The Effects of Ethnic-Racial Socialization and Racial Discrimination on Mental Health in Ethnic Minority Youth

• In Event: 1-128 - Examining the Relation of Ethnic Racial Socialization and Racial Discrimination in Ethnic Minorities

Integrative Statement

Within ethnic minority populations, racial discrimination has been found to be an underlying factor for poor mental health outcomes (Garcia Coll et al., 1996; Williams, Neighbors & Jackson, 2003). Moreover, literature has shown that experiences of racial discrimination have been linked to higher depressive symptoms and lower self-esteem in African American youth (Neblett et al., 1996; Seaton et al., 2008). However, it is important to note that previous literature has focused on current discrimination experiences and not those related to memories of school-related discrimination. It is imperative to examine how memories of school-related discrimination are related to mental health outcomes, specifically, because it may impact academic achievement within ethnic minority populations. Furthermore, it is important to study race-related factors to understand what may buffer the effects of racial discrimination. Ethnic-racial socialization (ERS) has been identified as mechanisms parents utilize to pass on messages and practices about race and ethnicity (Hughes et al., 2006). Research indicates that ERS is linked to academic and psychosocial outcomes in ethnic minority youth (Banerjee et al., 2014; Harris-Britt et al., 2007). The following study examines the effects of ERS and racial discrimination on mental health outcomes on ethnic minority college students. Three aims guided the study. First, reports of past and present racial discrimination will be associated with poorer mental health. Secondly, ERS will be related to better mental health. Finally, ERS will moderate the relationship between racial discrimination and mental health in ethnic minority college students.

The current study was comprised of 690 African American and Latinx college students (70% female). Racial discrimination was assessed via reports of peer and teacher related discrimination in high school and experiences of current discrimination. Two subscales of ERS, cultural socialization and preparation for bias, were utilized. Additionally, mental health was assessed via depressive symptomology utilizing the CES-D and Buss & Perry’s (AQ; 1992) aggressive subscales of anger, verbal aggression, physical aggression and hostility.

Hierarchical regressions controlling for race and maternal education, indicate that experiences of racial discrimination are significantly related to indicators of aggression (Bverbal aggression = 0.18; p <0.05) and depressive symptomatology. Furthermore, the main effects of preparation for bias were related to mental health outcomes (Banger = 0.12; p <0.01). Moreover, an interaction between cultural socialization and discrimination experiences was significantly related to depressive symptoms (Figure 1). In addition, interactions between preparation for bias and discrimination experiences were found to be related to aggressive behaviors (Figure 2).

Findings suggest that it is imperative to examine both current experiences of discrimination and those related to school-related discrimination for ethnic minority youth. In particular, memories of school-related discrimination may be indicative of poorer mental health, which may in turn, be linked to lower academic engagement or achievement for ethnic minority populations. Additionally, this study underlines the importance of race-related factors such as ERS as crucial protective mechanisms for youth of color. Implications of the importance of examining race-related factors on mental health for communities of color will be discussed.

Author

• Meeta Banerjee, California State University, Northridge
  Presenting Author