Diversity and Developmental Science: Bridging the Gaps Between Research, Practice, and Policy 3031231627, 9783031231629

Table of contents :
Acknowledgment
Contents
Chapter 1: Developmental Science in the Twenty-First Century: Eschewing Segregated Science and Integrating Cultural and Racial Processes into Research
A Changing World
Color-Evasive Developmental Science
Theories of Developmental Diversity Science
Leading the Way
Building a Collaborative, Diversity-Infused Developmental Science
References
Chapter 2: Level Up: Recommendations for Measuring Racial Discrimination
Novel Methods
Daily Diary Method
Qualitative Methods
Ethnographies
Interviews, Focus Groups, and Narratives
Experimental Methods
Field Experiments
Modified Audits/Vignette Experiments
Mixed Methods
Whiteness
Qualitative Methods
Ethnographies
Interviews, Focus Groups, and Narratives
Quantitative Methods
Experimental Methods
Recommendations
Recommendations for Daily Diary Methods
Recommendations for Qualitative Methods
Recommendations for Experimental Methods
Recommendations for Mixed Methods
Recommendations for Research on Whiteness
Recommendations for Research Capturing Developmental Trends
References
Chapter 3: Canaries and Bellwethers: What Can We Learn About Racial Justice from Studying Ethnic-Racial Identity Within and Across Groups?
Affordances of Common Approaches to Conceptualizing ERI in Studies of Youth
ERI As a Psychological Place, In Context, and Over Time
A Temporal Phenomenon
A Social Contextual Phenomenon
Measurement Issues: Single- Versus Multiple-Group Research
Recommendations for Research Seeking to Incorporate ERI
References
Chapter 4: The Theory of Racial Socialization in Action for Black Adolescents and Their Families
Expanding Theory on Racial Socialization
A Need for Assessment of Racial Socialization as a Bidirectional Processes
Creation of the Racial Socialization Observational Task and Coding System
Centering Research on Racial Socialization within Developmental Science on Parenting
A Preliminary Conceptual Framework for Racial Socialization in Action
The Four Assumptions of the TRSA
Expansion of Racial Socialization Theory Through Observational Methods
Applications of the TRSA
Future Directions for Observational Methods with Families of Color
Conclusions
References
Chapter 5: Acculturation and Enculturation: The Intersection of Representational Ethics, Measurement, and Conceptualization
Representational Ethics: Insider and Outsider Perspectives
How We Decided to Focus on Representational Ethics in Research on Acculturation and Enculturation
Personal Stories
Elma Lorenzo-Blanco
Gaby Livas Stein
Richard Lee
Similarities and Differences Across Our Narratives
Application to Acculturation and Enculturation Research
Summary and Recommendations for Bridging Insider and Outsider Perspectives
Conclusion
References
Chapter 6: Applying Critical Multiracial Theory to Conceptualizing and Measuring Multiracial Experiences and Identity
The Exclusion of Multiracials in Developmental Science
How Multiracials Challenge Developmental Science’s Understandings of Race and Racism
Limitations of Monoracial Racial Identity Models
Critical Multiracial Theory (MultiCrit)
Past Theories of Multiracial Identity
Problem Approach (1900s–1950s)
Equivalent Approach (1960s–1970s)
Variant Approach (1980s–1990s)
An Ecological Framework for Understanding Multiracial Identity (2000s–Present)
Conceptualizing and Measuring Multiracial Racialization
Racial Identification
Racial Category
Racial Identity
Levels of Analysis Contextualizing Multiracial Racialization
Level 1: Individual Characteristics
Level 2: Interpersonal Experiences
Level 3: Contextual Factors
Level 4: Social, Economic, and Political Environment
Level 5: Systems of Oppression
Level 6: Time
Using the Model of Multiracial Racialization to Guide Future Research
Conclusion
References
