Cultural Diversity & Ethnic Minority Psychology最新文献

{"title":"See Me, Support Me: A platform for student voice can unlock teachers' support for English language learner students in the entrance to high school.","authors":"Virginia Isarraras, Anmol Gupta, Michael A Ruiz, Gregory M Walton","doi":"10.1037/cdp0000786","DOIUrl":"10.1037/cdp0000786","url":null,"abstract":"<p><strong>Objective: </strong>English language learner (ELL) students are one of the most rapidly growing student groups. Yet often, these students are marginalized and do not feel they belong in school. Across two studies, the present work evaluates an adaptation of the lifting the bar (Walton et al., 2021) procedure to give ELL students entering high school a platform called <i>See Me, Support Me</i> to introduce themselves on their terms to an educator of their choosing.</p><p><strong>Method: </strong>Study 1, a structured qualitative study (<i>N</i> = 11 ELL students), explored how ELL students use the <i>See Me, Support Me</i> platform. Next, a pilot study (<i>N</i> = 352 general adults) and Study 2 (<i>N</i> = 246 teachers) tested the effect of student self-introductions, included in a one-page letter, on responses to an ELL student.</p><p><strong>Results: </strong>Across the studies, we find that students use the platform by affirming their commitment to education and goals to grow academically while asking an educator to partner with them in this growth. In turn, as compared with participants who did not receive this letter, those who did saw the ELL student as more committed to education and were more willing to play mentorship roles for them.</p><p><strong>Conclusion: </strong>This work suggests the potential to provide ELL students a platform to vocalize their goals, needs, and ambitions to bring students and teachers together and help both succeed. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":48151,"journal":{"name":"Cultural Diversity & Ethnic Minority Psychology","volume":" ","pages":"885-899"},"PeriodicalIF":2.4,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146167440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Content analysis of perceptions of substance-use treatment among American Indian people who have used opioids.","authors":"Emma Shinagawa, Sage Mednansky, Lonnie A Nelson, Roxanna J King, Emily M Taylor, Arthur W Blume, Charity Green, Terrence K Kominsky, Ashley Lincoln, CHaRRM-Cn Community Advisory Board, Susan E Collins","doi":"10.1037/cdp0000767","DOIUrl":"10.1037/cdp0000767","url":null,"abstract":"<p><strong>Objectives: </strong>American Indian (AI) people are disproportionately impacted by opioid use disorder (OUD) and its associated consequences. However, there is a dearth of published research about substance-use treatment and its efficacy for AI people with OUD. People with OUD, especially those with a longer substance-use history, often have widely variable experiences in their access to and engagement in substance-use treatment. Furthermore, there is a paucity of literature on AI people's perceptions of their substance-use treatment experiences. This study seeks to fill this research gap.</p><p><strong>Method: </strong>Conventional content analysis was used to document perceptions of substance-use treatment among AI people who have used opioids (<i>N</i> = 45) as well as their suggestions for the improvement of treatment moving forward.</p><p><strong>Results: </strong>Participants highlighted the importance of connection to nonjudgmental counselors and peers with lived experience, challenges of logistical barriers to treatment (e.g., cost, distances to facilities), the importance of intrinsic versus extrinsic motivation for recovery, and a preference for treatment as respite versus punishment. Participants felt substance-use treatment could be enhanced through the incorporation of Native-centric cultural programming, the integration of social services into substance-use treatment (e.g., housing and vocational training), provision of robust individual and group counseling options, and healing settings that include nature and flexible structures.</p><p><strong>Conclusions: </strong>Findings should be taken into consideration when establishing and designing substance-use treatment for AI people who have used opioids to ensure appropriate accessibility, feasibility, and implementation concerns are addressed. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":48151,"journal":{"name":"Cultural Diversity & Ethnic Minority Psychology","volume":" ","pages":"694-704"},"PeriodicalIF":2.4,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12483176/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145193489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Classroom discipline experiences and Black youth student-teacher relationships and classroom engagement.","authors":"Kamilah B Legette, Pamela W Garner, Amy G Halberstadt","doi":"10.1037/cdp0000784","DOIUrl":"10.1037/cdp0000784","url":null,"abstract":"<p><strong>Objectives: </strong>Black youth experience discipline at substantially higher rates than White youth, both within and outside of the classroom, and especially for subjective reasons. These disciplinary experiences may cascade into further challenges for Black youth. We explore how Black students' experiences of classroom discipline for behaviors that teachers perceived as disruptive, disrespectful, or defiant relate to the students' classroom engagement and relationships with their teachers as well as how child gender might moderate the association.</p><p><strong>Method: </strong>Fourth- and fifth-grade elementary school teachers (<i>N</i> = 38; 86% female) in four school districts and their 130 Black students (50% female) completed surveys at school.</p><p><strong>Results: </strong>Accounting for students nested in classrooms, we applied multilevel modeling. Discipline for disruption and disrespect had little association with Black students' feelings about school. However, discipline for defiance was associated with less emotional and less behavioral classroom engagement and more conflict with teachers.</p><p><strong>Conclusions: </strong>These findings highlight the distinct impact of discipline for defiance on Black students' school experiences, underscoring the need for educators to critically examine how disciplinary practices shape engagement and teacher-student relationships. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":48151,"journal":{"name":"Cultural Diversity & Ethnic Minority Psychology","volume":" ","pages":"858-870"},"PeriodicalIF":2.4,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146107612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The model minority myth and Asian students' mental health: A comparative analysis of Asian American and international students and the moderating role of citizenship status.","authors":"Changyue Li, Linda Serra Hagedorn, Hang Cui","doi":"10.1037/cdp0000764","DOIUrl":"10.1037/cdp0000764","url":null,"abstract":"<p><strong>Objectives: </strong>This study investigates how the model minority myth (MMM) influences mental health among Asian American and Asian international college students, with particular attention to differences by citizenship and regional background.</p><p><strong>Method: </strong>Comparative analyses and sequential multiple regression were conducted with 573 students at a U.S. public university to assess the mental health effects of academic- and character-based stereotype exposure.</p><p><strong>Results: </strong>Asian American students reported significantly higher exposure to academic stereotypes than international peers. Academic stereotypes were associated with poorer mental health among Asian American students, but not among international students overall, indicating a significant moderation effect by citizenship status. Among international subgroups, South/Southeast Asian students exhibited weaker associations between academic stereotypes and distress, but stronger associations with character-based stereotypes.</p><p><strong>Conclusions: </strong>The psychological impact of the MMM varies by both citizenship and regional origin, underscoring the need for culturally responsive mental health interventions that account for the structural and identity-based diversity within the Asian student population. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":48151,"journal":{"name":"Cultural Diversity & Ethnic Minority Psychology","volume":" ","pages":"682-693"},"PeriodicalIF":2.4,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144734007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Racism, sociopolitical context, and emotional well-being in immigrant Latina mothers and their preschool-aged children: A mixed methods study.","authors":"Rebeca Alvarado-Harris, Krista Perreira, Jessica Roberts Williams, Jamie Crandell, Hudson P Santos","doi":"10.1037/cdp0000774","DOIUrl":"10.1037/cdp0000774","url":null,"abstract":"<p><strong>Objective: </strong>The cumulative consequences of maternally experienced racism stress may be transmitted intergenerationally from mother to child during sensitive developmental periods. Guided by segmented assimilation theory and the multidimensional conceptualization of racism-related stress, we examined how sociopolitical context (sanctuary vs. nonsanctuary county status) may play a critical role in maternal and child emotional well-being.