Health-compromising behaviors among a multi-ethnic sample of canadian high school students: Risk-enhancing effects of discrimination and acculturation

Catherine Brown, Donald Langille, Julian Tanner, Mark Asbridge

Résultat de recherche: Articleexamen par les pairs

8 Citations (Scopus)

Résumé

This article examines whether acculturation and experiences of discrimination help to explain observed ethnic disparities in rates of three health-compromising behaviors: interpersonal violence, drinking, and cannabis use. Data were drawn from a cross-sectional survey of 3,400 high school students from Toronto, Canada, sampled in 1998-2000. Multivariate ordinary least squares and logistic regression models tested for baseline differences in the health-compromising behaviors by ethnic identity. Subsequent models adjusted for control measures and introduced acculturation and discrimination measures. Results confirm that experiences of discrimination and acculturation are risk enhancing, whereas active cultural retention appears to protect ethnic youth from participation in health-compromising activities.

Langue d'origineEnglish
Pages (de-à)158-178
Nombre de pages21
JournalJournal of Ethnicity in Substance Abuse
Volume13
Numéro de publication2
DOI
Statut de publicationPublished - avr. 1 2014

Note bibliographique

Funding Information:
This research was supported by a grant from the Social Sciences and Humanities Research Council (SSHRC) of Canada. Address correspondence to Mark Asbridge, PhD, Dalhousie University, 5790 University Avenue, Halifax, Nova Scotia, Canada B3H 1V7. E-mail: Mark.Asbridge@dal.ca

ASJC Scopus Subject Areas

  • Medicine (miscellaneous)
  • Health(social science)

PubMed: MeSH publication types

  • Journal Article
  • Research Support, Non-U.S. Gov't

Empreinte numérique

Plonger dans les sujets de recherche 'Health-compromising behaviors among a multi-ethnic sample of canadian high school students: Risk-enhancing effects of discrimination and acculturation'. Ensemble, ils forment une empreinte numérique unique.

Citer