Chapter 7: Ecologically Strong: Toward a Strengths-Based and Ecologically Valid Developmental Science
What Is “Strengths-Based” Developmental Research?
The Elephant in the Room: Ecological Validity as Foundational to “Calls for Change” in Developmental Research
Strident Commitment to Ecological Validity as Key to Strengths-Based Developmental Research
Ecological Validity in Action: Clear and Counter Cases
Case 1: Studying Children Via Theatrical Tasks: The “Theory of Puppets” Debate
Cases 2 and 3: Exemplary and Ecologically Valid Laboratory-Based Developmental Studies
Rheingold’s (1982) Study of Children’s Early Prosocial Helping
Legare and Souza’s (2012) Study of the Causal Efficacy of Ritual-Based Problem Solving
Connections to Other Prominent Cases of Deficit-Oriented Developmental Research
Recommendations for Building Ecologically Valid, Strengths-Based Developmental Research
Recommendation: Critically Examine Unit of Analysis
Recommendation: Understand All Research as Context Creating
Recommendation: Employ Diverse Samples, with Nonethnocentric Group Comparisons
Recommendation: Prioritize Actor- Over Observer-Perspectives in Developmental Science
Future Considerations for Ecological Validity and Strengths-Based Developmental Science
References
Chapter 8: Fertile Ground for Sociocultural Responsivity: Schools and Neighborhoods as Promotive and Inhibiting Environments
Setting-Level Ethnicity and Race in Action
Ethnic-Racial Compositions Meta-Construct
Group Centering of Ethnic-Racial Concentrations
Assessment of Ethnic-Racial Compositions
Neighborhoods as Fertile Ground: Ethnic-Racial Compositions and Outcomes
Group-Specific Ethnic-Racial Concentration
Multi-Group Ethnic-Racial Indexes
Schools and Peers as Fruitful and Productive Ground: Ethnic-Racial Concentration and Outcomes
School and Peer Ethnic-Racial Structuring: Populations
School Ethnic-Racial Structuring: Norms, Signs, and Symbols
Limitations and Recommendations
References
Chapter 9: Centering Youth Voice in Developmental Science: A Research Roadmap for Partnerships with Latinx Youth
Latinx Youth and Developmental Science
White Supremacy in Developmental Science
Centering Youth Voice Through Youth Participatory Action Research: One Response to White Supremacy in Developmental Science
A Research Roadmap for Centering Latinx Youth Voice in Developmental Science
Personal Researcher Reflexivity
Relationship Development
The Development of Conceptual Frameworks, Research Questions, and Measures
The Communication and Dissemination of Research Findings
Summary and Conclusions
References
Chapter 10: Action, but Make It Critical: The Measurement and Developmental Processes of Critical Action for Black and Latinx Youth
Introduction
Conceptualizing Critical Action Among Black and Latinx Youth
Ways to Categorize Critical Action
Measuring Critical Action Among Black and Latinx Youth
Existing Measures of Critical Action
Sample Characteristics
Addressing Social Issues with Multiple Forms of Critical Action
Measuring Motivation, Frequency, and Risk in Critical Action
Facilitators of and Barriers to Critical Action
Ethnic-Racial Identity and Socialization
Exposure to Racism and Discrimination
Intergroup Dialogue Between Youth of Color
Citizenship Status
Developmental Considerations for Critical Action
Critical Action in Childhood
Critical Action in the Transition to Adulthood
Recommendations for Research and Practice
Recommendation #1: Effective Measurement of Critical Action
Recommendation #2: Critical Action Before and Beyond Adolescence
Recommendation #3: Critical Action in Practice
Conclusion
References
Chapter 11: Toward Developmental Science That Meets the Challenges of 2044: Afrofuturist Development Theory, Design, and Praxis
What Is Afrofuturism?
Afrofuturist Development Theory, Design, and Praxis
A Case Study of Afrofuturist Development: Designing an Abolitionist Video Game and a Critical Game Jam
