Racial Disparities in Sleep: Associations With Discrimination Among Ethnic/Racial Minority Adolescents.

This study investigates the same-day associations between discrimination and sleep among 350 adolescents ages 13-15 (M = 14.29, SD = 0.65; Asian = 41%, Black = 22%, Latinx = 37%). Assessing sleep duration, sleep onset latency, and wake minutes after sleep onset using wrist actigraphy, Black adolescents slept 35 min less than Asian and 36 min less than Latinx youth. Black adolescents suffered the most wake minutes after sleep onset, followed by Latinx and Asian youth. Latinx youth reported the highest levels of sleep disturbance, whereas Asian youth reported the highest levels of daytime dysfunction. Daily discrimination was associated with lower levels of same-night sleep onset latency, more sleep disturbance, more next-day daytime dysfunction, and higher next-day daytime sleepiness.

Adolescents' Daily Experience of Fathers' Emotional Support and Self-Evaluation in Korea.

Recently, fathers' role in children's development has been recognized internationally. In Asian countries, similar conversations have emerged but there has been a lack of empirical studies that considered the unique cultural contexts. As a response, based on Bronfenbrenner's process-person-context-time model, the present study examined the daily dynamics and individual differences in the experience of fathers' emotional support and self-evaluation in social roles among 283 Korean adolescents in 5th and 8th grade. Through Hierarchical Linear Modeling, within-person associations between adolescents' experience of fathers' emotional support and self-evaluation in social roles on the same day and the next day were found, with individual differences by grade level and family affluence. Theoretical and practical implications within the relevant cultural context are discussed.

Longitudinal Associations between Ethnic/Racial Identity and Discrimination among Asian and Latinx Adolescents.

The numbers of Asian and Latinx adolescents are growing fast in the United States. While their ethnic/racial identity and experience of discrimination have been found to play important roles in their development, current scholarship has only begun to understand their longitudinal relationships. Moreover, most of the existing studies have examined these associations only at the between-person level. To address these gaps, the current study examined both between- and within-person longitudinal associations between ethn-ic/racial identity (exploration, commitment, private regard, and centrality) and discrimination over a 3-year period among a total of 241 adolescents (Asian: n = 139, Latinx: n = 102; female: 65.96%; M age = 15.27, SD = 0.66). The within-person approach using the random-intercept cross-lagged panel models explained the associations better than the between-person approach using the cross-lagged panel model. Specifically, reciprocal within-person longitudinal associations were found between discrimination and developmental dimensions of ethnic/racial identity (exploration and commitment) for Asian adolescents and content dimensions (private regard and centrality) for Latinx adolescents. These findings imply the usefulness of within-person longitudinal designs in understanding the associations between ethnic/racial identity and discrimination. Implications for potential similarities and differences in the longitudinal associations between ethnic/racial identity development and the experience of discrimination for the two groups are discussed.

The Development of Ethnic/Racial Self-Labeling: Individual Differences in Context.

Ethnic/racial self-labeling represents one's knowledge of and preference for ethnic/racial group membership, which is related to, but distinguishable from, ethnic/racial identity. This study examined the development of ethnic/racial self-labeling over time by including the concept of elaboration among a diverse sample of 297 adolescents (Time 1 mean age 14.75, 67% female, 37.4% Asian or Asian American, 10.4% Black, African American, or West Indian, 23.2% Hispanic or Latinx, 24.2% White, 4.4% other). Growth mixture modeling revealed two distinct patterns-low and high self-labeling elaboration from freshman to sophomore year of high school. Based on logistic regression analyses, the level of self-labeling elaboration was generally low among the adolescents who were foreign-born, reported low levels of ethnic/racial identity exploration, or attended highly diverse schools. We also found a person-by-context interaction where the impact of school diversity varied for foreign-born and native-born adolescents (b = 12.81, SE = 6.30, p < 0.05) and by the level of ethnic/racial identity commitment (b = 14.32, SE = 6.65, p < 0.05). These findings suggest varying patterns in ethnic/racial self-labeling elaboration among adolescents from diverse backgrounds and their linkage to individual and contextual factors.

Multilevel IRT analysis of the Everyday Discrimination Scale and the Racial/Ethnic Discrimination Index.

