Effects of racism on the socio-emotional wellbeing of Aboriginal Australian children

Abstract

Background Racism is a pervasive experience in the life of Aboriginal Australians that begins in childhood. As a psychosocial stressor, racism compromises wellbeing and impacts developmental trajectories. The purpose of the present study was to estimate the effect of racism on indicators of Australian Aboriginal child socio-emotional wellbeing (SEWB) at one to two years after exposure. Age-related differences in the onset of symptoms were explored. Methods Data from the B- and K-cohorts of the Longitudinal Study of Indigenous Children were used (aged 6 to 12 years). Racism, confounding variables, and the Strengths and Difficulties Questionnaire (a measure of SEWB) were collected by questionnaires and guided interviews with each child’s main caregiver. Adjusted Poisson regression was used to estimate the relative risk (RR a ) effects of racism on SEWB for both cohorts separately. RR a were pooled in a random effects meta-analysis. Results Exposure to racism was associated with an adjusted point estimate indicating a 41% increased risk for total emotional and behavioural difficulties, although the confidence intervals were wide (pooled RR a 1.41, 95% CI 0.75, 2.07). Analyses by cohort showed younger children had higher RR a for total difficulties (RR a 1.72, 95% CI 1.16, 2.54), whilst older children had higher RR a for hyperactive behaviour (RR a 1.66, 95% CI 1.01, 2.73). Conclusions The effects observed contributes to our understanding of the impact of racism on Aboriginal Australian children. Support for emotional and behavioural difficulties, and hyperactive behaviour, for Aboriginal children might help counteract the effects of racism. Future longitudinal research and policies aimed at reducing racism in Australian society are necessary.

Cultural Identity and Social and Emotional Wellbeing in Aboriginal and Torres Strait Islander Children

“…Cultural identity is a key factor affecting the health and wellbeing of Indigenous children, who, due to rapid changes in globalisation, colonial disruption and undermining of Indigenous cultures, face greater challenges in understanding their identity from past, present to future self. Many young Indigenous people's social interactions and experiences are affected by past and current social realities, including negative stereotyping, racism, and outlawing Aboriginal languages (Stoneham et al, 2014;Macedo et al, 2019). These negative experiences strongly affect selfworth and are linked with self-deprecation in young people (Wexler, 2009).…”

Is race still relevant? Student perceptions and experiences of racism in higher education

“…As seen in public discourses, accusations of racism are regularly disputed or rejected, as concrete evidence is often unavailable or unclear (Blum, 2002). In other words, calling someone out as a racist, or claiming to be a victim of racism, may not be as straightforward as it initially appears, as there can be social and emotional baggage in the process or the aftermath of a racial incident (Macedo, Smithers, Roberts, Paradies, & Jamieson, 2019).…”

Researching race in Australian youth studies

“…As it stands, Aboriginal and Torres Strait Islander young people make up 50% of the youth justice system (Australian Institute of Health and Welfare 2020). Everyday racism leads to mental health issues (Macedo et al 2019) beginning in childhood leading to serious impacts on their educational experiences and opportunities (Bodkin-Andrews and Carlson 2016). On-going systemic violence and inequality is perpetuated against Aboriginal and Torres Strait Islander young people, while multicultural policies, where cultural diversity is deliberately facilitated and managed by the state, have advanced the rights and opportunities of some cohorts of migrant young people (Hage 1998).…”

“…On the ground, young people are comfortable with intercultural friendships (Harris, 2014); the Black Lives Matter movement has led to greater calls for better diversity policies and more education about racism in Australia, particularly relating to Indigenous communities.. Yet systemic material racial inequalities persist (Bodkin-Andrews and Carlson 2016;Macedo et al 2019;Paradies 2016;Lentin 2020). How is this reality accounted for in Australian youth studies?…”