Principle #10 -Afrofuturistic Selves (Re-imagining the Role of Game Designer)
Principle #5- Fostering Critical Consciousness Among Participants
Conclusion
References
Chapter 12: Incorporating Diaspora into the Developmental Science of Immigrant Communities
Diaspora Defined and Debated
Developmental and Cultural Processes from a Diaspora Lens
Acculturation and Enculturation
School Adjustment and Peer Friendships
Parent-Child Relationships
Intergenerational Trauma
Ethnic-Racial Identity and Ethnic-Racial Socialization
Situating Ourselves Within Diasporic Contexts
Khojas of East Africa, Qurat-ul-ain Gulamhussein
International Students and Scholars, Xiang Zhou
Internationally Adopted Koreans, Adam Y. Kim
Conclusion and Future Recommendations
References
Chapter 13: Building the Bridge to Anti-Racist, Equitable, and Inclusive Practices: Translational Developmental Science for a Diverse Society
Fostering Healthy Development Within Families: Reducing the Impact of Poverty and Structural Inequities
Strategies to Empower Families to Navigate Race-Related Experiences
Parenting Approaches to Foster Positive Racial-Ethnic Identity, Socialization, and Adaptation
Culturally Responsive Parenting Programs
Anti-Racist, Equitable, and Culturally Relevant Practices in School
Charter Schools as an Approach to Diversify Schooling
Immigration, Language, and the School Setting
Identity Affirming Practices in Schooling
The Neighborhood and Community Contexts of Development for Children of Color: Fostering Positive Youth Development, Engagement, and Social Justice
Supporting Youth Agency, Civic Engagement, and Voice
Community-Engaged Research
Summary and Conclusion
References
Chapter 14: Building Collaborative Teams and Conducting Ethical Research in the Spirit of 2044: The Complexity of Conducting Research in Communities of Color
Changing Demographics and Health Disparities in the United States
Centering Issues of Race and Racism in Developmental Science
Chapter Overview
The Rise of Collaborative, Community-Engaged Research
Creating Diverse and Equitable Interdisciplinary Teams
Recommendations for Creating Diverse and Equitable Interdisciplinary Teams
White Researchers Must Engage in Self-Reflective Work Regarding White Privilege
White Researchers Must Recognize Their Limitations
Collaborative Teams Must Elevate the Voices of Minoritized Scholars
Minoritized Scholars Must Seize Opportunities to Elevate Their Voices and Express Their Own Limitations
Systems-Level Strategies Must be Implemented to Facilitate Adoption of These Tenets
Summary of Recommendations
Community-Engaged Collaborative Work in Minoritized Communities
The Continuum of Community Engagement
The Basics of Community-Engaged Research
Cultural Competence in Community-Engaged Research
Recommendations for Collaborating with Minoritized Communities
Research Team Members and Organizations Must Conduct a Self-Assessment to Determine Their Cultural Competency
Teams Must Actively Seek Out Resources to Address Gaps in Understanding and Training as Identified in the Self-Assessment
Teams Must Critically Evaluate All of Their Research Processes Through an Anti-Racist Lens to Ensure Equity and Inclusion
Teams Must Commit to the Transfer of Knowledge and Skills Between All Stakeholders on the Research Team and in the Community
Teams Must Support Systemic Change Within the Academy
Summary of Recommendations
Examples of Successful Collaborations with Community Partners
Conclusion
References
Chapter 15: Developmental Science in the Twenty-First Century: Moving Forward to Integrate Cultural and Racial Processes into Research
Acknowledge Power, Privilege, and Whiteness
Describe Samples
Engage in a Culturally Anchored Methodology
Expand Research Teams to Include Expertise of Diverse Populations of Interest
Conclusion
References
Index