</p><p><strong>Method: </strong>We employed a concurrent nested mixed methods design, QUAN(+qual). Immigrant Latina mothers (<i>N</i> = 92) completed structured questionnaires assessing racism stress, depressive symptoms, and their preschool-aged children's emotional-behavioral difficulties. We conducted bivariate and moderation analyses to examine associations. In addition, a subsample of participants (<i>n</i> = 22) described experiences of racism and/or community support during survey administration; these elaborations were analyzed using conventional content analysis.</p><p><strong>Results: </strong>Mothers residing in nonsanctuary counties reported higher levels of depressive symptoms (<i>z</i> = 2.88, <i>p</i> = .004) and racism stress (<i>z</i> = 2.04, <i>p</i> = .041). Sanctuary county designation moderated the relationship between mothers' experiences of racism stress and children's internalizing and externalizing behaviors, with significantly stronger associations observed in nonsanctuary counties across both adjusted and unadjusted models. Qualitative findings revealed that racism permeated place-based life domains-reinforcing exclusion, posing a pervasive emotional threat, and limiting social mobility. Mothers primarily described intergroup community support in sanctuary counties.</p><p><strong>Conclusions: </strong>Community-based support programs should expand into areas where families face high levels of racism stress and scarce community support. During the vulnerable postmigration period, mutually opposing forces of community support and racism may have far-reaching impacts across immigrant generations and broader society. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":48151,"journal":{"name":"Cultural Diversity & Ethnic Minority Psychology","volume":" ","pages":"757-770"},"PeriodicalIF":2.4,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12614280/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145259675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Multiple dimensions of acculturation and the longitudinal victimization of Latine adolescents.","authors":"Shannon P Cheung, Chiara Sabina, Carlos A Cuevas","doi":"10.1037/cdp0000747","DOIUrl":"10.1037/cdp0000747","url":null,"abstract":"<p><strong>Objectives: </strong>Multiple dimensions of acculturation (Anglo orientation, Latine orientation, familial support, immigrant status) may play a role in the victimization of Latine youth. This study examined these relationships for various forms of violence, including dating violence, conventional crime, child maltreatment, peer and sibling victimization, sexual victimization, and stalking, over time.</p><p><strong>Method: </strong>A total of 574 Latine adolescents across the United States, aged 12-18 at Wave 1, participated in both waves of the study. Participants completed the following measures: Juvenile Victimization Questionnaire, Conflict Tactics Scale 2 Short Form, The Brief Acculturation Rating Scale for Mexican Americans II, and the Multidimensional Scale of Perceived Social Support, along with demographics.</p><p><strong>Results: </strong>Path analysis results showed that familial support was related to significantly lower odds of peer and sibling victimization, dating violence, child maltreatment, and sexual victimization at Wave 2. Additionally, immigrant status was associated with greater odds of subsequent conventional crime and sexual victimization. Latine orientation was associated with higher odds of subsequent sexual victimization and lower odds of subsequent conventional crime. Anglo orientation was associated with an increased risk of child maltreatment. Interaction effects surfaced for peer/sibling and sexual victimization.</p><p><strong>Conclusions: </strong>Aspects of acculturation alter the risk of subsequent victimization in multiple ways, sometimes in ways counter to cross-sectional effects. Victimization also impacts dimensions of acculturation such as familial support and cultural orientations. These findings point to the need for prevention and intervention efforts that strengthen families and acknowledge the role of cultural adaptation in victimization risk. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":48151,"journal":{"name":"Cultural Diversity & Ethnic Minority Psychology","volume":" ","pages":"653-666"},"PeriodicalIF":2.4,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144310614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Correction to \"The development of Tibetan children's racial bias in empathy: The mediating role of ethnic identity and wrongfulness of ethnic intergroup bias\" by Sheng et al. (2024).","authors":"","doi":"10.1037/cdp0000722","DOIUrl":"10.1037/cdp0000722","url":null,"abstract":"<p><p>Reports an error in \"The development of Tibetan children's racial bias in empathy: The mediating role of ethnic identity and wrongfulness of ethnic intergroup bias\" by Jing Sheng, Li Wang, Shuang Lin, Yousong Hu, Yiting Ouyang, Shumin Duan, Shuilian Luo, Qiwen Cai, Yongtao Wu, Wenjun Yan and Jun Chen (<i>Cultural Diversity & Ethnic Minority Psychology</i>, Advanced Online Publication, Apr 11, 2024, np). In the article, the authors wish to remove biased language and inappropriate discussion surrounding the comparison between the Tibetan sample and the non-Tibetan samples, and the text discussing the development of Tibetan children's awareness of their own racial prejudice. The necessary corrections are present in the erratum. (The following abstract of the original article appeared in record 2024-72017-001).</p><p><strong>Objectives: </strong>Individuals often automatically have more empathy for same-race members. However, there are no studies on racial bias in empathy (RBE) among Tibetan school-aged children. The present study aimed to examine the development of RBEs, including racial bias in cognitive empathy, affective empathy, and behavioral empathy, in Tibetan school-aged children.</p><p><strong>Method: </strong>In Experiment 1 (<i>N</i> = 108, aged 7-12), ethnic identity was primed using Tibetan and Han names. Then negative and neutral events were applied to measure the RBEs of Tibetan children. In Experiment 2 (<i>N</i> = 148, aged 7-12), negative events were replaced by pain events. In Experiment 3 (<i>N</i> = 60, aged 7-12), Tibetan children's ethnic identity and the awareness of the wrongfulness of ethnic intergroup bias were added to examine the underlying mechanism.</p><p><strong>Result: </strong>Results found that RBEs increased among Tibetan children aged 7-10 and decreased among those aged 11-12, Moreover, we analyzed age as a continuous variable and found that 10 years old was the inflection point in the development of RBEs in Tibetan children. Importantly, children aged 11-12 years old realized more wrongfulness of ethnic intergroup bias than children aged 7-10. The ethnic identity of Tibetan children aged 7-10 mediated the relation between age group and RBEs. And the wrongfulness of ethnic intergroup bias mediated the link between age group and RBEs in Tibetan children aged 9-12.</p><p><strong>Conclusion: </strong>Our study sheds light on the development of RBEs in Tibetan school-aged children and highlights the importance of identifying the appropriate timing for intervening in prejudice. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":48151,"journal":{"name":"Cultural Diversity & Ethnic Minority Psychology","volume":" ","pages":"857"},"PeriodicalIF":2.4,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142394313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The role of parental psychological control in domain-specific self-esteem among Mexican adolescents.","authors":"John Hollander, Caitlin Fountain, Noraan A Mohamed, Graciela Espinosa-Hernandez","doi":"10.1037/cdp0000778","DOIUrl":"10.1037/cdp0000778","url":null,"abstract":"<p><strong>Objectives: </strong>Parenting, including parental psychological control, has a considerable influence on Latine adolescent behavior (Barber, 2002). Cultural values are also protective factors among Latine adolescents (Ojeda & Piña-Watson, 2014). To expand this research, the present study validated a parental psychological control measure among Mexican adolescents. It also examined how perceived maternal and paternal psychological control was associated with Mexican adolescent academic and social self-esteem and whether machismo and caballerismo played a role in these associations.</p><p><strong>Method: </strong>Adolescents (<i>N</i> = 681; 49.2% female; <i>M</i>_age = 14.31 years, <i>SD</i> = 1.55 years) completed the survey at two high schools in Puebla, Mexico.</p><p><strong>Results: </strong>A principal components analysis indicated moderately strong construct validity of psychological control measures in this sample. A series of hierarchical logistic regressions indicated maternal psychological control was negatively associated with both academic and social self-esteem. Further steps revealed that psychological control's effects on self-esteem are complexly moderated by values of machismo and caballerismo. For instance, adolescents with controlling fathers who endorsed higher levels of machismo suffered lower academic and social self-esteem than those who endorsed lower levels of machismo. Moreover, caballerismo acted as a protective factor against the negative effects of maternal psychological control (but not paternal) on social self-esteem.