The imperative to support Black youths in resisting low and limiting expectations.

Harmful narratives circulate about Black youths in North America. Deficit narratives portray them, their culture, and their communities as problems, narratives about policing encourage their control and punishment, color-evasive narratives ignore how race shapes their experiences, and essentialist narratives erase their distinct and often intersectional experiences by presenting them as monolithic. Community psychology and allied fields do not escape these trends, which in turn infuse practice, research, and teaching involving Black youths. The present paper highlights four principles that community psychology and allied fields can adopt to support Black youths in resisting these negative and narrow narratives. They are: (1) emphasizing Black youths' and Black communities' strengths, (2) supporting their agency, (3) adopting culturally relevant practices, and (4) developing critical consciousness through reflections on and deconstruction of these narratives. We hope that the reflections shared in this paper will expand the perspectives infused by researchers and practitioners in community psychology, social work, urban studies, and allied fields who work with Black youths.

An examination of personality expression in everyday life in a Canadian sample of racialized undergraduate students.

OBJECTIVE: There is a growing body of research regarding the situations that are linked to personality expression in daily life. We examined racialized young adults' experiences of racial and ethnic cues, and variables from prior personality expression research. METHOD: We assessed Big Five personality states in racialized undergraduate students (N = 180) in the Greater Toronto Area, Canada using experience sampling methodology. Participants (Mage  = 19.85-years-old; 51% South Asian, 17% East Asian, 11% African, 11% Middle Eastern, 9% Southeast Asian, 8% Black-North American, 5% Caribbean, 3% Afro-Caribbean, 2% Central American, 2% White/European, 1% South American, 1% North African, 1% South and Central American, 1% Afro-European, 3% another) provided five assessments daily over 12 days (Nobservations  = 6980). RESULTS: We observed within-person associations from past personality expression research (e.g., participants exhibited greater conscientiousness when at school). Racial and ethnic cues from previous studies of racial and ethnic identity, stereotyping, discrimination, and prejudice were associated with situational characteristics (e.g., being in a majority White space was associated with being in public), and with Big Five personality states (e.g., racial identity salience was associated with extraversion). CONCLUSION: Results suggest that assessing sociocultural variables beyond the individual provides an opportunity for better understanding personality expression.

Effects of social support in an academic context on low-grade inflammation in high school students.

Bolstering academic motivation is a high priority in school settings, but some evidence suggests this could take a toll on students' physical health. To address this, this study compared the effects of an experimental manipulation of academic motivation alone (AM) to academic motivation enhanced with social support (SS + AM) on markers of inflammation in a sample of 80 high school 9th graders. Outcomes included low-grade inflammation: C-reactive protein (CRP) and interleukin-6 (IL-6); a motivation measure; and grade point average (GPA), taken at baseline and follow-up (beginning and end of school year, respectively). Students in the SS + AM condition had lower levels of inflammation at follow-up (covarying baseline levels) compared to those in the AM condition. The two groups were equivalent on motivation and GPA at follow-up. This preliminary study suggests that incorporating social support into academic motivation programs has the potential to benefit inflammatory markers in young people while allowing them to maintain positive academic outcomes.

An experimental demonstration of the positive consequences of guiding students to conceptualize education as connection.

INTRODUCTION: Educators often struggle to sustain students' motivation during adolescence. Students may view school tasks as insignificant because learning, achievement, and success feel detached from valued social connections. Previous findings in the study of development demonstrate that young people derive meaning from key sources of social support and connection. Finding ways to link how students approach their educational goals to meaningful social connections may strengthen responses to daily learning opportunities with positive implications for achievement. METHOD: A randomized-controlled experiment and daily diary survey evaluated the consequences of guiding students to conceptualize educational pursuits as linked to their social connections. A group of ninth-grade students in the United States (N = 39; 58.97 % girls, 30.77 % boys, 2.56 % non-binary, 7.69 % did not disclose) were randomly assigned to one of two brief programs designed to cultivate goals and motivation. RESULTS: Participants randomly assigned to a healthy achievement condition (including an emphasis on the importance of social support and connection as part of achievement and success) reported more productive responses to daily academic difficulty than participants in a standard motivation condition on a daily diary survey over one year after the program. This led to an indirect increase in actual daily support, which was associated with earning higher grades. CONCLUSIONS: The results suggest that a reconceptualization of education as an endeavor grounded in social connection would help keep students engaged in learning.

Can Identity Conflicts Impede the Success of Ethnic Minority Students? Consequences of Discrepancies Between Ethnic and Ideal Selves.

Because of stigma and underrepresentation, many ethnic minority students may find it difficult to align their ethnicities with their ideal selves. However, these difficulties and their potential consequences have been empirically neglected. To inform this gap in the literature, we propose that the novel concept of ethnic/ideal self-discrepancies (i.e., perceived mismatches between who a person aspires to be and this person's conception of their ethnic self) is associated with the academic outcomes of ethnic minority students. As hypothesized, large ethnic/ideal self-discrepancies predict high academic disengagement, according to cross-sectional data from Study 1 ( n = 147) and Study 2 ( n = 105), as well as high academic disengagement 2 months later according to half-longitudinal data from Study 2 ( n = 78). In Study 3 ( n = 99), ethnic minority students experimentally induced to perceive high ethnic/ideal self-discrepancies reported significantly higher academic disengagement than ethnic minority students in a low discrepancy condition.

Upward social mobility and identity.

As psychological research on socioeconomic status (SES) continues to expand, greater attention should be devoted to the influence of social mobility and the dynamic and malleable aspects of SES on people's lives. Status-based identity describes how people's socioeconomic circumstances relate to their broader sense of self and the meaning that they make of their own SES. Such an approach allows for complex study of the challenges and consequences of a change in SES. Research related to status-based identity suggests that although social mobility is often considered a signifier of reduced inequality, upward social mobility may also exacerbate other forms of inequality by instigating a destabilizing sense of status uncertainty that impairs motivation and well-being for class migrants.

Marginal and happy? The need for uniqueness predicts the adjustment of marginal immigrants.

Marginalization is often presented as the strategy associated with the worst adjustment for immigrants. This study identifies a critical variable that buffers marginal immigrants from the negative effects of marginalization on adjustment: The need for uniqueness. In three studies, we surveyed immigrants recruited on university campuses (n = 119, n = 116) and in the field (n = 61). Among marginal immigrants, a higher need for uniqueness predicted higher self-esteem (Study 1), affect (Study 2), and life satisfaction (Study 3), and marginally higher happiness (Study 2) and self-esteem (Study 3). No relationship between the need for uniqueness and adjustment was found among non-marginal immigrants. The adaptive value of the need for uniqueness for marginal immigrants is discussed.