The Multidimensionality of Ethnic Identity Among Urban High School Youth (original) (raw)
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2011
Racial-ethnic identity is a fundamental aspect of an early adolescent's identity because it includes the attitudes and feelings associated with ethnic and racial group membership. Literature shows racial-ethnic identity to be an important aspect of adolescents' developmental and psychological well-being. This is important in light of the increasingly diverse racial-ethnic demographic for New Zealand, particularly in our large cities. The present study is based around the broad research question 'What influences early adolescent racial-ethnic identity development?' This includes a fundamental question of 'How do early adolescents enact racial-ethnic identity in high school contexts?' and then, 'How does racial-ethnic identity impact on the way early adolescents engage at high school?' This study examines the importance of racial-ethnic identity among young adolescents who attend large, multi-ethnic, urban high schools in New Zealand. The project is comprised of one study with three parts. The analysis in this study focuses on a comparison of Year nine students (13-14 years old) in New Zealand from four racialethnic groupings: New Zealand European/Pākehā, Māori, Samoan and Chinese. Study 1a and 1b (n = 695) examined the self-identifications, feelings of connectedness, meanings
2018
Development in Emerging Adults Ethnic identity is an important aspect of individuals' sense of self. For individuals identified as ethnic minorities, ethnic identity has been found to be a potential protective factor for overall well-being. Multiracials (i.e., individuals identified with two or more races) are one of the fastest growing minority populations in the United States. Limited research examining multiracials' ethnic identity development currently exists. Furthermore, there is a paucity of ethnic identity literature examining longitudinal ethnic identity growth from adolescence to emerging adulthood. Ethnic minority adolescents, such as multiracials, and emerging adults are often at higher risk for lower psychological well-being and higher substance use. Therefore, understanding developmental trajectories and factors that contribute to ethnic identity development allows for clinicians to work with ethnic minority individuals in ways that are empowering and facilitate success. The current study utilizes Hierarchical Linear Modeling (HLM) to examine longitudinal growth trajectories of ethnic identity among multiracial and monoracial groups (White, Black, Latino/a, and Other [includes Asian, Pacific Islander, Native American, and Other]). HLM was also used to examine the relationships between social factors (i.e., experiences of discrimination, teasing by peers, and bullying) and school contextual factors (i.e., school climate, school safety, and perception of teachers) factors in the development v of ethnic identity over time. The present study drew from an ethnically diverse sample of individuals living in the Pacific Northwest who were assessed each year from grade 6 to 9 and once during emerging adulthood (N = 593). Results indicated small linear increases of ethnic identity over time. In general, ethnic identity increased from Grades 6 through 8, decreased from Grade 8 to 9, and increased again from Grade 9 to emerging adulthood. Multiracials' ethnic identity growth, however, did not differ from the identity growth of individuals within monoracial groups. Negative peer interactions significantly contributed to decreases in ethnic identity scores for individuals from Grade 8 to 9. School context did not significantly contribute to changes in ethnic identity growth. Findings suggest that individuals' ethnic identity changes over time, and is significantly impacted by peer interactions.
Bridging Identities among Ethnic Minority Youth in Schools.
This digest examines the nature of multiple identities among ethnic minority youth and how youth bridge conflicting messages about cultural ways of being. It discusses how the school environment contributes to student internalization of various identities. Culturally diverse students often face contrasting notions of self because they must function in schools organized around the values and goals of the dominant culture. Minority children have difficulty internalizing certain aspects of the dominant culture, showing poorer school achievement and higher dropout rates due in part to the incongruent expectations, motives, social behaviors, language, and cognitive patterns of teachers and majority students. Student attitudes toward achievement differ by culture. How discrepancies in sense of self are understood by minority students and what is seen as normal by the dominant culture may differ significantly. As a consequence of this narrow view, minority students are often dismissed or pathologized in comparison to white students. School counselors must understand cultural differences in order to effectively help diverse students adjust and succeed. A comprehensive multicultural curriculum can provide students with broad-based knowledge of subjects covered, foster their understanding and appreciation of diversity, and promote positive inter-ethnic relations.