Unfair treatment based on race is an unfortunate reality. While there is increasing interest in mapping the daily and longer-term impact of discrimination in psychology, studies that examine the psychometric properties of indicators spanning these timeframes are limited. Item response analysis examined the measurement characteristics of two daily measures of ethnic/racial discrimination: (a) the six-item Racial/Ethnic Discrimination Index (REDI), and (b) the modified five-item Everyday Discrimination Scale (EDS; Williams et al., Journal of Health Psychology, 1997, 2, 335). This study investigated whether the two scales can be appropriately adapted to access adolescents' daily-level ethnic/racial discrimination experiences. Both measures were administered for 14 consecutive days in a sample of 350 adolescents attending public schools in a large, urban area. Results suggest that the REDI has high loading and high difficulty. All REDI items functioned similarly at daily and person levels, suggesting that any single REDI item measured on a single day is sufficient for measuring daily ethnic/racial discrimination experiences. The EDS also shows high loading and high difficulty. However, EDS items functioned differently at the daily and person levels. REDI items were invariant across gender and race/ethnicity (African Americans, Asians, and Latinx). Recommendations for measuring daily ethnic/racial discrimination are discussed. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Discrimination and hair cortisol concentration among asian, latinx and white young adults.

Discrimination is a form of chronic stress and hair cortisol concentration is an emerging biomarker of chronic stress. In a sample of 83 first-year college students (age x ⋅ ⋅ - = 17.65 , S D = 48 , 69% female, 84% United States-born, 24% Asian, 21% Latinx, and 55% White), the current study investigates associations between hair cortisol concentration with discrimination stress assessed across two timeframes: past year and past two weeks. Significant associations were observed for past year discrimination and hair cortisol concentration levels, but not for discrimination over the past two weeks. The current study contributes to a growing body of evidence linking discrimination stress exposure to neuroendocrine functioning.

Sleep, psychopathology and cultural diversity.

Research on ethnic/racial disparities in sleep in the United States finds minorities to have shorter self-reported and actigraphy-recorded sleep duration and poorer sleep quality. Disparities in mental health mirror disparities in sleep with ethnic/racial minorities reporting higher prevalence and more severe struggles. This review focuses on recent research in sleep and mental health disparities and considers ethnic/racial discrimination as an important third variable that may link these two domains of disparities research. For example, research has found discrimination to mediate ethnic/racial disparities in sleep; at the same time, sleep has been observed to mediate the link between discrimination and mental health. The review concludes with the importance of considering ethnicity/race and accompanying sociodemographic, environmental, and behavioral influences on sleep and mental health research.

Profiles of Adolescent Identity at the Intersection of Ethnic/Racial Identity, American Identity, and Subjective Social Status.

Ethnic/racial minority adolescents face the task of forming an identity in relation to their ethnic/racial group as well as to American society, while also developing awareness of their social status relative to salient social groups. Whereas previous studies have investigated individual social identity dimensions or examined how objective measures of ethnicity/race and socioeconomic status intersect, studies that take a holistic and person-centered approach to considering various configurations of multiple social identities with subjective measures have been less common. The current study addresses these gaps and explores profiles of ethnic/racial identity, American identity, and subjective social status among ethnic/racial minority adolescents. Next, differences in discrimination experiences, mental health and academic outcomes across these profiles were examined. Three distinct identity profiles emerged from the data - "weakly identified," "high ethnic/racial identity moderate American identity," and "moderate ethnic/racial identity and American identity." The "weakly identified" demonstrated the highest levels of past discrimination experiences and depressive symptoms, while the "moderate ethnic/racial identity and American identity" group reported the lowest levels of school engagement. Interpretation of the profiles and associated outcomes and implications are discussed.

Daily academic satisfaction and ethnic/racial identity of Asian American adolescents: The role of objective and subjective peer diversity at school.

The purpose of the current study was to examine the association between daily academic satisfaction and ethnic/racial identity of Asian American adolescents. Based on ecological systems theory and social comparison theory the moderating roles of objective and subjective peer diversity at school in this association were also examined. Daily diary and survey responses of 102 Asian American adolescents were included in this study (Age: M=15.26, SD=0.71; Female=70.60%; US-born=74.50%). Using hierarchical linear modeling, no direct association between daily academic satisfaction and ethnic/racial identity was observed in the full sample. However, when objective and subjective peer diversity at school were considered a positive association was observed among the adolescents who perceived a high percentage of Asian American peers at school. The interpretation and implications for the results are discussed.

