Ethnic minority status and health minority status (i.e., presence of illness) may facilitate repressive adaptive style (RAS) in an additive fashion, and a “double stigma” hypothesis has been proposed to explain this additive effect. The authors compare RAS in European American, Mexican American, and Mexican children and examine the association of RAS to the traditional values of simpatia and collectivism. Results do not confirm the hypothesis that minority status contributes to RAS; however, collectivism is a significant predictor of defensiveness supporting a cultural hypothesis for RAS.
Canino, G. (2004). Are somatic symptoms and related distress more prevalent in Hispanic/Latino youth? Some methodological considerations. Journal of Clinical Child and Adolescent Psychology, 33, 272-275.
2.
Ganzeboom, B. G., & Treiman, D. J. (1996). Internationally comparable measures of occupational status for the 1998 International Standard Classification of Occupations. Social Science Research, 25, 201-239.
3.
Harrison, A. O., Wilson, M. N., Pine, C. J., Chan, S. Q., & Buriel, R. (1990). Family ecologies of ethnic minority children.Child Development, 61, 347-362.
4.
Marin, G., & Marin, B. V. (1991). Research with Hispanic populations. Newbury Park, CA: Sage.
5.
Newton, T. L., & Contrada, R. J. (1992). Repressive coping and verbal autonomic response dissociation: The influence of social context. Journal of Personality and Social Psychology,62, 159-167.
6.
Phipps, S., & Srivastava, D. K. (1997). Repressive adaptation in children with cancer. Health Psychology, 16, 521-528.
7.
Reynolds, C. R., & Richmond, B. O. (1978). What I think and feel: A revised measure of children's manifest anxiety. Journal of Abnormal Child Psychology, 6, 271-280.
8.
Schwartz, G. E. (1995). Psychobiology of repression and health: A systems approach. In J. L. Singer (Ed.), Repression and dissociation: Implications for personality theory, psychopathology, and health (pp. 405-434). Chicago: University of Chicago Press.
9.
Selman, R. L., Beardslee, W., Schultz, L. H., Krupa, M., & Podorefsky, D. (1986). Assessing adolescent interpersonal negotiation strategies: Toward the integration of structural and functional models. Developmental Psychology, 22, 450-459.
10.
Singelis, T. M., Triandis, H. C., Bhawuk, D. P. S., & Gelfand, M. J. (1995). Horizontal and vertical dimensions of individualism and collectivism: A theoretical and measurement refinement. Cross Cultural Research, 29,240-275.
11.
Steele, R. G., Elliott, V., & Phipps, S. (2003). Race and health status as determinants of anger expression and adaptive style in children. Journal of Social and Clinical Psychology, 22, 40-58.
12.
Varela, R. E., & Biggs, B. K. (2006). Reliability and validity of the RCMAS across samples of Mexican, Mexican American, and European American children: A preliminary investigation. Anxiety, Stress, and Coping: An International Journal, 19, 67-80.
13.
Varela, R. E., Vernberg, E. M., Sanchez-Sosa, J. J., Riveros, A., Mitchell, M., & Mashunkashey, J. (2004). Anxiety reporting and culturally associated interpretation biases and cognitive schemas: A comparison of Mexican, Mexican American, and European American families. Journal of Clinical Child and Adolescent Psychology, 33, 237-247.
14.
Weinberger, D. A., Schwartz, G. E., & Davidson, R. J. (1979). Low anxious, high anxious, and repressive coping styles: Psychometric patterns and behavior and physiological responses to stress. Journal of Abnormal Psychology, 88, 369-380.