Citation preview

Dawn P. Witherspoon Gabriela Livas Stein   Editors

Diversity and Developmental Science Bridging the Gaps Between Research, Practice, and Policy

Diversity and Developmental Science

Dawn P. Witherspoon  •  Gabriela Livas Stein Editors

Diversity and Developmental Science Bridging the Gaps Between Research, Practice, and Policy

Editors Dawn P. Witherspoon The Pennsylvania State University University Park, PA, USA

Gabriela Livas Stein University of North Carolina at Greensboro Greensboro, NC, USA

ISBN 978-3-031-23162-9    ISBN 978-3-031-23163-6 (eBook) https://doi.org/10.1007/978-3-031-23163-6 © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2023 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland

We dedicate this book to all of the children in the world whose developmental processes have been ignored, pathologized, or mischaracterized by the scientific enterprise. We commit to elevate your experiences, understand your strengths, and identify the structural forces that impact your lives to inform how best to support your growth, thrival, and success.

Acknowledgment

We would like to thank all of the scientists that have paved the way for the development of diversity developmental science – those of you who have fought and made space for our work to continue to do right by our communities. We also would like to thank the Society for Research in Child Development and their ethnic-racial issues (ERI) committee that both editors have chaired. During Dr. Witherspoon’s tenure as chair of this committee, SRCD provided financial support for a pre-­ conference in 2019 that served as the impetus for this book. We would like to thank all of the ERI committee members and SRCD leadership for supporting the ideas that went into this book.

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Contents

1 Developmental  Science in the Twenty-First Century: Eschewing Segregated Science and Integrating Cultural and Racial Processes into Research��������������������������������������������������������    1 Gabriela Livas Stein, Charissa S. L. Cheah, Wonjung Oh, and Dawn P. Witherspoon 2 Level  Up: Recommendations for Measuring Racial Discrimination������������������������������������������������������������������������������   19 Kamryn S. Morris, Jayley A. Janssen, and Eleanor K. Seaton 3 Canaries  and Bellwethers: What Can We Learn About Racial Justice from Studying Ethnic-Racial Identity Within and Across Groups? ��������������������������������������������������������������������������������   39 Deborah Rivas-Drake, Jessica Montoro, and Abunya Agi 4 The  Theory of Racial Socialization in Action for Black Adolescents and Their Families���������������������������������������������������   59 Mia A. Smith-Bynum 5 Acculturation  and Enculturation: The Intersection of Representational Ethics, Measurement, and Conceptualization��������   93 Elma I. Lorenzo-Blanco, Gabriela Livas Stein, Richard M. Lee, and Gail M. Ferguson 6 Applying  Critical Multiracial Theory to Conceptualizing and Measuring Multiracial Experiences and Identity��������������������������  119 Abigail K. Gabriel, Clarissa Abidog, Hyung Chol Yoo, Gabriela Livas Stein, N. Keita Christophe, Annabelle Atkin, Christine Wu, and Richard M. Lee 7 E  cologically Strong: Toward a Strengths-­Based and Ecologically Valid Developmental Science�������������������������������������  143 Andrew D. Coppens and Emilie Coppinger

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8 Fertile  Ground for Sociocultural Responsivity: Schools and Neighborhoods as Promotive and Inhibiting Environments������������������������������������������������������������������  167 Dawn P. Witherspoon, Rebecca M. B. White, Rajni Nair, Tiyobista M. Maereg, and Wei Wei 9 Centering  Youth Voice in Developmental Science: A Research Roadmap for Partnerships with Latinx Youth ����������������  197 Josefina Bañales, Bernardette J. Pinetta, Sukhmani Singh, Alfred J. Rodriguez, Adriana Aldana, and Felicia J. Gutierrez 10 Action,  but Make It Critical: The Measurement and Developmental Processes of Critical Action for Black and Latinx Youth ��������������������������������������������������������������������  223 Channing J. Mathews, Josefina Bañales, N. Keita Christophe, Alexis S. Briggs, and Elan C. Hope 11 Toward  Developmental Science That Meets the Challenges of 2044: Afrofuturist Development Theory, Design, and Praxis����������  245 Brendesha M. Tynes, Matthew Coopilton, Joshua Schuschke, and Ashley Stewart 12 Incorporating  Diaspora into the Developmental Science of Immigrant Communities��������������������������������������������������������������������  271 Qurat-ul-ain Gulamhussein, Xiang Zhou, Adam Y. Kim, and Richard M. Lee 13 Building  the Bridge to Anti-Racist, Equitable, and Inclusive Practices: Translational Developmental Science for a Diverse Society��������������������������������������������������������������������������������  291 Emilie Phillips Smith, Velma McBride Murry, Melissa M. Yzaguirre, Catherine M. Gonzalez, and Chioma Kas-Osoka 14 Building  Collaborative Teams and Conducting Ethical Research in the Spirit of 2044: The Complexity of Conducting Research in Communities of Color ������������������������������������������������������������������������  311 Margaret O’Brien Caughy, Suzanne M. Randolph Cunningham, and Esther Calzada 15 Developmental  Science in the Twenty-First Century: Moving Forward to Integrate Cultural and Racial Processes into Research ��������������������������������������������������������������������������  335 Dawn P. Witherspoon and Gabriela Livas Stein Index������������������������������������������������������������������������������������������������������������������  343

