Davis Tribble, BreAnna L., Samuel H. Allen, John R. Hart, Tiffany S. Francois, and Mia A. Smith-Bynum. "“No [Right] Way to Be a Black Woman”: Exploring Gendered Racial Socialization Among Black Women." Psychology of Women Quarterly 43, no. 3 (March 4, 2019): 381–97. http://dx.doi.org/10.1177/0361684318825439.
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Using the theoretical lenses of intersectionality and racial-ethnic socialization, we conducted a focus group study with 29 Black women. We analyzed transcripts via a grounded theory approach for the sources of messages about skin color and hair and for participants’ responses to these messages. Family members were the primary source of messages about skin color and hair. Peers and the media also communicated such messages. Messages ranged from endorsement of Western standards of beauty to an embrace of darker skin colors and natural hair texture. Rather than serving as passive recipients of messages, participants sifted through and reconciled messages with varying degrees of resolution. Their accounts reflected their intersectional experiences as Black women representing a variety of physical attributes. We discuss the influence of these physical attributes on their individual racial-gender identity development in light of a second burgeoning Black hair movement in the United States, that embraces Black natural hair. Findings may help families and others build understanding of, and increase sensitivity toward, the intra- and interpersonal implications of colorism for Black women. Findings may also inform institutional policies (e.g., school, work) and practices to reduce barriers and improve consequences for the Black women navigating these settings.
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Milosavljević, Monika. "Ludwik Fleck’s concepts slicing through the Gordian Knot of Serbian Archaeology." Transversal: International Journal for the Historiography of Science, no. 1 (December 29, 2016): 88. http://dx.doi.org/10.24117/2526-2270.2016.i1.11.
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This article delves into the work of a researcher group based around the Center for Theoretical Archaeology in Belgrade (2007 – present) and the path they have taken to establish a foundation for further archaeological development within Serbia. This process illuminates the conceptual tools Fleck originally formulated - thought collectives, thought style, proto-ideas – which have played a significant role in the deconstruction of the concept of scientific fact and in the historicization / socialization of the theory of knowledge. For the Serbian archaeological community, one of the most fiendish aspects has been the ever present correlation between the field and the construction of a national identity - an especially painful theme for the postwar Balkans whose borders are still imprecisely defined. Hence, this work pays special attention to long held beliefs of ethnicity, ethnogenesis and continuity, emanating from outdated racial anthropology, but unfortunately still held as fact in Serbian archaeology.
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Кючуков, Хрісто, and Сава Самуїлов. "Language Use and Identity Among Migrant Roma." East European Journal of Psycholinguistics 6, no. 1 (June 30, 2019): 47–57. http://dx.doi.org/10.29038/eejpl.2019.6.1.hky.
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The paper presents the issue of language use and identity among Muslim Roma youth from Bulgaria, living in Berlin, Germany. Interviews with a structured questionnaire on language use and identity was conducted with Bulgarian Muslim Roma living in Berlin, Germany. The results showed that, in order to be accepted by the German Turks, Bulgarian Muslim Roma youth change their language use and identity from Muslim Roma to a new identity - Bulgarian “Osmanli” Turks. The findings showed that the change of language and identity among young Roma in this study served as strategies for integration and acceptance in the German society.
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Ginorio, Angela B., and Lorraine J. Martínez. "Where are the Latinas?" Psychology of Women Quarterly 22, no. 1 (March 1998): 53–68. http://dx.doi.org/10.1111/j.1471-6402.1998.tb00141.x.
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The inclusion of scholarship about Latinas into psychology courses is considered by answering two questions: (1) How do we evaluate the scholarship that should be included? (2) What factors should be considered for inclusion? To answer the first question on the evaluation of scholarship, six criteria are presented. The factors to be considered for the inclusion of scholarship about Latinas are illustrated in a discussion of three topics that are often presented in introductory psychology courses: identity, gender role socialization, and educational achievement and aspirations. Our discussion questions the validity of the conceptualization of these three topics when Latinas and other ethno-racial groups are excluded and offers evidence of the possibilities for clarification and expansion of theory and knowledge when they are included.
