Discrimination and minority status
The three studies I address today deal with discrimination. First, Liautaud, Rendina & Berke (2023) published “Examining the Impact of Daily Discrimination on Alcohol Use Among Racially Diverse, Trauma-Exposed Sexually Minoritized Adults: A pilot study” in Psychological Trauma: Theory, Research, Practice, and Policy. Here are the edited abstract and impact statement:
Identity-based stress and trauma are key drivers of alcohol use-related health inequities among minoritized people. Research on intersectional experiences of identity-based stress and alcohol use among trauma-exposed minoritized people is scant. This pilot study used a 30-day diary design to examine the effect of identity-based discrimination exposure on alcohol use in a racially diverse sample of trauma-exposed sexual minoritized (SM) adults (N = 47; 63.8% cisgender female; 65.2% Black, Indigenous, and People of Color [BIPOC]). Multilevel logistic regression models were used to evaluate whether days marked by any (vs. no) identity-based discrimination were concurrently or prospectively associated with increased likelihood of reporting a higher (vs. lower) level of drinking—and whether these associations differed by race/ethnicity. Discrimination was associated with increased likelihood of reporting a higher level of same-day drinking (B = 0.91, p = .03), but did not predict next-day drinking. BIPOC (vs. White) individuals were less likely to report a higher drinking level on or following nondiscrimination days (Bs = −2.18 to −1.52, ps ≤ .005), but more likely to do so on or following discrimination days (Bs = 1.13–1.60, ps ≤ .03). Results suggest that everyday discrimination may create insidious risk for coping-motivated alcohol use among SM BIPOC, a subgroup that otherwise exhibits resilience with respect to drinking. Black, Indigenous, and People of Color (BIPOC) (vs. White) participants exhibited lower drinking risk on nondiscrimination days, but higher drinking risk on or following discrimination days. Best practices for secondary prevention to curb the progression of low-risk alcohol use in this population may differ by race/ethnicity.
This is another nicely designed study, though the sample is small. It suggests the importance of asking good questions both about experiences of discrimination and substance use. Next, Jardas, Ladd, Maheux, Choukas-Bradley, Salk & Thoma (2023) published “Testing the Minority Stress Model Across Gender Identity, Race, and Ethnicity among U.S. Gender Minority Adolescents” in Journal of Psychopathology and Clinical Science. Again, the edited abstract and impact statement:
Gender minority (GM) youth are at heightened risk for psychopathology, purportedly due to their experiences of GM stressors. However, few studies have examined how GM stressors are associated with depression and anxiety among GM youth. Furthermore, no prior studies have investigated how experiences of GM stressors differ across gender identity and race/ethnicity within a diverse sample of GM youth. A nationwide online cross-sectional survey of 1,943 fourteen- to 18-year-old GM adolescents (66.91% White, 11.73% multiracial, 8.49% Latinx, 7.10% Black, 3.09% Asian, 1.49% American Indian/Alaskan Native) in the United States assessed GM stressors (prejudice events, expectations of rejection, internalized transnegativity, and concealment) and mental health. Structural equation modeling was used to examine how GM stressors and depressive and anxiety symptoms differ across gender identity and race/ethnicity. Higher levels of each GM stressor were related to higher depressive symptoms. Prejudice events, expectations of rejection, and concealment were related to higher anxiety symptoms. Transmasculine and transfeminine youth reported higher levels of GM prejudice events and expectations of rejection, and higher mental health symptoms, than nonbinary youth. Findings were relatively consistent across racial/ethnic identities, with the exception that Black GM adolescents reported fewer GM prejudice events and expectations of rejection and indirectly exhibited lower mental health symptoms as compared to White GM youth. Researchers and clinicians should be attuned to how intersectional identities are related to stress and mental health among diverse GM youth. Recommendations for individual and structural-level interventions are discussed.
This study supports the theory that mental health symptoms among gender minority youth are associated with unique stressful experiences related to having a marginalized gender identity during adolescence. Risk for these stressful experiences and related mental health symptoms vary by gender identity and, to some extent, race/ethnicity.
Here we see the impact of gender minority stressors on youth. It’s a large sample, with important findings. The final study looks at ethnic/racial discrimination at school. Wang, Chen, Zhang & Chen (2023) published “Daily Associations between Adolescents’ Executive Function and School Engagement: The role of ethnic/racial discrimination” in Developmental Psychology. The edited abstract and impact statement follow:
Executive function (EF) has rarely been considered for adolescents’ daily school outcomes or in conjunction with ethnic/racial discrimination. Using 2-week, daily data from 137 ethnic/racial minority adolescents (Mage = 14.56; 53% female; 56% Black, 19% Latinx, 7% Asian, 7% Native, 12% other [e.g., multiracial]) in the Midwest United States, this study examined same-day, within-person associations between EF and school engagement (controlling for prior-day engagement), and how these associations varied by adolescents’ daily experiences of ethnic/racial discrimination. Two EF components, inhibitory control and working memory, were associated with higher levels of school engagement on the same day, only on days when adolescents reported lower than their typical levels of discrimination. An alternative, indirect effect (i.e., discrimination compromised same-day school engagement via EF) was not observed. Findings highlight novel mechanisms through which discrimination may contribute to educational disparities.
Discrimination based on one’s ethnicity/race has deleterious effects on school outcomes. The current study demonstrates that, in addition to these direct effects, daily experiences of ethnic/racial discrimination can also compromise the positive associations between executive function and school engagement, highlighting novel mechanisms via which everyday discrimination may contribute to educational disparities that disadvantage ethnic/racial minority youth.
Taken together, these studies highlight the importance of support for youth dealing with gender and/or racial/ethnic minority status. It’s easy to imagine the slippery slope from experiences of discrimination and stress to disengagement from school and substance use.