Antoinette Halsell Miranda

Ethnic Identity and Discrimination: An Exploration of the Rejection-Identification Model in Arab American Adolescents

ABSTRACT Research examining the rejection-identification model of ethnic identity in Arab American adolescents is scarce. This exploratory study investigates various factors in relation to a sample of 60 Arab American adolescents’ (aged 12–18 years) ethnic identity including discrimination and academic and global self-concepts. Ethnic identity was measured using the Multigroup Ethnic Identity Measure, which is composed of two factors including Affirmation/Belonging and Ethnic Search. The Self-Perception Profile for Adolescents was used to measure academic and global self-concepts. In addition, the lead author developed a questionnaire asking participants to self-report whether either they or another Arab student they knew had been treated badly or differently because of their ethnicity. Discrimination experience and Affirmation/Belonging were significant predictors of scholastic competence, while Affirmation/Belonging was the sole significant predictor in Global Self-Worth. High levels of ethnic identity in the area of Affirmation/Belonging seemed to play a protective role in global self-concept in the face of discrimination. Implications and directions for future research are discussed.

“I’m going to prove you wrong”

Purpose – This study aims to explore perceptions of discrimination among ten African American youths as part of a larger qualitative investigation. Design/methodology/approach – The qualitative methodology utilized the “Prove them Wrong Syndrome” as a theoretical framework. Individual interviews and biographical questionnaires were the primary sources of data collection. Findings – Four major themes emerged from data analysis: perceived discrimination from others, perceived discrimination from members of one’s own racial group, responses to perceived discrimination and buffers against perceived discrimination. Practical implications – Implications for educators including teachers, school psychologists and school counselors are discussed. Originality/value – This paper attempted to fill the void in the literature, as it explored the perceptions of discrimination among African American youth, their responses to perceived discrimination and the identification of buffers to compensate for negative experiences...

Finding identity without discrimination: the plight of Arab American adolescents

This study investigated the relationship between self-reported discrimination and ethnic identity among 61 Arab American adolescents between the ages of 12 and 18 years. Participants completed the Multigroup Ethnic Identity Measure (MEIM) to obtain an assessment of their ethnic identities. Additionally, the lead author developed a questionnaire asking participants to self-report if either they or another Arab student they knew had been ‘treated badly or differently because of their ethnicity’. Consistent with the rejection-identification model, respondents who had reported experiencing discrimination, knowing of others who had experienced discrimination, or both had higher ethnic identity scores than those who had not, although the only significant difference was found between the group that experienced both types of discrimination and the non-discrimination group. Implications of these results are discussed as well as directions for future research.