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SWANSON, DENA PHILLIPS, MARGARET BEALE SPENCER, VINAY HARPALANI, DAVIDO DUPREE, ELIZABETH NOLL, SOFIA GINZBURG, and GREGORY SEATON. "Psychosocial development in racially and ethnically diverse youth: Conceptual and methodological challenges in the 21st century." Development and Psychopathology 15, no. 3 (August 1, 2003): 743–71. http://dx.doi.org/10.1017/s0954579403000361.
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As the US population becomes more diverse in the 21st century, researchers face many conceptual and methodological challenges in working with diverse populations. We discuss these issues for racially and ethnically diverse youth, using Spencer's phenomenological variant of ecological systems theory (PVEST) as a guiding framework. We present a brief historical background and discuss recurring conceptual flaws in research on diverse youth, presenting PVEST as a corrective to these flaws. We highlight the interaction of race, culture, socioeconomic status, and various contexts of development with identity formation and other salient developmental processes. Challenges in research design and interpretation of data are also covered with regard to both assessment of contexts and developmental processes. We draw upon examples from neighborhood assessments, ethnic identity development, and attachment research to illustrate conceptual and methodological challenges, and we discuss strategies to address these challenges. The policy implications of our analysis are also considered.
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Hee-Kyung Lim, Hye-Jin Kwon,. "A Study on the Prospects of the Korea Beauty Industry." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 5 (April 11, 2021): 382–86. http://dx.doi.org/10.17762/turcomat.v12i5.969.
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The development of IT industry is playing an important role in the prevention of the COVID-19 infection in Korea. The development of IT industry is used in various fields. The beauty industry in the era of the 4th Industrial Revolution can identify the racial, regional and individual characteristics of customers through the use of big data with the AI system. It is also expected that such development will bring a change in the creation of new jobs and occupations in the service industry. Therefore, it is necessary to establish an environment that enables the development of nurturing education and creativity of outstanding individuals who will lead new business trends. In addition, a beauty-related industry that can meet the desire of new elderly consumers throughout the society is required. It is expected that the beauty industry in Korea will require a service that combines self-development, convenience and plays for companies, workers and consumers in future.
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Thomann, Catharine R. B., and Karen L. Suyemoto. "Developing an Antiracist Stance: How White Youth Understand Structural Racism." Journal of Early Adolescence 38, no. 6 (February 12, 2017): 745–71. http://dx.doi.org/10.1177/0272431617692443.
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This qualitative study explored how White youth understand structural racism on an abstract and personalized level and the process of developing these understandings. Structural racism encompasses both institutional racism and the broader effects of racism embedded within social structures. Semistructured interviews were conducted with 16 White youth in seventh or eighth grade in a suburban school. Grounded theory qualitative analysis indicated that developing structural racism understanding for White youth involved a process of (a) developing an initial understanding of the existence and meaning of structural racism, (b) reflecting on this awareness independently and with others, (c) developing emotional connections to these issues (sympathy), (d) developing perspective taking skills and empathy, and (e) engaging and struggling with one’s identity as a White person. Results also provided support for the importance of parental racial socialization practices and multicultural antibias education in the process of developing structural racism understanding for White youth.
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León, Federico R., and Fanny Barrantes. "Mining managers’ causal attributions of socio-environmental conflicts and intergroup perceptions." Interdisciplinaria Revista de Psicología y Ciencias Afines 38, no. 2 (January 19, 2021): 25–40. http://dx.doi.org/10.16888/interd.2021.38.2.2.
