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A Closer Look at Peer Discrimination,Ethnic Identity,and Psychological Well-being Among Urban Chinese American Sixth Graders 总被引:3,自引:2,他引:1
Recent research suggests that although ethnic discrimination may have negative consequences for psychological well-being among
youth of Chinese descent as it does for other ethnic groups, ethnic identity beliefs may buffer against such effects. Data
for this study were drawn from the Early Adolescent Cohort Study, an investigation of contextual influences on the social,
emotional, and academic adjustment of youth in ethnically diverse New York City middle schools. The present study sample consists
of Chinese American (n = 84) and African American (n = 119) sixth graders. Results suggest that Chinese American youths’ own positive affect toward their ethnic group (private
regard) was positively associated with higher self-esteem. In addition, the more favorably Chinese American youth perceived
that others view their group (public regard), the fewer depressive symptoms they reported. In addition, among Chinese American
youth, more favorable public regard attenuated the negative relationship between peer ethnic discrimination and depressive
symptoms. The implications of these findings are discussed in light of the commonalities among ethnic and racial minority
groups’ experiences of discrimination as well as the unique challenges that Chinese American youth face.
Deborah Rivas-Drake is an Assistant Professor of Education at Brown University. She received her Ph.D. in Education and Psychology from the University of Michigan. Her major research interests include the development of ethnic identity in adolescence and its implications for academic and psychological well-being. Diane Hughes is an Associate Professor of Applied Psychology, Steinhardt School of Culture, Education, and Human Development, New York University. She is a co-Principal Investigator of the NYU Center for Research on Culture, Development, and Education. Niobe Way is a Professor of Applied Psychology, New York University. She is a co-Principal Investigator of the NYU Center for Research on Culture, Development, and Education. 相似文献
Deborah Rivas-DrakeEmail: |
Deborah Rivas-Drake is an Assistant Professor of Education at Brown University. She received her Ph.D. in Education and Psychology from the University of Michigan. Her major research interests include the development of ethnic identity in adolescence and its implications for academic and psychological well-being. Diane Hughes is an Associate Professor of Applied Psychology, Steinhardt School of Culture, Education, and Human Development, New York University. She is a co-Principal Investigator of the NYU Center for Research on Culture, Development, and Education. Niobe Way is a Professor of Applied Psychology, New York University. She is a co-Principal Investigator of the NYU Center for Research on Culture, Development, and Education. 相似文献
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Shari Miller Jason Williams Stacey Cutbush Deborah Gibbs Monique Clinton-Sherrod Sarah Jones 《Journal of youth and adolescence》2013,42(4):607-618
Although there is growing recognition of the problem of dating violence, little is known about how it unfolds among young adolescents who are just beginning to date. This study examined classes (subgroups) and transitions between classes over three time points based on dating violence, bullying, and sexual harassment perpetration and victimization experienced by youth. The sample was ethnically diverse, consisting of 795 seventh-grade students from schools that were part of a multi-site, longitudinal evaluation of a dating violence initiative (50 % female; 27 % White, 32 % African American, 25 % Latino, 16 % other or multiple races). Results from latent transition analyses revealed five classes of students with distinct behavioral profiles: multi-problem (victimization and perpetration), bullying and sexual harassment (victimization and perpetration), bullying (victimization and perpetration) and sexual harassment (victimization only), bullying (victimization and perpetration), and a least problem group. The majority of classes were characterized by reports of both perpetration and victimization for at least one behavior. Girls were more likely to be in the less problematic classes. Class membership was fairly stable across the three time points. When students transitioned to a different class, the shift was most often from a more problematic to a less problematic class, particularly for girls. The findings support understanding dating violence within a dynamic, developmental process that recognizes related behaviors within and across individuals. Overall, the findings highlight the utility of person-oriented approaches to enhance our understanding of longitudinal profiles and transitions over time for dating violence and related behaviors. 相似文献
