“You Said, I Heard”: Speaking the Subtext in Interracial Conversations

Brondolo, Elizabeth; Jean-Pierre, Kristy-Lee

doi:10.1007/978-1-4614-9025-8_8

Cited by 8 publications

(7 citation statements)

References 57 publications

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“…In addition, it can help to make individuals more explicitly aware of group-related stereotypes and the effects of these stereotypes on the development of their self-concept, motivation and interpersonal relationships. This awareness can permit individuals to mitigate the negative effects of these stereotypes on health (for examples, see Brondolo & Jean-Pierre, 2014). …”

Section: Discussionmentioning

confidence: 99%

“…Further, the findings suggest that although the process of “becoming an American” brings many benefits, it may also come with increased exposure to discrimination. These data suggest that it may be helpful to assist foreign-born individuals to understand the subtext of discrimination to enable them to develop effective coping strategies to moderate deleterious effects of acculturation on health (Brondolo & Jean-Pierre, 2014). …”

Section: Discussionmentioning

confidence: 99%

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Place of birth effects on self-reported discrimination: Variations by type of discrimination

Brondolo

Rahim

Grimaldi

et al. 2015

International Journal of Intercultural Relations

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Researchers have suggested that perceptions of discrimination may vary depending on place of birth and the length of time spent living in the U.S., variables related to acculturation. However, the existing literature provides a mixed picture, with data suggesting that the effects of acculturation on perceptions of discrimination vary by race and other sociodemographic factors. This study evaluated the role of place of birth (POB: defined as U.S.-born vs. foreign-born), age at immigration, and length of residence in the U.S. on self-reported discrimination in a sample of urban-dwelling Asian and Black adults (n= 1454). Analyses examined POB effects on different types of discrimination including race-related stigmatization, exclusion, threat, and workplace discrimination. Sociodemographic variables (including age, gender, employment status and education level) were tested as potential moderators of the relationship between POB and discrimination. The results revealed a significant main effect for POB on discrimination, with U.S.-born individuals reporting significantly more discrimination than foreign-born individuals, although the effect was reduced when sociodemographic variables were controlled. Across the sample, POB effects were seen only for race-related stigmatization and exclusion, not for threat and workplace discrimination. With the exception of limited effects for gender, sociodemographic variables did not moderate these effects. Younger age at immigration and greater years of residence in the U.S. were also positively associated with higher levels of perceived discrimination. These findings suggest increasing acculturation may shape the experience and perception of racial and ethnic discrimination.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Place of birth effects on self-reported discrimination: Variations by type of discrimination

Brondolo

Rahim

Grimaldi

et al. 2015

International Journal of Intercultural Relations

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“…A range of systems-level and interpersonal interventions reduce the impact of stereotype threat, including raising awareness of this dynamic and restructuring assessments to avoid inadvertently reinforcing stereotypes. Until societal, institutional, and interpersonal interventions reduce discrimination, remediators must remain aware of these dynamics and design remediation strategies which address the critical underlying causes of underperformance [132], including advocacy for a student.…”

Section: Guideline 13 Do Explore Multiple Causes Of Learner Struggle Beyond Educational or Workplace Issues (Strong)mentioning

confidence: 99%

Guidelines: The dos, don’ts and don’t knows of remediation in medical education

et al. 2019

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Introduction Two developing forces have achieved prominence in medical education: the advent of competency-based assessments and a growing commitment to expand access to medicine for a broader range of learners with a wider array of preparation. Remediation is intended to support all learners to achieve sufficient competence. Therefore, it is timely to provide practical guidelines for remediation in medical education that clarify best practices, practices to avoid, and areas requiring further research, in order to guide work with both individual struggling learners and development of training program policies. Methods Collectively, we generated an initial list of Do’s, Don’ts, and Don’t Knows for remediation in medical education, which was then iteratively refined through discussions and additional evidence-gathering. The final guidelines were then graded for the strength of the evidence by consensus. Results We present 26 guidelines: two groupings of Do’s (systems-level interventions and recommendations for individual learners), along with short lists of Don’ts and Don’t Knows, and our interpretation of the strength of current evidence for each guideline. Conclusions Remediation is a high-stakes, highly complex process involving learners, faculty, systems, and societal factors. Our synthesis resulted in a list of guidelines that summarize the current state of educational theory and empirical evidence that can improve remediation processes at individual and institutional levels. Important unanswered questions remain; ongoing research can further improve remediation practices to ensure the appropriate support for learners, institutions, and society.

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“…Clinicians who have experienced similar circumstances may find that their own concerns and pain are evoked by clients' discussion. further, some clinicians may find it difficult to challenge their own assumptions about fairness and justice, and these difficulties can potentially erode the therapeutic alliance (Brondolo & Jean-pierre, 2014).…”

Section: Stress and Cognitionmentioning

confidence: 99%

Cognitive behavioral models, measures, and treatments for stress disorders in African Americans.

Greer

Brondolo

Amuzu

et al. 2018

Treating Depression, Anxiety, and Stress in Ethnic and Racial Groups: Cognitive Behavioral Approaches.

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Cognitive Behavioral Models, Measures, and treatMents for stress disorders in afriCan aMeriCans tawanda M. greer, elizaBeth Brondolo, eloM aMuzu, and aMandeep Kaur 11over the past 20 years, a growing body of research has provided evidence of significant racial disparities in stress exposure. african americans report higher levels of stress than white americans when assessments include selfreport indices of stress. african americans also experience stress as a function of greater exposure to significant threats to safety, achievement, and belonging and reduced access to resources necessary to mitigate these threats. racial and ethnic discrimination serves as an additional source of stress and contributes to disparities in other critical life areas. interconnections among stressors (e.g., crime and unemployment) and bidirectional relationships among stressors and stress responses (e.g., crime, trauma, and revictimization) further exacerbate racial disparities in stress exposure.substantial research has suggested that across populations, greater perceptions of stress are associated with increased distress and risk of impairments in mental and physical health (Baum, 2002;Baum, garofalo, & Yali,

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“You Said, I Heard”: Speaking the Subtext in Interracial Conversations

Cited by 8 publications

References 57 publications

Place of birth effects on self-reported discrimination: Variations by type of discrimination

Place of birth effects on self-reported discrimination: Variations by type of discrimination

Guidelines: The dos, don’ts and don’t knows of remediation in medical education

Cognitive behavioral models, measures, and treatments for stress disorders in African Americans.

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