We introduce the National Institute on Minority Health and Health Disparities (NIMHD) research framework, a product that emerged from the NIMHD science visioning process. The NIMHD research framework is a multilevel, multidomain model that depicts a wide array of health determinants relevant to understanding and addressing minority health and health disparities and promoting health equity. We describe the conceptual underpinnings of the framework and define its components. We also describe how the framework can be used to assess minority health and health disparities research as well as priorities for the future. Finally, we describe how fiscal year 2015 research project grants funded by NIMHD map onto the framework, and we identify gaps and opportunities for future minority health and health disparities research.

The researchers explore relationships between preschool teachers' appraisals of intelligence, concurrent child characteristics, and future high school performance in a core sample of 110 4-year-olds. Children with higher socioeconomic status (SES) and those perceived as assertive and independent were judged by teachers more positively than IQ score predicted; conversely, low SES and perceived immaturity were associated with more negative teacher judgments than IQ score predicted. After controlling for SES, preschool teachers' over-and underestimates of intelligence relative to IQ score significantly predicted grade point average (GPA) and Scholastic Aptitude Test (SAT) test-taking 14 years later. The relationship between teacher ratings and GPA was strongest for children whose ability was underestimated. Teacher predictions were weakest in homes rated by observers as more orderly or with mothers who were more career or community active. Prescient versus influential interpretations of these findings are discussed.

Although these data are observational, and rigorous research on the best methods for recruiting and retaining older minorities is still necessary, the results suggest that a consumer-centered model of research yields greater overall recruitment and retention rates than do traditional research methods.

These findings document the high prevalence of severe mental illness in drug treatment clients and of serious drug problems in mental health patients. Only minimal differences emerged between the groups and none that indicated need for specialized treatments in separate systems of care.

This study examines the predictors of mental health service use among patients in an ethnically diverse public-care women's clinic. While waiting for their clinic appointments, 187 Latina, African American, and White women were interviewed about their attitudes towards mental illness and mental health services. White women were much more likely to have made a mental health visit in the past than the ethnic minority women. Having a substance use problem, use of mental health services by family or friends, and beliefs about causes of mental illness were all predictors of making a mental health visit.

At a time when ethnic minority populations are increasing in the United States, few psychotherapy studies are including minorities in their samples. To include ethnic minorities in psychotherapy studies, the complex construct of ethnicity must be carefully measured. In this article, practical advice is offered for conceptualizing, measuring, and interpreting ethnic factors in psychotherapy studies. Also discussed are identifying pathways from ethnicity to psychotherapy outcomes. Pathways that may influence ethnic differences in psychotherapy outcome include cultural factors, minority status, socioeconomic status, acculturation, and immigration experiences.

Our findings suggest that older adults would be amenable to psychosocial services, particularly individual services and psychoeducational programming. Policy makers interested in improving the quality of mental health treatment in primary care medicine should consider the inclusion of psychological services as a treatment option.

Forty-two Black clients referred for outpatient treatment were randomly assigned to receive existing brochures about services or a psychoeducational booklet about stigma based on experiences of Black mental health consumers. At 3-month follow-up, clients reported that both types of information were helpful; there were no significant differences between the types of information on treatment attendance. However, individuals who reported higher perceived treatment need or greater uncertainty about treatment showed greater stigma reduction from the psychoeducation. Findings indicate the need to move beyond "customer satisfaction" to evaluate educational interventions, as well as for greater understanding of differential impact of stigma reduction interventions.