Discrimination, Prejudice, and Oppression and the Development of Psychopathology

Vaid, Esha; Lansing, Amy Hughes

doi:10.1007/978-3-030-35517-3_14

Cited by 9 publications

(9 citation statements)

References 77 publications

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“…Further research is needed to contextualize the biological and mental health effects of race-based discrimination, prejudice, and oppression experienced by marginalized youth compared to the favoritism and privilege experienced by Whites 3,6,50 . While our findings are in line with the hypothesis that DNA-methylation alterations are one mechanism for how psychosocial stress is biologically embedded to injure children's psychiatric health, our observational design is, of course, not well-suited to evaluate mechanistic hypotheses.…”

Section: Discussionmentioning

confidence: 99%

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Socially stratified DNA-methylation profiles are associated with disparities in child and adolescent mental health

Raffington

Tanksley

Vinnik

et al. 2021

Preprint

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Importance: Economic and racial inequality is linked to disparities in children's mental health. Biomarkers that reflect these social disparities are lacking. Objective: We examined the hypothesis that salivary DNA-methylation patterns of higher inflammation and faster pace of biological aging are economically, racially and ethnically stratified and are associated with child mental health. Design: The Texas Twin Project is an on-going, observational, longitudinal study that began in May 2012. Analyses were preregistered on May 7, 2021, and completed on August 23, 2021. Setting: The population-based study identified and recruited participants from public school rosters in the greater Austin area. Participants: Participants in the analytic data set included all participants that agreed to contribute DNA samples and whose samples were assayed by January 2021. Exposures: Family- and neighborhood-level socioeconomic inequality, racial and ethnic identities (White, Latinx, Black, Asian). Main Measure(s): Environmental exposures were analyzed in relation to salivary DNA-methylation profiles of higher inflammation (DNAm-CRP) and faster pace of biological aging (DunedinPoAm). Child internalizing problems, attention problems, aggression, rule-breaking, ADHD, oppositional defiant disorder, and conduct disorder were measured using parent-reports and self-reports on abbreviated versions of the Achenbach Child Behavior Checklist and Conners 3. The hypotheses being tested were formulated after data collection of the present data freeze and were pre-registered prior to analyses being conducted. Results: In a sample of N=1,183 8-to-19-year-olds (609 female, age M=13.38y), children's salivary DNA-methylation profiles and psychiatric symptoms differed by socioeconomic conditions, race and ethnicity. Children with more parent-reported internalizing symptoms had higher DNAm-CRP (r=0.15, 95% CI=0.05 to 0.25, P=0.004) and DunedinPoAm (r=0.15, CI=0.05 to 0.25, P=0.002), and children with more parent-reported aggression problems had higher DNAm-CRP (r=0.17, CI=0.04 to 0.31, P=0.013). DNAm-CRP partially mediated advantage of higher family socioeconomic status (16% of total effect) and White racial identity (12% of total effect) on reduced internalizing symptoms. DunedinPoAm also partially mediated advantage of White racial identity on internalizing (19% of total effect). Conclusions and Relevance: Socioeconomic and racial inequality are visible in children's epigenetic profiles of inflammation and the rate of biological aging in a manner that is tied to social disparities in mental health.

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Section: Discussionmentioning

confidence: 99%

“…Fourteen mental health outcomes were examined in each model, including 7 self-reported and 7 parent-reported aggregate measures of (1) internalizing, (2) attention problems, (3) aggression, (4) rule-breaking, (5) ADHD, (6) oppositional defiant disorder (ODD), and (7) conduct disorder (CD).…”

Section: Statistical Analysesmentioning

confidence: 99%

Socially stratified DNA-methylation profiles are associated with disparities in child and adolescent mental health

