Counseling, Higher Education & Special Education Theses and Dissertations
Permanent URI for this collectionhttp://hdl.handle.net/1903/2757
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Item Perceived Ethnic-Racial Socialization and Parenting Styles on Asian American College Students' Depressive Symptoms(2018) Ahn, Lydia HaRim; Miller, Matthew J; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The present study examines how perceived mothers’ culturally relevant parenting styles and ethnic-racial socialization (ERS) are associated with depressive symptoms among 280 Asian American college students (M =19.53, SD = 1.57). We hypothesized that perceived ERS will predict depressive symptoms, and perceived authoritarian, authoritative, and training parenting styles will moderate this association. We used a cross-sectional, quantitative design to measure this model through an online questionnaire. Depressive symptoms were dependent on the parenting style and the type of ERS message. Results indicated that 1) training parenting style (high in guidance and care for children) was negatively associated with depressive symptoms, 2) the combination of promotion of equality messages and training parenting style was negatively linked with depressive symptoms, and 3) authoritarian parenting was positively correlated with depressive symptoms. Findings highlight the importance of culturally sensitive parenting on mental health.Item Living in the Grey: Racial Sense-Making of Second Generation African Immigrants(2018) Belay, Kurubel; Griffin, Kimberly; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study explored messages of racial identity received by second generation African immigrants in order to better under their racial sense-making experiences. As a result of the growth in the Black immigrant population in the United States, which has grown to nearly 10% of the overall Black population (Pew Research Center, 2017), research has shown that Black immigrants experience and understand their racial identities differently than their African American counterparts (Jackson, 2010; Mwangi & Fries-Britt, 2015). Despite the scholarly attention given to Black immigrants, very little research exists on their second generation immigrant children, and how they make sense of their racial and ethnic identities in a U.S context. Given the impact of racial identity on academic experiences, social engagement, and psychological well-being (Chavous & Byrd, 2009; Cokley & Chapman, 2008; Harper, 2009), the continued growth and representation of this population in higher education warrants further inquiry. Guided by a reconceptualized model of the Learning Race in a U.S. context framework (Fries-Britt, Mwangi, Peralta, 2014), this research was guided by two research questions: (1) What messages do second generation African immigrants receive about their racial identities? (2) How do these messages inform their understandings of their own race and race generally? Employing a narrative inquiry methodology, this study examined how three, second generation African immigrants have made sense of their racial identities. Three salient themes emerged from the participant narratives that demonstrated how each of their understandings of race and racial identity were defined by environments bound by space and time. The findings of this study have implications for research and student affairs practice by providing a nuanced exploration of the racial identity constructions of this segment of the ever growing Black immigrant population.