Chapter 1

Developmental Science in the Twenty-First Century: Eschewing Segregated Science and Integrating Cultural and Racial Processes into Research Gabriela Livas Stein, Charissa S. L. Cheah, Wonjung Oh, and Dawn P. Witherspoon

A Changing World Across the globe, countries are experiencing increasing ethnic-racial diversity in their populations due to immigration, migration, and differential fertility and mortality (of native- and foreign-born people) (Vespa et al., 2018). In the United States, the recent 2020 Census demonstrated significant demographic shifts in just the past 10  years with a 9% decline in the White population, and an astounding 276% increase in the Multiracial population (Jones et al., 2021). There was also growth in other racial or ethnic groups including Asian, Latinx,1 American Indian/Alaskan Native, and Black populations (with 36% growth, 25% growth, 27% growth, and

 We acknowledge that for Latinx populations racial categorization may be distinct from ethnic identification (e.g., in the case of Afro Latinx, Indigenous Latinx, or White Latinx) and this distinction shapes the daily experiences of Latinx populations. We use the term Latinx as an umbrella term that is inclusive of race and ethnicity for the purpose of this chapter given the unique racialization of brown and Black Latinx populations and point readers to other chapters in this book that consider the intersectional experience of race and ethnicity for the Latinx population. 1

G. L. Stein (*) University of North Carolina at Greensboro, Greensboro, NC, USA e-mail: [email protected] C. S. L. Cheah University of Maryland, Baltimore County, Baltimore, MD, USA W. Oh Texas Tech University, Lubbock, TX, USA D. P. Witherspoon Pennsylvania State University, University Park, PA, USA © The Author(s), under exclusive license to Springer Nature Switzerland AG 2023 D. P. Witherspoon, G. L. Stein (eds.), Diversity and Developmental Science, https://doi.org/10.1007/978-3-031-23163-6_1

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6% growth, respectively) (Jones et al., 2021). The Census estimates that by 2060, although non-Latinx Whites are projected to remain the single largest race or ethnic group, non-Latinx Whites will constitute only 44% of the US population, whereas the numerical majority of the population is predicted to identify as a member of a “minority” ethnic or racial group (28% Latinx, 15% Black, 9% Asian, 6% Multiracial) (Vespa et al., 2018). These demographic shifts are already evident in the child populations of the United States such that non-Latinx Whites at the time of this publication (2021) make up less than 50% of the under 18 population with Latinx and Black youth being the largest other groups (26% and 14%, respectively) (Child Trends, 2018). Across adults and children in 2020, 58% of the US population identified as non-Latinx White, 19% Latinx 12% non-Latinx Black, 6% non-Latinx Asian, 3% Multiracial, 1% American Indian/Alaskan Native, and 0.6% Native Hawaiian/Pacific Islander populations. In fact, the US population is the most diverse in history with a diversity index of 61% (relative to 55% in 2010), which means that if one person in the United States was selected at random there is a 61% chance that another randomly selected person would be of a different ethnic-racial group (Jensen et al., 2021). This ethnic-racial diversification of the United States is partly a result of immigration patterns with the foreign-born population making up 14% of the US population in 2018 (Budiman, 2020), and continued growth of the foreign-born population is projected such that by 2060 the immigrant population will be highest (at 17%) recorded in the United States since 1850 (at 15%) (Vespa et al., 2018). However, the ethnic-racial diversification of the United States is also due to the differential birth and mortality rates of the foreign-born populations already in the United States and the continued growth of non-White racial and ethnic native-born groups (Vespa et al., 2018). Immigrants to the United States are themselves racially and ethnically diverse with recent shifts in immigration patterns that are also contributing to the rapidly changing ethnic-racial makeup of the United States. For example, in 2009, immigration from Asian countries outpaced Latinx countries and, in 2018, Asians made up the 37% of new immigrant arrivals (relative to 31% from Latin America) (Budiman, 2020). Indeed, in 2018, 278,000 immigrants came from China and India (the top two countries of origin) more than double of the 120,000 that came from Mexico (the third largest country of origin) (Budiman, 2020). Overall, there are differential drivers of the diversification for Asian American and Latinx populations with immigration primarily accounting for the increase in the Asian American population and natural increases of those already in the United States fueling the growth in the Latinx population (Vespa et al., 2018). However, it is important to note that despite these recent trends, the foreign-born population in the United States is still majority Latinx (25% Mexico, 25% other Latin American countries) with the next largest share being Asian (28%) (Budiman et al., 2020). Although Asian and Latinx populations account for the largest portion of immigrants in the United States (Budiman, 2020), Black immigrants also contribute to the increasing diversity of the United States. In the past 40 years, the Black immigrant population has grown by 500% (Tamir, 2022), and made up 10% of the US Black population in 2019 (Tamir, 2021). In 2019, the majority of Black immigrants