</p><p><strong>Conclusions: </strong>The present study is one of the first to examine the role of cultural values in the relationships between parental psychological control and domain-specific self-esteem in Mexican adolescents. In addition, it empirically validated a psychological control scale among Mexican adolescents. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":48151,"journal":{"name":"Cultural Diversity & Ethnic Minority Psychology","volume":" ","pages":"794-803"},"PeriodicalIF":2.4,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145439711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Activism during the COVID-19 pandemic: Racial reckoning for Asian and Asian American college students.","authors":"Sei Eun Kim, Rayni Thomas, Sylvia H M Wong, Kiera Coulter, Zhenqiang Zhao, Jared Barnett, Russell B Toomey","doi":"10.1037/cdp0000761","DOIUrl":"10.1037/cdp0000761","url":null,"abstract":"<p><strong>Objectives: </strong>The COVID-19 pandemic has intensified discrimination and racist attacks targeting Asian Americans. This challenging context has also created opportunities for individuals to engage in activism and collective action. Despite the significance of this issue, little research has explored how anti-Asian racism throughout COVID-19 has contributed to Asian and Asian American college students' engagement in activism.</p><p><strong>Method: </strong>Focus group interviews were conducted to explore how the COVID-19 pandemic shaped the experiences and perceptions of activism among 34 Asian and Asian American college students (eight international and 26 domestic; <i>M</i>_age = 22.47, <i>SD</i> = 5.31).</p><p><strong>Results: </strong>Using reflexive thematic analysis, we identified five interconnected themes that characterized participants' experiences: definition of activism, barriers to activism, reasons for activism engagement, forms of activism and advocacy, and activism's impact on relationships.</p><p><strong>Conclusions: </strong>Implications and future directions to promote collective agency for lasting societal change are discussed. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":48151,"journal":{"name":"Cultural Diversity & Ethnic Minority Psychology","volume":" ","pages":"667-681"},"PeriodicalIF":2.4,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144734004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Queer Asian Americans' intracommunity racism distress and mental health: Effects of social resources over time.","authors":"Eddie S K Chong, Yiyang Zhang, Han Chen, Colleen A Kase, Jonathan J Mohr","doi":"10.1037/cdp0000780","DOIUrl":"10.1037/cdp0000780","url":null,"abstract":"<p><strong>Objectives: </strong>Queer Asian Americans encounter intersectional stressors due to their multiple minoritized statuses, which can increase the risk of mental health problems. Some research has suggested that social resources, including family acceptance of sexual orientation and general social integration, have the potential to protect lesbian, gay, bisexual, transgender, and queer people of color from the harmful impacts of these minority stressors. However, most studies have been cross-sectional, and few have examined the buffering effects of social resources specifically for queer Asian Americans. The present study addresses these gaps by testing whether family acceptance and social integration can buffer the concurrent and prospective links between racism distress within lesbian, gay, bisexual, transgender, and queer communities and mental health among queer Asian Americans.</p><p><strong>Method: </strong>A sample of 227 queer Asian Americans in the United States and Canada (<i>M</i>_age = 24.85, <i>SD</i> = 6.30) completed online surveys twice, with an 8-month interval between assessments.</p><p><strong>Results: </strong>Findings revealed unique contributions of social integration and family acceptance to mental health. Specifically, in concurrent analyses, the negative link between racism distress and mental health was present only for queer Asian Americans with low-to-moderate (but not high) levels of social integration. In longitudinal analyses, the link weakened as family acceptance levels at Time 1 increased.</p><p><strong>Conclusions: </strong>The findings underscore the significance of social resources from peers and family in counteracting detrimental health impacts created by intersecting minority stressors. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":48151,"journal":{"name":"Cultural Diversity & Ethnic Minority Psychology","volume":" ","pages":"818-829"},"PeriodicalIF":2.4,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145490644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}