Research and Intervention Issues in the Examination of Ethnic Identity in African-American Youth
1994
In recent years researchers have developed strategies to understand or promote ethnic identity in African-American youth. This paper discusses six studies or interventions which explored ethnic identity among African-American youth. These intervention were designed to produce positive changes in areas such as ethnic identity, academic achievement, life skills and social competencies, cultural awareness, career exploration and social bonding. Participants ranged in age from 9 to 16 years of age, and came from a variety of socioeconomic backgrounds and educational levels. The information on the interventions was based on self reports, archival data, participant observations, ethnographic techniques, and focus groups and are presented under five major headings: (1) operationalizing ethnic identity; (2) community representativeness; (3) difficult to reach; (4) engaging youth participants; and (5) researcher/community collaboration. While the efforts examined in this report provide valuable information, most interventions do not furnish the information needed to determine whether and how programs are producing the desired developmental changes. Likewise, while researchers know which activities promote ethnic identity development, scant intervention data exists to verify this belief. To answer these questions, researchers must undertake longitudinal and experimental research that examines a variety of psychosocial constructs. (RJM) Reproductions supplied by EDRS are the best that can be made from the original document. Ethnic Identity Interlention Issues Research and Intervention Issues in the Examination of Ethnic Identity in African-American Youth'
1994
INTERACTION EFFECTS BETWEEN ETHNIC IDENTITY AND ACADEMIC ACHIEVEMENT AMONG ADOLESCENT ETHNIC MINORITIES EDISON SANTANA, B.A. UNIVERSITY OF MASSACHUSETTS M.ED., UNIVERSITY OF MASSACHUSETTS AMHERST PH.D., UNIVERSITY OF MASSACHUSETTS AMHERST Directed by: Ronald Fredrickson, Ph.D. This study assessed the degree to which ethnic identity, ethnic identity achievement, self perceived differences in skin color, self-esteem, gender and social class were associated with academic achievement (CPA) among Asian (105), Latino (40), Caucasian (204), Afro-American (40), and Native American (10) adolescents. The subjects, students from an independent residential high school in the Northeast, consisted of both genders, grades 9 through 13 from a range of socioeconomic statuses (N=408) . Each student was handed a packet to complete and signed the consent form. Each subject was then instructed to choose the closest skin color from a skin color chart specifically developed for this study. Interviews were...
2010
Changes in adolescents' ethnic exploration, belonging, and committed identity statuses (e.g., foreclosure, achievement) were examined over the four years of high school. Results from 541 adolescents with Latin American, Asian, and European backgrounds suggest that, as a group, adolescents do not report developmental changes in their ethnic exploration and belonging over time. Normative changes toward more committed identity statuses also were not
The Effects of Ethnic Identity, Ethnicity, and Gender on Adolescent Well-Being
Journal of Youth and Adolescence, 1997
Ethnic identity was conceptualized into three categories: (1) unexamined, (2) searching for identity, and (3) achieved ethnic identity. Analyses of data collected from 12,386 adolescents showed that ethnic identity is an important qualifier of the relationships between independent variables of ethnicity and gender, and dependent variables of global self-esteem, academic self-confidence, and purpose in life. Whites and Native Americans had lower ethnic identity, and Blacks and Hispanics had higher ethnic identity. Asians and repondents of mixed ethnicity had intermediate levels of ethnic identity. The greater the ethnic identity, the higher the self-esteem, purpose in life and self-confidence. This mechanism applies to ethnic minorities and to women among whom achieved ethnic identity may blunt the negative effects of social denigration and stereotyping, and it applies to whites, too. The paper argues that multiculturalism in the schools can increase ethnic identity.
The development of ethnic identity during adolescence
Developmental Psychology, 2006
The development of ethnic identity is a critical facet of adolescence, particularly for adolescents of color. In order to examine the developmental trajectory of ethnic identity, African American, Latino American, and European American early and middle adolescents (N ϭ 420) were assessed over 3 years. Two components of ethnic identity were assessed-group-esteem was found to rise for both early and middle adolescents; exploration rose for middle adolescents. African Americans and Latino Americans were lower in group-esteem but have greater increases than European Americans, particularly across a school transition. The course of ethnic identity development during early and middle adolescence, the role of school context, and the variability in developmental trajectories among racial and ethnic groups are discussed.
Cultural diversity & ethnic minority psychology, 2010
This mixed-method study used a grounded theory approach to explore the meanings underlying the importance that adolescents attach to their racial-ethnic identities. The sample consisted of 923 9th- to 12th-grade students from Black, Latino, Asian, and multiracial backgrounds. Thematic findings identified a broad range of explanations for adolescents' racial-ethnic centrality, ranging from pride and cultural connection to ambivalence and colorblind attitudes. While racial-ethnic groups differed in reported levels of racial-ethnic centrality, few group differences were identified in participants' thematic explanations, with the exception of racial-ethnic and gender differences for Positive Regard and Disengagement. These findings highlight the diversity of meanings that adolescents attribute to their racial-ethnic centrality as well as the many commonalities among adolescents across gender and racial-ethnic groups.