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Browsing by Subject "Racial Identity"

Now showing 1 - 3 of 3
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    Intercultural competence and racial awareness in study abroad.
    (2009-08) Stallman, Elizabeth Mace
    Domestic race relations, particularly between Black and White Americans, continues to be an unresolved issue in this country. A parallel analysis informs us that increasing numbers of college students are choosing to study abroad, an experience proven to be one of intense introspection and personal growth. This study aims to show that White undergraduates who have substantive intercultural experiences with difference via participation in study abroad programs may develop positive racial identities and intercultural competence during and after education abroad. A powerful outcome is the potential of study abroad participants to move toward alleviating racial disparities and racism in America. The design is a sequential mixed methods design using quantitative and qualitative methods. The research questions are: 1) To what extent do White students' intercultural and racial orientations change as a result of having studied abroad? 2) How do White students articulate their intercultural competence development and racial attitude development as a result of having studied abroad? 3) Are the changes in a student's intercultural and racial orientations related? and 4) To what extent do White students perceive a change in their intercultural competence and racial identity? The population are students from a large, Midwestern university who studied abroad for the spring 2008 semester. The hypothesized connections between intercultural competence (Bennett, M., 1993) and White Racial Consciousness (Rowe et al., 1994; LaFleur et al., 2002) also appear in the empirical findings. Further, data from qualitative interviews indicate that White students can articulate intercultural competence more easily than racial awareness; reasons for this difference are discussed. Limitations of this study include the low response rate; and the variations in cultural difference that the students in the sample interact with during their study abroad experiences. Policy implications and research recommendations are offered.
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    Racial Ideology and Psychosocial Implications among African Americans: Integrating Variable-Centered and Person-Centered Approaches
    (2018-08) Ajayi, Alex
    This study investigated Black racial ideology, or attitudes and beliefs Black/African Americans hold about what it means to be Black and how Black people should live and interact with society. The available literature suggests that such ideological views may function as value orientations and meaning-making systems that guide behaviors and define the relationships between the self, others, and society. Given this, the current study examined the relationship between racial ideology and psychosocial functioning in two samples of Black American adults (Ns = 578 and 353). In Study 1, exploratory factor analyses (EFA) were used to identify latent factors that underlie the relationships between scores on items derived from widely used measures of racial ideology. Five factors were identified: Ethnocentricity, Afrocentricity, Centrality, Critical Consciousness, and Individuality. The structural validity of these five factors was examined in Study 2, using confirmatory factor analysis (CFA) and exploratory structural equation modeling (ESEM). The results revealed the superiority of ESEM models relative to CFA models in terms of improved goodness-of-fit. The findings also indicated a four-factor solution without Individuality best fit the data. In Study 3, cluster analysis was used to identify how the four dimensions of racial ideology were differentially configured within individuals and how these configurations were related to psychological distress, interpersonal relationships, and sociopolitical activism. Five distinct racial ideology clusters were identified: Low Race Salience, Connected Conscious Inclusive, Low-Identity Afrocentric Ethnocentricity, High-Identity Conscious Ethnocentricity, and Power Evasive Non-Nationalism. These clusters were significantly different on measures of psychological distress and sociopolitical activism. Overall, the findings highlight important individual differences in how Black/African Americans think about their race and how these differences have significant implications for psychosocial experiences.
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    Reconstructing research: exploring the intersections of race, gender and socioeconomic status in medical education
    (2014-01) Hardeman, Rachel Renee
    This dissertation is based on the notion that understanding the early years of medical training is vital to gaining perspective on the socialization of future physicians. I find that the medical school socialization process is a complex and multidimensional one. Studies of this process over the years have failed to explore how the role of diverse social positions fits into the process. It is the premise of this dissertation that the medical school socialization process is likely one in which certain students (e.g. White, male, upper-middle class) will thrive while its effect on non-whites, women and lower income groups may be less beneficial. This, combined with the fact that members of marginalized social positions may begin their medical training with different resources and vulnerabilities than their counterparts who are part of the majority suggests that medical school socialization processes has the potential to be harmful to certain groups. In this dissertation, I use social position (race, gender, SES) to explore and understand three aspects of the medical school socialization process--psychological well-being, identity and attitudes towards patient care. I believe that these are three important elements that can have a profound impact on the experience of medical trainees and ultimately the type of physicians they will become. All analyses come from the Medical Student CHANGES Study. The first manuscript assesses whether there are race and gender disparities in mental and physical health in a national sample of first-year medical students; if there are race and gender differences in factors known to increase resiliency to stress (e.g. coping, mastery, social support, self esteem); and how race and gender intersect to impact depression and anxiety. The second manuscript examines if racial identity is a protective factor for depression and anxiety among African American first year medical students. It also explores the interaction between gender and racial identity and SES and racial identity and their impact on depressive and anxiety symptoms. The third manuscript explores the relationship between socio-demographic characteristics (gender, race and SES) and attitudes towards patient-centered care among African American and White first year medical students.In manuscript one, African American and female students were found to be at greater risk for depression and anxiety. African American students were also at greater risk of lacking psychosocial resources such as social support. In manuscript two, findings suggested that a high racial identity is not protective of depression and anxiety. Instead, I found that students with high racial identity were at greater risk for depression and anxiety. In manuscript three, I found that female gender and SES (low-middle income) were significant predictors of positive attitudes towards patient-centered care. Conclusions:This dissertation provides insight into the potential impact of the medical socialization process on students from marginalized social positions, more specifically; how the process impacts their psychological well-being, identity and attitudes towards patient care of students. The findings of this dissertation have practical implications for medical education, clinical care and health disparities.