Biomedical subjects

J S Phinney

Publications and source records attributed to J S Phinney.

8 recordsLinked to original sources

PubMed1996

At the interface of cultures: multiethnic/multiracial high school and college students.

Data from 2 studies conducted in the United States--1 with high school students and 1 with college students--are reported. Two hundred forty-one multiethnic/multiracial youths (also termed biethnic/biracial, mixed ethnic/mixed racial, and interracial) were selected using 2 large surveys and compared with 1,041 of their monoethnic peers. Although more than 10% of the students across both studies were multiethnic, less than one third of these respondents labeled themselves as such. Ethnic self-labels varied with setting, type of question, and parental ethnicity. Multiethnic youths did not differ from monoethnics regarding self-esteem. In some cases, multiethnic students had more positive attitudes toward other groups than monoethnics did.

Adolescent↗

PubMed1993

The effect of ethnic threat on ethnic self-concept and own-group ratings.

The effect of ethnic threat on adolescents' ethnic self-concept and own-group ratings, and the role of self-esteem and ethnic identity in mediating this effect were examined. Hispanic high school students in the United States received either negative (threat) or neutral information about their ethnic group. Ethnic self-concept and own-group ratings were then assessed. The negative information resulted in lower overall ethnic group ratings, but not in lower ethnic self-concept. Self-esteem was a better predictor of ethnic ratings than ethnic identity was.

Acculturation↗

PubMed1992

Ethnic identity and self-esteem: an exploratory longitudinal study.

Recent models of ethnic identity formation in minority youth suggest a progression over time from an unexamined or diffuse stage to an achieved ethnic identity. To examine changes with age in ethnic identity and self-esteem, eighteen adolescents from three ethnic groups (Asian American, Black, and Hispanic) were assessed at age 16 and three years later. Results of this exploratory study showed a significant change to higher stages of ethnic identity over the three-year period. Self-esteem and ethnic identity were significantly related to each other at each time period and across the three-year time span.

Adolescent↗

PubMed1990

Ethnic identity in college students from four ethnic groups.

Research on adolescent identity development within Erikson's (1968) framework has not included ethnicity. This study examined ethnic identity search and commitment, the importance of ethnicity as an identity issue, and relationship of ethnic identity to self-esteem among college students. Questionnaires were given to 196 male and female urban college students from three minority groups (Asian-American, Black, and Mexican-American) and a comparison White group. Exploration of ethnic identity issues was significantly higher among minority group, compared to majority group, college students. Ethnicity was considered to be as important as two other traditionally studied areas of identity and was rated as significantly more important by minorities than by Whites. Self-esteem, especially for minority subjects was related to the extent that subjects had thought about and resolved issues involving their ethnicity.

Adolescent↗

PubMed1990

Ethnic identity in adolescents and adults: review of research.

Ethnic identity is central to the psychological functioning of members of ethnic and racial minority groups, but research on the topic is fragmentary and inconclusive. This article is a review of 70 studies of ethnic identity published in refereed journals since 1972. The author discusses the ways in which ethnic identity has been defined and conceptualized, the components that have been measured, and empirical findings. The task of understanding ethnic identity is complicated because the uniqueness that distinguishes each group makes it difficult to draw general conclusions. A focus on the common elements that apply across groups could lead to a better understanding of ethnic identity.

Acculturation↗

PubMed1990

Patterns of social expectations among black and Mexican-American children.

In 2 studies, a total of 213 black and Mexican-American third- and sixth-grade children were asked to respond to 8 videotaped scenes of everyday social encounters with same-ethnic, unfamiliar peers at school. Mexican-American children reported expectations for sharing and relying on authority figures significantly more often, and apologizing, getting angry, and initiating action significantly less often than their black peers. Emotional responses decreased and socially desirable responses increased with grade for both groups. In addition, ethnic differences were greater at the sixth-grade than at the third-grade level for both groups. Girls apologized and sought help from teachers more often than boys, and social expectations varied by sex for each ethnic group. Individual children varied in the degree of similarity to their group, with some children giving responses highly typical of their group across all 8 scenes and others giving responses not typical of their group. High self-esteem was significantly correlated to being similar to one's own group.

Acculturation↗

PubMed1979

Effects of left-right orientation and position reversals on spatial perspective taking in young children.

50 boys and 50 girls, from Grades K through 4, were presented with 180 degrees perspective-taking tasks that varied arrays in terms of the number of front-back and left-right orientation reversals and left-right position reversals. Results confirmed existing evidence that left-right orientation reversals are more difficult than front-back orientation reversals in arrays of one object. However, with arrays of two objects, left-right orientation reversals appear easier than front-back orientation reversals, apparently because of the relationship between the objects.

Child↗

PubMedDate not supplied

Cultural values and intergenerational value discrepancies in immigrant and non-immigrant families.

The goal of this research was to explore the generality of developmental processes related to intergenerational value discrepancies across 701 families from immigrant and non-immigrant groups. In a study involving 471 immigrant families (197 Armenian, 103 Vietnamese, and 171 Mexican) and 230 non-immigrant families (95 African American and 135 European American), adolescents and parents reported their endorsement of values pertaining to family obligations. We examined similarities and differences at three levels of analysis, from the general to the group-specific. Results provide evidence for general developmental processes (family obligations were endorsed more by parents than by adolescents in all groups), processes associated with immigration (the intergenerational value discrepancy generally increased with time in the United States), and processes that are unique to each ethnic group.

Adolescent↗