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The unprecedented mining boom of the 1990s in Latin America may or may have not contributed to socioeconomic development in the region, but it has certainly been accompanied by increased socio-environmental conflicts. Economists and sociologists have developed taxonomies for such conflicts and have attempted to explain them based on theories of resource mobilization, rational options, social cohesion, and identity construction applied to settings of generally extreme poverty. This study developed and tested psychological hypotheses based on personal values, attribution theory, reputational concern of the firm, intergroup threat theory, and UV radiation theory entailing mining managers’ reactions to socio-environmental conflicts in Peru and effects of latitude and altitude. Forty-three Corporate Social Responsibility managers of the 49 mining corporations registered in the Society of Mining, Petroleum, and Energy of Peru filled-in a 20-minute questionnaire in the presence of one of the investigators at company offices (December 2017). 100 % of respondents were male, most of them middle-aged. A 3-factor structure of political, economic, and ecological concerns sustained the attributions of cause whereas mine’s surrounding populations were perceived as moral, incompetent, and positive; in balance, these perceptions represent favorable conditions for conflict resolution. However, contrary to expectations, firm’s experience of socio-environmental conflicts was not associated with these outcomes. Rather, geography emerged as a moderator of the relationship between the level of socio-environmental conflict experienced and managers’ perceptions of the surrounding populations. These results suggest that mining managers more affected by socio-environmental conflict strengthened racial stereotypes in response to the external challenge.
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Waymer, Damion, and Kenon A. Brown. "Significance of race in the US undergraduate public relations educational landscape." Journal for Multicultural Education 12, no. 4 (November 12, 2018): 353–70. http://dx.doi.org/10.1108/jme-06-2017-0036.
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Purpose The purpose of this study is to address a practical question and problem: what can explain the small number of underrepresented racial and ethnic practitioners in the public relations industry? By placing race at the center of this study via critical race theory, the authors sought to answer the previously mentioned practical question. The authors focused on the undergraduate environment as a pipeline to the profession. The goal was to determine whether issues of race in the undergraduate public relations environment played a role in students’ ability to succeed in their public relations coursework and in their ability to secure internships, network with professionals, etc. Design/methodology/approach The authors interviewed 22 practitioners with five or fewer years of industry experience. The authors used email interviews to gather data from young professionals. Although email interviews are impersonal in nature, because of a lack of the use of social cues and non-verbal communication (Hunt & McHale, 2007), email interviews are more cost-effective, expand the range of participants that one could interview, and this method allows participants to reflect longer on their answers, which could result in more detail – whereby participants might share information they would not normally share face-to-face. Findings The findings reveal that half of the Latina, African American and Asian American participants noted that being underrepresented was not necessarily a hindrance to their academic success; rather, being underrepresented was uncomfortable for them at times, as they believed they had to prove themselves more than whites. Additional findings reveal that in terms of developing social skills for the profession, participants did not experience negative or positive effects of race. Findings are used to gain insight into how to increase diversity in the profession and to gauge the extent to which racial identity plays a role in public relations students’ collegiate development. Originality/value This study asks racially and ethnically underrepresented applied communication students to reflect on their experiences as undergraduates as a means of refining the undergraduate educational experience to make that experience more attractive for and conducive to academic success for current and future underrepresented applied communication undergraduate students. It's a first of its kind in that regard.
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Anderson, Brittany N. "“See Me, See Us”: Understanding the Intersections and Continued Marginalization of Adolescent Gifted Black Girls in U.S. Classrooms." Gifted Child Today 43, no. 2 (March 18, 2020): 86–100. http://dx.doi.org/10.1177/1076217519898216.
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In current research and theoretical models that address racial inequity or gender disparities in gifted education, there is a missing narrative around high-achieving/gifted Black girls and their experiences, as well as their disproportionate underrepresentation in gifted programming, services, and Advanced Placement (AP) courses. This article highlights literature on adolescent gifted Black girls, in addition to exploring barriers and issues of marginalization that constrain the talent identification and development of this population. The study explores the narratives of gifted Black women and explores their counternarratives using Critical Race Theory and Frasier’s Talent Assessment Profile (F-TAP) framework. The article urges educators to use an intersectional lens to understand and address the needs of adolescent gifted Black girls, and provides practical tools to identify and develop talent.