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Laura Marcus Deborah Simonton Caroline Daley Fiona Reid Matthew Hilton Claire Langhamer 《Women's history review》2013,22(4):729-746
The following books are reviewed. Men of letters, writing lives: masculinity and literary auto/biography in the late victorian period TREV LYNN BROUGHTON, 1999 London: Routledge. 213 pp., ISBN 0 415 08211 0 hardback, £60.00 0 415 08212 9 paperback, £19.99 Adapting to Capitalism: working women in the English economy, 1700–1850 PAMELA SHARPE, 1996, 2000 London: Macmillan. xi + 226 pp., ISBN 0 333 91901 7 Women, Gender and Industrialisation in England, 1700–1870 KATRINA HONEYMAN, 2000 London: Macmillan. vii + 204 pp., £15.50 Breadwinning: New Zealand women and the state MELANIE NOLAN, 2000 Christchurch: Canterbury University Press. 386 pp., ISBN 0 908812 97 3, NZ$39.95 Working-class Culture, Women and Britain, 1914–1921 CLAIRE A. CULLERTON, 2000 London: Macmillan. xii + 221 pp., ISBN 0 333 91290 X Austerity in Britain: rationing, controls, and consumption 1939–1955 INA ZWEINIGER-BARGIELOWSKA, 2000 Oxford: Oxford University Press. xiii + 286 pp., ISBN 0 19 820453 1, £40.00 Seeing History: public history in Britain now HILDA KEAN, PAUL MARTIN, SALLY J. MORGAN (Eds), 2000 London: Francis Boutle. 193 pp., ISBN 0 9532388 9 X, paperback, £10.00 Migrant Daughter: coming of age as a Mexican American woman FRANCES ESQUIBEL TYWONIAK & MARIO T. GARCIA, 2000 Berkeley: University of California Press. 237 pp., ISBN 0 526 21915 5 The Matriarchs of England's Co-operative Movement: a study in gender politics and female leadership, 1883–1921 BARBARA J. BLASZAK, 2000 London, Greenwood Press. ix + 209 pp., ISBN 0 313 30995 7 Dirt and Desire: reconstructing Southern women's writing, 1930–1990 PAULINE YAEGER, 2000 Chicago: University of Chicago Press. xvii+324 pp., ISBN 0 226 94491 3 paperback, £12.53 相似文献
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Deborah Withers 《Women's history review》2016,25(5):847-862
ABSTRACTRecent interest in documenting and re-evaluating histories of the UK Women's Liberation Movement has produced varied appraisals of the movement. These have emerged from feminist communities wishing to preserve, organise and collect their histories. Such recovery and dissemination, I argue, is cultural heritage rather than ‘history’, as heritage offers different tools for re-presentation as well as creating alternative socio-cultural relationships with the legacies of the WLM. This article draws upon my practice as a curator of feminist histories, and argues for the articulation of a politics of transmission, essential for the longevity and sustainability of feminist cultural heritage and histories. 相似文献
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Deborah Brutigam 《公共行政管理与发展》2000,20(3):253-264
Research suggests that borrower ‘ownership’ of reforms is highly correlated with the success of reforms in developing countries. One of the most important components of ownership is the nature of public–private relations and consultation with interest groups. Yet participatory reform must overcome several political dilemmas, including problems of credibility, collective action, and distributive (in)justice. The characteristics of reforms also affect the possibilities for participation. Democratic governments interested in making policy reform more participatory and presumably more sustainable can draw on several strategies, including the selective use of incentives and compensation, public education and communications, capacity building in society, institutional mechanisms for consultation, and political sequencing of reforms. These strategies have implications for the foreign aid agencies who often fund reforms. They suggest that donors need to recognize the political rationality behind cross‐payments and spending to maintain important constituencies; that political sustainability may require reform sequences that are out of step with current orthodoxy; that policies ought to create winners before creating losers; that democratic consultation will require much more time in achieving consensus; and that outside actors need to refrain from intervening too directly in the political process by throwing their support behind particular interests. Copyright © 2000 John Wiley & Sons, Ltd. 相似文献
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