Publications

Below you will find a sampling of available publications. For the most up-to-date list of available publications, please see my Google Scholar page [click here].

Atkin, A. L., Jackson, K. F., White, R. M. B., & Tran, A. G. T. T. (2022). A qualitative examination of familial racial-ethnic socialization experiences among multiracial American emerging adults. Journal of Family Psychology, 36(2), 179–190. https://doi.org/10.1037/fam0000918

Abstract: The present study examined the effects on the role of color-blind racial attitudes on the link between internalization of the model minority myth and race-related stress. Using a sample of 309 (176 males and 133 females) Asian American college students, the present study examined the relationship between color-blind racial ideology (i.e., unawareness of blatant racial issues, unawareness of racial privilege and unawareness of institutional racism) on the link between internalization of the model minority myth (i.e., unrestricted mobility and achievement orientation) and race-related stress (i.e., social climate stress, interracial stress, within-group stress, racism stress and achievement stress). Results primarily suggest the denial of blatant racism and racial issues (and not denial of racial privilege and institutional racism) exacerbate the effect of internalizing the model minority myth related to unrestricted mobility, while it buffers the effect of internalizing the model minority myth related to achievement orientation on race-related social stress. Overall, findings of this study suggest that internalization of the model minority myth and the unawareness of race and racism needs to be considered when looking at adjustment of Asian American college students. These findings also suggest that previous differential findings associated with model minority myth and adjustment warrant a closer look at the different implications. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Lam, C. K. & Tran, A. G. T. T. (2022) Asian American cultural socialization and ethnic identity: interdependent self-construal as a mediator, Journal of Ethnic & Cultural Diversity in Social Work, 31(1), 28-39, http://doi.org/10.1080/15313204.2020.1799471

Objective: This study advances the understanding of cultural socialization processes for Asian American emerging adults. We examined whether interdependent self-construal mediated the relation between cultural socialization and ethnic identity exploration and commitment. Method: The current study utilized mediation analyses to explore the associations between cultural socialization (i.e., the process in which individuals learn messages regarding the traditions and values of their culture) via different agents (i.e., parents, teachers, romantic partners, peers); interdependent self-construal (i.e., viewing oneself as connected to others); and ethnic identity exploration and commitment for Asian American college-attending emerging adults (N = 281, 66.5% female, M_age = 20.34). Results: Results revealed that interdependent self-construal mediated the association between cultural socialization and ethnic identity exploration and commitment in regards to romantic partners and peers, but not parents and teachers. Conclusions: Results highlight that diverse cultural socialization agents may play a role in ethnic identity formation and suggest that the endorsement of cultural values can be a mechanism through which ethnic identity is strengthened for Asian Americans.

Llamas, J.D., Nguyen K., & Tran, A.G.T.T (2021) The case for greater faculty diversity: examining the educational impacts of student-faculty racial/ethnic match, Race Ethnicity and Education, 24(3), 375-391, https://doi.org/10.1080/13613324.2019.1679759

Faculty diversity has benefits for all students; however, increasing faculty diversity may be particularly helpful in reducing academic disparities for students of color. This study examines the impact of having a professor of the same race/ethnicity on student performance. A longitudinal model was tested to examine how campus racial/ethnic composition and student-faculty racial/ethnic match impact GPA and graduation for students of color. Campus racial/ethnic climate was included in the model as a potential mediating factor. Results indicated that student-faculty racial/ethnic match, campus racial/ethnic composition, and campus racial/ethnic climate each predicted GPA, which predicted graduation. An indirect relationship between student-faculty racial/ethnic match and GPA through campus racial/ethnic climate was found. Findings stress the need for diverse faculty to enhance student success, ultimately improving grades and retention. Given the benefits to students, a focus on the hiring and retention of faculty of color may be key in addressing academic disparities.

Parks, S.J., Yoo, H.C., & Tran, A.G.T.T (2022, June). Does Color Blind Racial Ideology Moderate the Internalization of the Model Minority Myth on Race-Related Stress Among Asian American College Students?. Journal of Diversity in Higher Education. Advance online publication. http://dx.doi.org/10.1037/dhe0000419

Abstract: The present study examined the effects on the role of color-blind racial attitudes on the link between internalization of the model minority myth and race-related stress. Using a sample of 309 (176 males and133 females) Asian American college students, the present study examined the relationship between color-blind racial ideology (i.e., unawareness of blatant racial issues, unawareness of racial privilege and unawareness of institutional racism) on the link between internalization of the model minority myth(i.e., unrestricted mobility and achievement orientation) and race-related stress (i.e., social climate stress, interracial stress, within-group stress, racism stress and achievement stress). Results primarily suggest the denial of blatant racism and racial issues (and not denial of racial privilege and institutional racism) exacerbate the effect of internalizing the model minority myth related to unrestricted mobility, while it buffers the effect of internalizing the model minority myth related to achievement orientation on race-related social stress. Overall, findings of this study suggest that internalization of the model minority myth and the unawareness of race and racism needs to be considered when looking at adjustment of Asian American college students. These findings also suggest that previous differential findings associated with model minority myth and adjustment warrant a closer look at the different implications.