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Fears, Barbara A. "Race, Disability and COVID-19: A DisCrit Analysis of Theological Education." Religions 12, no. 1 (January 7, 2021): 35. http://dx.doi.org/10.3390/rel12010035.
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The coronavirus pandemic of 2020 has generated public debate and private discussion about systemic racism in contemporary U.S. society and the ill preparedness and misdirected focus of clergy responding to this crisis. Later research will reveal reasons trained clergy called denominational offices, requesting assistance to address the needs of patients and parishioners, and initiated lawsuits demanding to gather for worship against medical advice and government mandates. While theological educators cannot anticipate every emergency awaiting graduates, U.S. history records national crises (i.e., hurricanes, mass shootings, BLM protests, etc.) that repeat. Practical theology course offerings, course content and course assignments, therefore, should be designed to prepare students to lead in anticipation of personal and communal tragedies. As professors introduce students to theory/theorists, we must also create space for the development of critical consciousness about and praxis for: problem solving, advocacy, race relations, relationship building, crisis management, identity politics, privilege, implicit curriculums and race-based disparities in health care, policing, religion, education, etc. Critical Race Theorists assert that this nation’s colonial past still plagues contemporary behaviors, employing the framework of Disability Studies and CRT (Dis/Crit), I analyze theological education to address what has been identified as racial paterfamilias in the institution, which may explain our colonial/capitalist response to COVID-19.
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Smith, Elsie M. J. "Black Racial Identity Development." Counseling Psychologist 17, no. 2 (April 1989): 277–88. http://dx.doi.org/10.1177/0011000089172007.
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Johnson, Alandis A., and Stephen John Quaye. "Queering Black Racial Identity Development." Journal of College Student Development 58, no. 8 (2017): 1135–48. http://dx.doi.org/10.1353/csd.2017.0090.
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Hamel, Lauren M., Louis Penner, Elisabeth I. Heath, Dina Lansey, Michael Anthony Carducci, Terrance Lynn Albrecht, Ellen Barton, Mark A. Manning, Mark Wojda, and Susan Eggly. "Development of a patient question prompt list to improve communication and clinical trial enrollment in a diverse patient population." Journal of Clinical Oncology 35, no. 8_suppl (March 10, 2017): 143. http://dx.doi.org/10.1200/jco.2017.35.8_suppl.143.
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143 Background: Few patients, especially racial/ethnic minorities, enroll in clinical trials (CT), in part due to patient-oncologist communication. Question prompt lists (QPLs) improve communication, but have not been tested in CT discussions in a diverse patient population. We describe the development and acceptability of a theory-based QPL to improve communication and enrollment of White and Black men in prostate cancer CTs. Methods: Two existing QPLs were adapted by a team of communication scientists, psychologists, clinicians and patients. Guiding theories were the common ingroup identity model, which suggests people from different social groups can better achieve goals when they are on the same team, and patient-centered communication, which suggests that patient active participation improves clinical communication. The revised QPL included text to encourage patients to see themselves and their oncologist as a team, and 33 questions about CTs to encourage patients to participate actively in clinical interactions that include a CT discussion. To test acceptability, we recruited 15 Black or White men currently enrolled in a prostate cancer CT at an urban comprehensive cancer center. We asked patients to provide feedback on the QPL, to endorse which questions were most important, and for suggested improvements. Results: Patients participated anonymously. All patients said the QPL would be useful. Four patients reported liking the graphics/layout. Six patients reported liking the team text, but one commented that it was unnecessary. Three patients liked that the QPL included many questions, several of which they had not thought to ask when they discussed a CT with their oncologist. Ten patients endorsed the questions they thought were important to ask (M = 24 questions, SD = 9). The most frequently endorsed questions were what is already known about this treatment and how serious are the side effects? Conclusions: Patients found the QPL to be acceptable and useful. The QPL was revised according to patient feedback. We are testing the revised QPL's influence on patient-oncologist communication about CTs, patient understanding of CTs offered, and patient decisions to enroll in a CT.
