Basics of qualitative research: Grounded theory procedures and techniques

http://www-personal.umich.edu/~daneis/symposium/2012/readings/Hunt_Eisenberg2010.pdf

Mental Health Problems and Help-Seeking Behavior Among College Students

In this article, Tara Yosso, William Smith, Miguel Ceja, and Daniel Solorzano expand on their previous work by employing critical race theory to explore and understand incidents of racial microaggressions as experienced by Latina/o students at three selective universities. The authors explore three types of racial microaggressions—interpersonal microaggressions, racial jokes, and institutional microaggressions—and consider the effects of these racist affronts on Latina/o students. Challenging the applicability of Vincent Tinto's three stages of passage for college students, the authors explore the processes by which Latinas/os respond to racial microaggressions and confront hostile campus racial climates. The authors find that, through building community and developing critical navigation skills, Latina/o students claim empowerment from the margins.

Critical Race Theory, Racial Microaggressions, and Campus Racial Climate for Latina/o Undergraduates

Lesbian, gay, and bisexual individuals who are also racial/ethnic minorities (LGBT-POC) are a multiply marginalized population subject to microaggressions associated with both racism and heterosexism. To date, research on this population has been hampered by the lack of a measurement tool to assess the unique experiences associated with the intersection of these oppressions. To address this gap in the literature, we conducted a three-phase, mixed method empirical study to assess microaggressions among LGBT-POC. The LGBT People of Color Microaggressions Scale is an 18-item self-report scale assessing the unique types of microaggressions experienced by ethnic minority LGBT adults. The measure includes three subscales: (a) Racism in LGBT communities, (b) Heterosexism in Racial/Ethnic Minority Communities, and (c) Racism in Dating and Close Relationships, that are theoretically consistent with prior literature on racial/ethnic minority LGBTs and have strong psychometric properties including internal consistency and construct validity in terms of correlations with measures of psychological distress and LGBT-identity variables. Men scored higher on the LGBT-PCMS than women, lesbians and gay men scored higher than bisexual women and men, and Asian Americans scored higher than African Americans and Latina/os.

Measuring multiple minority stress: The LGBT People of Color Microaggressions Scale.

This meta-analytic study systematically investigates the relations between perceived racial/ethnic discrimination and socioemotional distress, academics, and risky health behaviors during adolescence, and potential variation in these relations The study included 214 peer-reviewed articles, theses, and dissertations, with 489 unique effect sizes on 91,338 unique adolescents Random-effects meta-analyses across 11 separate indicators of well-being identified significant detrimental effects Greater perceptions of racial/ethnic discrimination were linked to more depressive and internalizing symptoms; greater psychological distress; poorer self-esteem; lower academic achievement and engagement; less academic motivation; greater engagement in externalizing behaviors, risky sexual behaviors, and substance use; and more associations with deviant peers Metaregression and subgroup analyses indicated differences by race/ethnicity, Gender × Race/Ethnicity interactions, developmental stage, timing of retrospective measurement of discrimination, and country Overall, this study highlights the pernicious effects of racial/ethnic discrimination for adolescents across developmental domains and suggests who is potentially at greater risk (PsycINFO Database Record (c) 2018 APA, all rights reserved)

Racial/ethnic discrimination and well-being during adolescence: A meta-analytic review.

The present study examines the experiences of 36 Black male students, in focus group interviews, enrolled at Harvard University; Michigan State University; University of California, Berkeley; University of Illinois; and the University of Michigan. Two themes emerged: (a) anti-Black male stereotyping and marginality (or Black misandry), which caused (b) extreme hypersurveillance and control. Respondents experienced racial microaggressions in three domains: (a) campus—academic, (b) campus—social, and (c) campus—public spaces. Black males are stereotyped and placed under increased surveillance by community and local policing tactics on and off campus. Across these domains, Black males were defined as being “out of place” and “fitting the description” of illegitimate nonmembers of the campus community. Students reported psychological stress responses symptomatic of racial battle fatigue (e.g., frustration, shock, anger, disappointment, resentment, anxiety, helplessness, hopelessness, and fear). There was unan...

https://www.sjsu.edu/people/marcos.pizarro/courses/240/s0/SmithAllenDanley.pdf

“Assume the Position . . . You Fit the Description”: Psychosocial Experiences and Racial Battle Fatigue Among African American Male College Students

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“Assume the Position . . . You Fit the Description”: Psychosocial Experiences and Racial Battle Fatigue Among African American Male College Students