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To investigate the association between subjective dimensions of socioeconomic status and psychological distress, paying particular attention to Latino subgroup differences.

We used data from the Latino sample (N = 2,554) of the National Latino and Asian American Study (NLAAS). For our main analyses, we conducted a series of weighted multivariable linear regressions.

The results showed that subjective social status was associated with reduced psychological distress.

There are several key study limitations that warrant consideration. Chiefly, data utilized were cross-sectional; thus, it is unclear whether subjective socioeconomic status (SES) precedes or follows psychological distress.

Overall, our study makes several contributions to the sociological study of mental health differentials among Latinos. We show the importance of the association between subjective SES indicators and psychological distress. We also demonstrate how the associations analyzed in this study varied by Latino subethnicity, which we argue is an important step to fully understand the different social processes associated with the mental health of different Latina/o groups.

This study investigated disparities in dual diagnosis (comorbid substance use and depressive/anxiety disorders) among US adults by nativity and racial–ethnic origin and socioeconomic, cultural, and psychosocial factors that may account for the observed disparities.

The study drew on data from two waves of the National Epidemiological Survey on Alcohol and Related Conditions. Racial–ethnic categories included African, Asian/Pacific Islander, European, Mexican, Puerto Rican, and other Hispanic/Latino. Substance use and depressive/anxiety disorders were assessed per DSM-IV. A four-category measure of comorbidity was constructed: no substance use or psychiatric disorder; substance use disorder only; depressive/anxiety disorder only; and dual diagnosis. The data were analyzed using multinomial logistic regression.

The prevalence of dual diagnosis was low but varied by nativity, with the highest rates among Europeans and Puerto Ricans born in US states, and the lowest among Mexicans and Asians/Pacific Islanders. The nativity and racial–ethnic effects on likelihood of having dual diagnosis remained significant after all adjustments.

The limitations included measures of immigrant status, race–ethnicity, and stress and potential misdiagnosis of mental disorder among ethnic minorities.

This new knowledge will help to guide public health and health care interventions addressing immigrant mental and behavioral health gaps.

This study addressed the research gap in regard to the prevalence and correlates of dual diagnosis among immigrants and racial–ethnic minorities. The study used the most current and comprehensive data addressing psychiatric conditions among US adults and examined factors rarely captured in epidemiologic surveys (e.g., acculturation).

The purpose of this chapter is to propose a new direction in ethnographic research in education through the emergence of critical presence ethnography (CPE). Through a review of the evolution of the field of ethnography as well as the positionality of the self as ethnographer, this chapter illuminates the ways in which critical ethnographic commitments and critical reflexivity can support a critical presence perspective that captures the ways in which the researcher impacts the internal epistemology and ontology of the research environment. This chapter is a conceptual chapter and does not include a specific research design, methods, or approaches. As a conceptual piece, there are no clear-cut findings, however a review of the extant literature concerning the field of ethnography is presented as well as the roles, opportunities, and tensions that ethnographers experience in the field. Based on the authors’ ethnographic work in the field, they employ a CPE to capture the ripples of self in the research context.

The limitations of this work are that it is only presented in its conceptual form and has not been implemented nor tested in the field. As such, the implications of this work are that it be further developed and operationalized in the field of ethnography. Upon implementation and in depth testing, CPE may have the potential to positively impact the way in which education ethnographers manage researcher identity, conceptions of the self, and researcher bias within a given context. This chapter builds upon a strong body of literature concerning ethnography and critical ethnography in education. Using these processes of ethnography and the ways in which the positionality of the ethnographic researcher have been conceptualized and operationalized in the extant ethnographic literature, our work seeks to provide a way in which the ethnographer can measure his or her impact on the given context. Although infant in our conceptualization, we aspire to contribute to the conversation about ethnography, researcher positionality, and context.

This article tests whether workers are indifferent between risky and safe jobs provided that, in labor market equilibrium, wages should serve as a utility equalizing device. Workers’ preferences are elicited through a partial measure of overall job satisfaction: satisfaction with job-related risk. Given that selectivity turns out to be important, we use selectivity corrected models. Results show that wage differentials do not exclusively compensate workers for being in dangerous jobs. However, as job characteristics are substitutable in workers’ utility, they could feel satisfied, even if they were not fully compensated financially for working in dangerous jobs.