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were from two regions—the Caribbean (46%) and Africa (42%) (Tamir & Anderson, 2022), but there has also been a shift in immigration patterns such that in recent years, immigration from Africa has grown (Tamir, 2022). Caribbean immigrants are primarily from Jamaica and Haiti, and immigrants from Nigeria, Ethiopia, and Ghana make up the largest portion of immigrants from Africa (Tamir & Anderson, 2022). These immigration patterns are important to our understanding of the future diversity of the United States. More importantly, these patterns indicate that the ethnic-racial makeup of the children and youth in immigrant households needs to be considered for current research with children and youth in the United States. Indeed, in 2019, one in four US children lived in an immigrant household (Casey, 2021), and the majority of both Asian American and Latinx youth and young adults reside in immigrant households (77% of Asian American and 51% of Latinx youth). However, only a small proportion of children themselves are foreign-born (only 3% of all children). Taken together, the US population under 18 years of age is the most diverse in history, and one quarter of them are growing up in immigrant households. Unfortunately, this diversity is often ignored in developmental science and instead typically relegated to a line or two in the method section describing the sample or is featured prominently in the discussion noted as limitations with very few developmental scientists actually incorporating ethnic-racial diversity into their research designs. Yet our science is incomplete if we do not, as a field, attend to the implications of this diversity for our theories, questions, methods, interpretations, and applications. While it may seem that this as an American story, and the United States is indeed the home to largest number of immigrants (Budiman, 2020), recent increases in migration and immigration across the world have resulted in other countries having greater proportions of their populations being foreign-born, leading to a similar diversification of their communities. For example, the percentage of foreign-born populations in Canada (22%) and Australia (28%) is significantly larger than in the United States (Connor, 2016), and in Canada, this diversification has resulted in 19% of the Canadian population identifying as “visible minorities” in 2011 (Statistics Canada, 2013). Asian and Middle Eastern immigrants account for the largest immigrant population in Canada (57%) with smaller proportions from Africa (13%) and Latin America/Caribbean (12%). Australian ethnic-racial demographics are not as well reported, but in their 2016 Census, Asian immigrants comprised 40% of the foreign-born population with another large portion coming from North or West Europe (23%) (Australia Bureau of Statistics Census, 2017). Similar demographic shifts can be seen in other majority White countries where their foreign-­ born populations have doubled in the past 20 years (e.g., Austria, Spain, Greece, the UK), but there have also been large immigrant population increases in other non-­ Western countries (Pew Research Center, 2019). For example, in the Middle East, countries like Qatar, the United Arab Emirates, and Kuwait have majority foreign-­ born populations of around 75%. Oman has seen an increase in their foreign-born population from 17% in 1990 to 35% in 2017—largely from South East Asia (Pew Research Center, 2019). As in the United States, we must capture and represent this

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diversity in the values, customs, beliefs, and daily life experiences of all populations. Residents across the globe are noticing the changes in the ethnic-racial makeup of their countries as 69% of respondents reported that their countries are becoming more diverse in a 2018 Pew Global Attitudes Survey across 27 countries (Poushter & Fetterolf, 2019). Interestingly, this diversity is felt even in countries with smaller percentages of foreign-born populations. For example, 84% of respondents in South Korea reported perceiving this change, and their foreign-born population in 2017 was 2%, which doubled from