How Cross-Discipline Understanding and Communication Can Improve Research on Multiracial Populations

One of the strengths of Critical Mixed Race Studies is that it represents research methodologies and frameworks from multiple disciplines across the social sciences and humanities. However, if these disciplines are not in dialogue with each other, that benefit may be lost. Here, we use psychological and sociological research on Multiracial populations as examples to argue how strict disciplinarity and methodological trends may limit scientific production. We propose that reading and citing work across disciplines, expanding methodological training, and rejecting hegemonic “white logic” assumptions about what is “publishable” can enhance Multiracial research. First, the ability to cite effectively across disciplines will shorten the time it takes for new theories to be developed that focus on empirically underrepresented populations. Secondly, increasing understanding of both quantitative and qualitative methods will allow more effective reading between disciplines while also creating opportunities to engage with both causality and the richness of experiences that comprise being Multiracial. Finally, these changes would then situate scholars to be more effective reviewers, thereby enhancing the peer-reviewed publication process to one that routinely rejects color evasive racist practices that privilege work on majority populations

Social Class Identity Integration and Success for First-Generation College Students: Antecedents, Mechanisms, and Generalizability

Past research has investigated challenges first-generation college students face, but has overlooked the role that acculturation to college may play. Social class bicultural identity integration research demonstrates that integrated social class identities are linked with better health, well-being, and academic performance among first-generation students. Here, we build on the identity integration framework, demonstrating that exposure to college graduates in students’ home neighborhoods before college is positively related to higher social class bicultural identity integration (Study 1), that the effect of identity integration on academic performance is mediated by academic self-efficacy (Study 2), and that the effects of identity integration on acculturative stress, life satisfaction, and overall health outcomes observed at a large public university replicated at selective, private universities (Study 3). This suggests that the identity integration framework is a useful theoretical lens to conceptualize and predict health and performance outcomes for first-generation students

Albuja_onlineappendix – Supplemental material for Identity Denied: Comparing American or White Identity Denial and Psychological Health Outcomes Among Bicultural and Biracial People

<p>Supplemental material, Albuja_onlineappendix for Identity Denied: Comparing American or White Identity Denial and Psychological Health Outcomes Among Bicultural and Biracial People by Analia F. Albuja, Diana T. Sanchez and Sarah E. Gaither in Personality and Social Psychology Bulletin</p

Supplemental_Materials – Supplemental material for Identity Denied: Comparing American or White Identity Denial and Psychological Health Outcomes Among Bicultural and Biracial People

<p>Supplemental material, Supplemental_Materials for Identity Denied: Comparing American or White Identity Denial and Psychological Health Outcomes Among Bicultural and Biracial People by Analia F. Albuja, Diana T. Sanchez and Sarah E. Gaither in Personality and Social Psychology Bulletin</p

A qualitative analysis of trust and distrust within patient-clinician interactions

Objectives: Trust represents a key quality of strong clinician-patient relationships.1 Many have attempted to assess patient-reported trust. However, most trust measures suffer from ceiling effects, with no variability, making it not possible to examine predictors of trust and distrust. Rather than rely on patient reports, we created a codebook for instances of trust and distrust from actual patient-clinician encounters. Methods: Three coders conducted a qualitative analysis of audio recordings among patient-cardiologist outpatient encounters. Results: We identified trust and distrust based on vocal and verbal cues in the interactions. We found consistent patterns that indicated patient trust and distrust. Conclusion: Overall, this work empirically validates a new more accurate measurement of trust for patient-doctor interactions. Innovation: We are the first to use audio recordings to identify verbal markers of trust and distrust in patient-clinician interactions. From this work, others can code trust and distrust in recorded encounters rather than rely on self-report measures

Motivation to control prejudice predicts categorization of multiracials.

Multiracial individuals often do not easily fit into existing racial categories. Perceivers may adopt a novel racial category to categorize multiracial targets, but their willingness to do so may depend on their motivations. We investigated whether perceivers' levels of internal motivation to control prejudice (IMS) and external motivation to control prejudice (EMS) predicted their likelihood of categorizing Black-White multiracial faces as Multiracial. Across four studies, IMS positively predicted perceivers' categorizations of multiracial faces as Multiracial. The association between IMS and Multiracial categorizations was strongest when faces were most racially ambiguous. Explicit prejudice, implicit prejudice, and interracial contact were ruled out as explanations for the relationship between IMS and Multiracial categorizations. EMS may be negatively associated with the use of the Multiracial category. Therefore, perceivers' motivations to control prejudice have important implications for racial categorization processes

Monoracial and Biracial Children: Effects of Racial Identity Saliency on Social Learning and Social Preferences

Children prefer learning from, and affiliating with, their racial in-group but those preferences may vary for biracial children. Monoracial (White, Black, Asian) and biracial (Black/White, Asian/White) children (N=246, 3-8years) had their racial identity primed. In a learning preferences task, participants determined the function of a novel object after watching adults (White, Black, and Asian) demonstrate its uses. In the social preferences task, participants saw pairs of children (White, Black, and Asian) and chose with whom they most wanted to socially affiliate. Biracial children showed flexibility in racial identification during learning and social tasks. However, minority-primed biracial children were not more likely than monoracial minorities to socially affiliate with primed racial in-group members, indicating their in-group preferences are contextually based