Raffington

Tanksley

Vinnik

et al. 2021

Preprint

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“…These discriminatory experiences at school shape how students of color see themselves in the academic context (Banarjee et al, 2018). Potential discriminatory environments are also critical to understand as they may have detrimental consequences on students of color, including increased psychopathology (Vaid & Lansing, 2020) and internalized oppression (Garcia et al, 2019; Nadal et al, 2021; Roberson & Pieterse, 2021). There is also evidence that living in poverty amplifies the impact of teacher discrimination on student psychological symptoms (Jiang & Dong, 2020).…”

Section: School Climatementioning

confidence: 99%

The impact of school climate in social‐normative expectations in low and high SES schools

Vaid

Jofen²,

Hatchimonji

et al. 2022

Journal Community Psychology

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This study examined the associations among race/ethnicity, school climate, and social‐normative expectations (expectations about peers' future achievement) in high and low socioeconomic status (SES) schools, with a particular focus on school climate as a process that might influence social‐normative expectations. Results showed that more positive perceptions of school climate were significantly associated with higher levels of social‐normative expectations in both low and high SES settings. Additionally, identifying as Black was negatively associated with social‐normative expectations in both high and low SES schools. School climate significantly moderated the negative relationship between race and social‐normative expectations in high SES schools; however, there was no moderation in low SES schools. In both high and low SES schools, school climate was a robust predictor of social‐normative expectations, highlighting the importance of social‐normative expectations as a metric of school climate improvement in both high and low SES schools. In conclusion, policies related to school culture and climate, school improvement, and turnaround should explicitly focus on the connection of racial and ethnic equity, specifically for Black and Latinx students, to reflect the range and reality of students' social‐normative expectations.

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“…We also know that people with mental health difficulties are more likely than controls to (i) make decisions that increase their exposure to stressful situations and (ii) be exposed to systemic adversities (e.g., racism, ostracism, low socioeconomic resources; Adrian and Hammen, 1993;Meyer, 1995;Cole et al, 2006;Sheridan and McLaughlin, 2014;Wadsworth et al, 2016;Vaid and Lansing, 2020). Both of these pressures may shift the typical situations that these individuals are in, potentially generating different profiles of emotion responding in which emotions are naturally co-experienced more intensely than for individuals without these experiences.…”

Section: Ruling Out Third Variablesmentioning

confidence: 99%

Emotion Differentiation and Youth Mental Health: Current Understanding and Open Questions

Nook

2021

Front. Psychol.

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A growing body of research identifies emotion differentiation—the ability to specifically identify one’s emotions—as a key skill for well-being. High emotion differentiation is associated with healthier and more effective regulation of one’s emotions, and low emotion differentiation has been documented in several forms of psychopathology. However, the lion’s share of this research has focused on adult samples, even though approximately 50% of mental disorders onset before age 18. This review curates what we know about the development of emotion differentiation and its implications for youth mental health. I first review published studies investigating how emotion differentiation develops across childhood and adolescence, as well as studies testing relations between emotion differentiation and mental health in youth samples. Emerging evidence suggests that emotion differentiation actually falls across childhood and adolescence, a counterintuitive pattern that merits further investigation. Additionally, several studies find relations between emotion differentiation and youth mental health, but some instability in results emerged. I then identify open questions that limit our current understanding of emotion differentiation, including (i) lack of clarity as to the valid measurement of emotion differentiation, (ii) potential third variables that could explain relations between emotion differentiation and mental-health (e.g., mean negative affect, IQ, personality, and circularity with outcomes), and (iii) lack of clear mechanistic models regarding the development of emotion differentiation and how it facilitates well-being. I conclude with a discussion of future directions that can address open questions and work toward interventions that treat (or even prevent) psychopathology.

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Discrimination, Prejudice, and Oppression and the Development of Psychopathology

Cited by 9 publications

References 77 publications

Socially stratified DNA-methylation profiles are associated with disparities in child and adolescent mental health

Socially stratified DNA-methylation profiles are associated with disparities in child and adolescent mental health

The impact of school climate in social‐normative expectations in low and high SES schools

Emotion Differentiation and Youth Mental Health: Current Understanding and Open Questions

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