Tran, A. G. T. T. (2021). In or out of the game? Counter-stereotype paradoxes and Asian-identified student-athlete mental health. Cultural Diversity and Ethnic Minority Psychology, 27(4), 579–592. https://doi.org/10.1037/cdp0000387

Abstract: This study examines stressors (i.e., discrimination and stereotypes) and buffers (i.e., exercise) relevant to Asian-identified student-athletes’ mental health. The study tests a set of counter-stereotype paradox hypotheses positing that conforming to idealized stereotypes of Asians exacerbates discrimination-mental health links. Method: Data were drawn from the 2015–2019 cohorts of the Healthy Minds Study. Regression-based moderations were used to test counter-stereotype paradox hypotheses and a buffering model of exercise. Results: A-student status was a moderator of the discrimination and lower positive mental health link, and gender and body mass index (BMI) were moderators of the discrimination and anxiety and lower positive mental health links. Consistent with counter-stereotype paradoxes, discrimination and these mental health indicators were significantly correlated for Asian-identified student-athletes who reported being A-students or being underweight/normal-weight women. Results contradicted the counter-stereotype paradox for the discrimination–suicidality relation, which was significant for student-athletes reporting B-grades or lower and not significant for A-students. Exercise appeared to buffer discrimination-mental health associations for depression, anxiety, positive mental health, and disordered eating concerns. Conclusions: Results challenge the oft-celebrated Asian American model minority image and signify how both conforming and failing to conform to stereotypes can have benefits and liabilities for Asian-identified student-athletes. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

Tran, A.G.T.T. (2021) Looking forward to student-athlete mental health: Racial/ethnic trends from 2010 to 2015, Journal of American College Health, 69:8, 942-950, http://doi.org/10.1080/07448481.2020.1725018

Objective: This study examined trends in functionally impairing depression, significant anxiety, suicidal ideation, and suicide attempts among college student-athletes across time, racial/ethnic group, and student-athlete standing.

Tran, A.G.T.T., Eustice, K.L., Mintert, J.S., Lam, C.K., & Holzapfel, J. (2021) Perceptions of peer mental health: impact of race and student-athlete status, Journal of American College Health, https://doi.org/10.1080/07448481.2021.1903477

Objective: This study used a multi-faceted methodological approach to examine if peer perceptions of stereotyped student groups’ mental health needs varied by target race and student-athlete status.

Tran, A. G. T. T., Holzapfel, J., Lam, C. K., & Eustice, K. L. (2021). Race and student-athlete status: Peer appraisals of academic skills, intelligence, and favorability. Journal of Diversity in Higher Education. Advance online publication. https://doi.org/10.1037/dhe0000339

This online experimental study examined the roles of race and student-athlete status in college student perceptions of peers’ academic and intellectual skills and favorability. College student participants (n = 376) were randomly assigned to view a photograph (i.e., Black student-athlete, Black non-student-athlete, White student-athlete, White non-student-athlete) then rated the academic skills, intelligence, and favorability of the respective condition target. Moderation analyses revealed that White student-athletes were appraised as having higher study skills, academic motivation, and problem-solving abilities than White non-student athletes. Moreover, Black student-athletes were rated as less intelligent and less favorable than Black non-student athletes. Results suggest student-athlete status may be an advantage for White student-athletes, but a disadvantage for Black student-athletes in terms of peers’ academic, intelligence, and favorability appraisals relative to same-race, non-athlete peers. Findings imply that Black and White student-athletes likely face different campus experiences, wherein student-athlete status may pose risks of prejudiced peer evaluations and a potentially hostile campus climate for Black students. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

Tran, Alisia G.T.T. (2022, May 16). Racial/Ethnic Differences and Retirement: A Latent Profile Analysis. Journal of Financial Counseling and Planning. https://doi.org/10.1891/JFCP-2021-0062

Abstract: This study examined attitudes about the relevance of retirement planning and affect associated with it (retirement involvement) of adults (18–65-years-old), taking racial/ethnic status into consideration. Drawing on online survey data, between-group significance testing revealed that racial/ethnic minority (REM; n = 355) and White (n = 543) participants did not differ in mean levels of retirement involvement, but the REM sample perceived retirement involvement as less relevant to their respective racial/ethnic groups. Similar four-profile solutions consisting of Low, Moderate, High, and Mixed-Reactive Retirement Involvement latent subgroups emerged for both samples in Latent Profile Analyses. Findings revealed distinct racial/ethnic variations in demographic and financial capacity predictors of profile subgroup classification. Results signaled a need for more culturally focused financial counseling and planning research and interventions.

Tran, A.G.T.T. (2021) Race/ethnicity and Stigma in Relation to Unmet Mental Health Needs among Student-athletes, Journal of College Student Psychotherapy, https://doi.org/10.1080/87568225.2021.1881859

College student-athletes are at-risk for mental health issues, as well as for not accessing mental health services. Stigma about needing/receiving mental health services is often presumed to be a barrier to mental healthcare but the role of racial/ethnic minority status is largely absent from inquiries on these processes. Utilizing Healthy Minds Study data spanning 2015–2019 (N_weighted = 4,089), this study examined racial/ethnic variations in mental health stigma in relation to mental health psychotherapy utilization for student-athletes. Interaction results suggested racial/ethnic variations. There were no correlations between personal or perceived public stigma and mental health psychotherapy utilization for racial/ethnic minority student-athletes. Conversely, perceived public stigma was tied to mental health psychotherapy utilization whereas personal stigma was linked to unmet mental health need for White student-athletes. While stigma has been presumed to be a driving force of student-athletes’ unmet mental health needs, findings suggest variations based on racial/ethnic minority status and type of stigma.