Purpose – Differential racialization experiences influence ethnic and racial self-identification. This research assesses how ethnic self-identification colors perceptions perceived discrimination and how this in turn influences adolescent depressive symptomatology.

Methodology/Approach – We use the second wave of the Children of Immigrants Longitudinal Study (CILS) to examine the children of Caribbean immigrants. This research uses descriptive statistics, bivariate, and multivariate analyses to test hypotheses. The primary statistical method used is linear regression with OLS estimators.

Findings – Variations in the depression score exist among the racial/ethnic groups, with those identifying as non-black Antillean experiencing greater depression than the other three groups, and those identifying as white Cuban experiencing the lowest depression levels. The findings also show that some of this association is due to perceived discrimination.

Research Limitations/Implications – Future research should examine the association between discrimination and mental health longitudinally. We did not explore this option due to the lack of availability of relevant variables across multiple waves of the study.

Originality/Value of Paper – The results have implications for better understanding the second generation and elucidate how race and ethnicity shape adolescent perceptions of discrimination, and how these perceptions, in turn, are associated with mental health.

This chapter examines a subjective measure of child labor as an alternative to hours data for eliciting the distribution of children's time between work, school, and leisure. The subjective child labor questions that were developed have two primary advantages. First, the subjective measures avoid proxy respondent bias in child labor reports made by parents in a standard hours module. Second, the subjective child labor module scales responses to elicit the relative distribution of the shares of children's time without relying on hours data, which are prone to severe outlier problems. Adult, proxy respondents are found to produce uniformly lower reports of children's time allocated to work and school than the child's own subjective responses. Conditional labor supply functions are also estimated to examine differences in the marginal effects of child, parent, household, and school characteristics between the two types of data. The use of children's subjective responses increases the magnitude of the marginal effects for child's age, parental education, and school availability with limited differences between household composition and asset variables.

We identify the key social and political forces that brought about the Self Managed Attendant Service Direct Funding Pilot (SMAS-DFP). Attendant Services are services for people with physical disabilities (PWD) to assist with daily activities. Direct Funding means that individuals obtain funds through direct funding mechanisms and/or through third parties. Self-direction refers to consumers who know their attendant service needs and can instruct workers to meet these needs. Self-management refers to (PWD) who are employers under the law and are legally responsible for hiring, training, scheduling and paying their attendants. Our analysis of the success of the SMAS-DFP is based on pre-conditions and facilitating elements. The pre-conditions were the: (1) existence of social movements; (2) precedents to direct funding programs; (3) prior experience with the governance of attendant services; and (4) government health reform. Five elements facilitated the SMASD-FP: (1) a clear vision by the community; (2) a core group of leaders; (3) supporters of the SMAS-DFP came from inside and outside of the community; and (4) supporters provided key resources to be used and to deal with barriers. PWD successfully led the pilot (1994–1997) and continue to administer the expanded government program (began 1998).

Interest in employee mindfulness has increased dramatically in recent years, fueled by several important conceptual articles, numerous studies documenting the benefits of mindfulness for employee outcomes, and the adoption of mindfulness-based practices in many Fortune 500 organizations. Despite this growing interest, the vast majority of research on employee mindfulness has taken an intrapersonal focus, failing to appreciate the ways in which mindfulness may enhance work-related relational processes and outcomes. The authors explore possible associations between mindfulness and relationally oriented workplace phenomena, drawing from interdisciplinary scholarship examining mindfulness in romantic relationships, child–parent relationships, patient–healthcare provider relationships, and student–teacher relationships. A framework is proposed that links mindfulness to three distinct relationally oriented processes, which are expected to have downstream effects on work-related relational outcomes. The authors then take the proposed framework and discuss possible extensions to a variety of unique workplace relationships and discuss critical next steps in advancing the relational science of mindfulness.