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Joseph, Rodney P., Colleen Keller, Sonia Vega-López, Marc A. Adams, Rebekah English, Kevin Hollingshead, Steven P. Hooker, Michael Todd, Glenn A. Gaesser, and Barbara E. Ainsworth. "A Culturally Relevant Smartphone-Delivered Physical Activity Intervention for African American Women: Development and Initial Usability Tests of Smart Walk." JMIR mHealth and uHealth 8, no. 3 (March 2, 2020): e15346. http://dx.doi.org/10.2196/15346.
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Background Smart Walk is a culturally relevant, social cognitive theory–based, smartphone-delivered intervention designed to increase physical activity (PA) and reduce cardiometabolic disease risk among African American (AA) women. Objective This study aimed to describe the development and initial usability testing results of Smart Walk. Methods Smart Walk was developed in 5 phases. Phases 1 to 3 focused on initial intervention development, phase 4 involved usability testing, and phase 5 included intervention refinement based on usability testing results. In phase 1, a series of 9 focus groups with 25 AA women (mean age 38.5 years, SD 7.8; mean BMI 39.4 kg/m2, SD 7.3) was used to identify cultural factors associated with PA and ascertain how constructs of social cognitive theory can be leveraged in the design of a PA intervention. Phase 2 included the analysis of phase 1 qualitative data and development of the structured PA intervention. Phase 3 focused on the technical development of the smartphone app used to deliver the intervention. Phase 4 consisted of a 1-month usability trial of Smart Walk (n=12 women; mean age 35.0 years, SD 8.5; mean BMI 40 kg/m2, SD 5.0). Phase 5 included refinement of the intervention based on the usability trial results. Results The 5-phase process resulted in the development of the Smart Walk smartphone-delivered PA intervention. This PA intervention was designed to target social cognitive theory constructs of behavioral capability, outcome expectations, social support, self-efficacy, and self-regulation and address deep structure sociocultural characteristics of collectivism, racial pride, and body appearance preferences of AA women. Key features of the smartphone app included (1) personal profile pages, (2) multimedia PA promotion modules (ie, electronic text and videos), (3) discussion boards, and (4) a PA self-monitoring tool. Participants also received 3 PA promotion text messages each week. Conclusions The development process of Smart Walk was designed to maximize the usability, cultural relevance, and impact of the smartphone-delivered PA intervention.
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Santucci, Jean-Francois, Albert Doja, and Laurent Capocchi. "A Discrete-Event Simulation of Claude Lévi-Strauss’ Structural Analysis of Myths Based on Symmetry and Double Twist Transformations." Symmetry 12, no. 10 (October 16, 2020): 1706. http://dx.doi.org/10.3390/sym12101706.
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This paper presents a modeling and simulation approach in order to perform a generative analysis of folktales aimed at validating Claude Lévi-Strauss’ theory and method. To this aim, a discrete-event simulation is proposed. The simulation is based on the development of a set of discrete-event models dedicated to generating a set of folktales from an initial one, according to Claude Lévi-Strauss’ structural analysis based on symmetry and double twist transformations. This paper describes in detail how these discrete-event models have been implemented in the framework of the DEVSimPy software environment by using myths of Native American mythology and folktales of Corsican oral literature. The validation involved the following steps: (i) definition of a reference folktale (according to Claude Lévi-Strauss’ methodology) (ii) generation of a set of folktales by performing their own transformations (iii) generation of a graph allowing to analyze the links that have been created after performing a set of folktales transformations. Finally, the computational validation of Lévi-Strauss’s method is intended to ground a new research that may reformulate structural analysis and elaborate a neo-structural model of canonical formalization based on transformational morphodynamics. The aim is to conceptualize and measure recursively the structural dynamics and the recurrent patterns of current identity transformations in liberal democracies, especially in US and EU contexts where ethnic/racial divisions and migration challenges are becoming more acute than ever.