Sociodemographic and environmental factors associated with childhood sleep duration.

OBJECTIVES: This study investigates sociodemographic and environmental correlates of sleep duration among school-aged children. DESIGN & SETTING: The New York City 2009 Child Community Health Survey was analyzed using weighted regression analyses. PARTICIPANTS: 1293 Asian, Black, Latino and White children ages 6-12 years, 999 children in Pre-K - 5th grade and 294 children in the 6th-8th grades. MEASUREMENTS: Parents/guardians completed a survey about the target child's sleep duration on a typical school night/day, and sociodemographic and household characteristics. RESULTS: Most children (89.3%) met the National Sleep Foundation's (NSF) recommendation of 9-11 h of sleep per night. Pre-K-5th grade children who were born in the United States were less likely than children born outside of the United States to sleep 9-11 h. When sleep duration was examined continuously, children slept an average of 9 h 44 min. On average, with each additional year of age, children slept 7.2 min less than children who were one year younger. Although there were no differences among ethnic/racial groups in sleeping the recommended 9-11 h/night, when sleep duration was measured as a continuous variable, Asian, Latino, and Black children slept an average of 23, 14, and 17 min fewer, respectively, than White children, adjusting for sociodemographic and environmental factors. CONCLUSIONS: Sleep duration varied across sociodemographic groups of children in New York City in 2009. Future studies should determine causal influences and whether these differences persist.

The Diversity Paradox: Opportunities and Challenges of "Contact in Context" across Development.

As the United States continues to diversify, we review research on both the benefits and challenges of diversity in developmental science. Taking a "contact in context" approach, we focus on the ways that structural and interpersonal diversity influence ethnic/racial developmental processes and outcomes from early childhood to adolescence. We also consider the ways in which a child's own ethnicity/race may shape diversity experiences and outcomes over time. Although we review both the benefits and challenges of moving toward diversity, we offer this review with the ultimate goal of optimizing benefits and minimizing challenges. We offer a conceptual model of "contact in context" that integrates diversity at multiple levels, child ethnicity/race, and developmental changes over time. We conclude with recommendations for future research including: development of more nuanced measures that incorporate multiple levels of diversity, time, and child's ethnicity/race.

Adolescent profiles of ethnicity/race and socioeconomic status: Implications for sleep and the role of discrimination and ethnic/racial identity.

The present study seeks to explore the intersectionality of ethnicity/race and socioeconomic status (SES) among ethnic/racial minority adolescents in their developmental contexts, examining its implications for sleep disparities and the roles of discrimination and ethnic/racial identity (ERI; i.e., adolescents' understanding and feelings about who they are in relation to their ethnic/racial group). With 350 adolescents (Asian 41.4%, Black, 21.7%, and Latinx 36.9%, female=69.1%, Mage=14.27), we conducted a latent class analysis (LCA) to identify latent classes of adolescents' ethnicity/race, ethnic/racial diversity in their schools and neighborhoods along with SES of their families, schools, and neighborhoods. Next, with hierarchical regression, we tested the association between class membership and subjective and objective sleep duration and quality, followed by the moderating effect of discrimination and ERI. We expected to find adolescents living in low diversity and low SES across various developmental contexts to experience lower levels of subjective and objective sleep duration and quality compared to their counterparts. We also expected to find exacerbating effects of discrimination and ERI exploration, and protective effects of ERI commitment in these associations. Three latent groups were identified (C1: "Black/Latinx adolescents in low/moderate SES families in varying diversity and low SES schools and neighborhoods," C2: "Predominantly Latinx adolescents in low SES families and moderate diversity and SES schools and neighborhoods," and C3: "Predominantly Asian adolescents in low/moderate SES families in moderate/high diversity and SES schools and neighborhoods"). The class memberships to C1 and C2 were associated with compromised sleep duration and quality compared to C3. An interaction effect of discrimination was found for C1 in subjective sleep duration and for C2 in objective sleep duration. While no interactions were found for ERI, ERI commitment had a direct association with objective sleep duration and quality. Interpretations and implications for intersectionality approach in studies on sleep disparities and the roles of discrimination and ERI are discussed.