Relating Profiles of Ethnic–Racial Identity Process and Content to the Academic and Psychological Adjustment of Black and Latinx Adolescents

Ethnic–racial identity (i.e., individuals’ beliefs about their ethnic–racial group membership and the processes through which they develop those beliefs) is a developmental competency that can promote adolescents’ adjustment; however, the extant literature has largely focused on how distinct dimensions of ethnic–racial identity are associated with adjustment (i.e., variable-centered approaches), potentially obscuring a more holistic understanding of this developmental competency. The current study utilized latent profile analysis, a person-centered approach, to examine profiles of ethnic–racial identity among Black (n = 325; M_age = 15.94, SD = 1.14) and Latinx (n = 370; M_age = 16.13, SD = 1.10) adolescents as well as links between profile membership and adjustment. Three ethnic–racial identity profiles emerged: Diffuse & Low Regard (n = 55; lower development, lower self-concept); Diffuse & High Regard (n = 160; lower development, higher self-concept); and Developed & Idealized (n = 477; higher development, higher self-concept). The profile highest in ethnic–racial identity across all indicators reported the highest levels of adjustment. The findings highlight the synergistic benefits of ethnic–racial identity development and positive self-concept for adolescents’ psychosocial and academic adjustment.