Browsing by Author "Park, Irene J.K."

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    Coping With Racism: Moderators of the Discrimination-Adjustment Link Among Mexican-Origin Adolescents
    (Wiley, 2018-05) Park, Irene J.K.; Wang, Lijuan; Williams, David R.; Alegria, Margarita; IU School of Medicine
    What strategies help ethnic minority adolescents to cope with racism? The present study addressed this question by testing the role of ethnic identity, social support, and anger expression and suppression as moderators of the discrimination-adjustment link among 269 Mexican-origin adolescents (Mage = 14.1 years), 12-17 years old from the Midwestern U.S. Results from multilevel moderation analyses indicated that ethnic identity, social support, and anger suppression, respectively, significantly attenuated the relations between discrimination and adjustment problems, whereas outward anger expression exacerbated these relations. Moderation effects differed according to the level of analysis. By identifying effective coping strategies in the discrimination-adjustment link at specific levels of analysis, the present findings can guide future intervention efforts for Latino youth.
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    Differential Links Between Expressive Suppression and Well-Being Among Chinese and Mexican American College Students
    (American Psychological Association, 2015-03) Su, Jenny C.; Park, Irene J.K.; Chang, Janet; Kim, Su Yeong; Dezutter, Jessie; Seol, Kyoung Ok; Lee, Richard M.; Soto, José A.; Zamboanga, Byron L.; Ham, Lindsay S.; Hurley, Eric A.; Brown, Elissa; Psychiatry, School of Medicine
    Previous research on culture and emotion regulation has focused primarily on comparing participants from individualistic and collectivistic backgrounds (e.g., European Americans vs. Asians/Asian Americans). However, ethnic groups that are equally individualistic or collectivistic can still vary notably in cultural norms and practices regarding emotion regulation. The present study examined the association between expressive suppression and well-being in two collectivistic ethnic groups (i.e., Chinese Americans and Mexican Americans). Results indicated that suppression of positive emotions was related to lower hedonic and eudaimonic well-being among Mexican Americans but not among Chinese Americans. Moreover, post hoc analysis revealed that Mexican Americans with a stronger collective identity reported lower eudaimonic well-being when suppressing positive emotions than Mexican Americans with a weaker collective identity. Suppression of negative emotions, by contrast, was unrelated to hedonic and eudaimonic well-being for both ethnic groups. Overall, our findings underscore the importance of taking into account the role that culture and the characteristics of emotion (e.g., valence) may play in the link between emotion regulation and well-being.
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    Gender Matters: The Influence of Acculturation and Acculturative Stress on Latino College Student Depressive Symptomatology
    (American Psychological Association, 2015-02) Castillo, Linda G.; Walker, Jo Ellyn O.Y.; Zamboanga, Byron L.; Weisskirch, Robert S.; Park, Irene J.K.; Navarro, Rachel L.; Schwartz, Seth J.; Krauss Whitbourne, Susan; Kim, Su Yeong; Vazsonyi, Alexander T.; Caraway, S. Jean; Psychiatry, School of Medicine
    The purpose of the study was to examine the relationship between acculturation-related variables with depressive symptomatology among Latino college students and the extent to which acculturative stress mediates the association. The extent to which gender moderates these relationships was also examined. Participants were 758 Latina and 264 Latino college students from 30 colleges and universities around the United States. Participants completed measures of acculturation, acculturative stress, and depression. Multigroup path analysis provided excellent model fit and suggested moderation by gender. Acculturative stress mediated the acculturation–depression relationship. One indirect effect was moderated by gender with effects stronger for men: Heritage-culture retention to depressive symptoms via Spanish Competency Pressures. Acculturation and acculturative stress contribute to depression differently for male and female Latino college students. Future research should note the influence of gender socialization on the acculturation process and mental health.
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    The Role of Parents’ Ethnic-Racial Socialization Practices in the Discrimination—Depression Link among Mexican-Origin Adolescents
    (Taylor & Francis, 2020-05) Park, Irene J.K.; Du, Han; Wang, Lijuan; Williams, David R.; Alegría, Margarita; Psychiatry, School of Medicine
    The present study investigated the moderating role of parents' ethnic-racial socialization practices (T1) in the link between adolescents' discrimination experiences (T1-T3) and adolescent anxiety and depression, respectively (T1-T3). Using a 3-wave longitudinal design with multiple informants (adolescent, mother, father) reporting on parents' ethnic-racial socialization practices, the data analytic sample comprised a total of 251 (T1) Mexican-origin families from the midwestern United States. Mother and father reports of their own ethnic-racial socialization practices (i.e., cultural socialization, preparation for bias, promotion of mistrust) were entered simultaneously into multilevel moderation models. Results from these multilevel moderation analyses indicated that fathers' promotion of mistrust was a significant moderator in the adolescent discrimination-depression link over time. Specifically, fathers' promotion of mistrust exacerbated the youth discrimination-depression association. Moreover, the difference between the moderating effects of fathers' versus mothers' promotion of mistrust on the youth discrimination-depression association was significant. Cultural socialization and preparation for bias did not significantly moderate the adolescent association between discrimination and mental health, regardless of parent gender (fathers or mothers) or mental health outcome (anxiety or depression). The results are discussed in light of a socioecological framework, with special emphasis on the importance of including (and differentiating between) both fathers and mothers in the investigation of ethnic-racial socialization and implications for future theory building, research, and clinical practice.