Top

Gepubliceerd in:

28-05-2020 | Empirical Research

The Development of Ethnic-Racial Identity Process and Its Relation to Civic Beliefs among Latinx and Black American Adolescents

Auteurs: Josefina Bañales, Adam J. Hoffman, Deborah Rivas-Drake, Robert J. Jagers

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 12/2020

Abstract

Despite associations between ethnic-racial identity processes (i.e., exploration and resolution) and positive psychosocial outcomes among adolescents, limited empirical research investigates longitudinal associations between these processes and civic beliefs. To address this gap in the literature, this research explored whether changes in ethnic-racial identity exploration and resolution predicted civic beliefs among adolescents. Participants included 400 Latinx (n = 121; 47.1% girls) and Black American (n = 279; 52.0% girls) adolescents in the 6th (n = 210), 7th (n = 113) and 8th Grades (n = 74). Neither initial levels nor changes in ethnic-racial identity exploration predicted civic beliefs across four time-points of the study, or across two years of middle school. Adolescents who demonstrated greater increases in ethnic-racial identity resolution across two years of middle school were likely to have greater civic beliefs by the end of the two years, as compared to adolescents who had smaller increases in resolution. These results suggest that adolescents who have an increasingly clear sense of their ethnic-racial selves may have greater access to cognitive and socioemotional resources that promote their development of beliefs on the need to advance the well-being of their communities.

vorige artikel Changes in Turkish- and Resettler-origin Adolescents’ Acculturation Profiles of Identification: A Three-year Longitudinal Study from Germany

Aldana, A., & Byrd, C. M. (2015). School ethnic-racial socialization: learning about race and ethnicity among African American students. The Urban Review, 47(3), 563–576. https://doi.org/10.1007/s11256-014-0319-0.CrossRef

Anyiwo, N., Bañales, J., Rowley, S. J., Watkins, D. C., & Richards‐Schuster, K. (2018). Sociocultural influences on the sociopolitical development of African American youth. Child Development Perspectives, 12(3), 165–170. https://doi.org/10.1111/cdep.12276.CrossRef

Bañales, J., Mathews, C. J., Hayat, N., Anyiwo, N., & Diemer, M. A. (2019). Latinx and Black American young adults’ civic/political action pathways. Cultural Diversity and Minority Ethnic Psychology, 26(2), 176–188. https://doi.org/10.1037/cdp0000271.CrossRef

Camacho, T., Medina, M., Rivas-Drake, D., & Jagers, R. (2018). School climate and ethnic-racial identity in school: a longitudinal examination of reciprocal associations. Journal of Community and Applied Social Psychology, 28(1), 29–41. https://doi.org/10.1002/casp.2338.CrossRef

Carter, D. J. (2008). Achievement as resistance: the development of a critical race achievement ideology among black achievers. Harvard Educational Review, 78(3), 466–497. https://doi.org/10.17763/haer.78.3.83138829847hw844.CrossRef

Chan, W. Y., & Latzman, R. D. (2015). Racial discrimination, multiple group identities, and civic beliefs among immigrant adolescents. Cultural Diversity and Ethnic Minority Psychology, 21(4), 527–532. https://doi.org/10.1037/cdp0000021.CrossRefPubMed

Clark, L. A., & Watson, D. (1995). Constructing validity: basic issues in objective scale development. Psychological Assessment, 7(3), 309–319. https://doi.org/10.1037/1040-3590.7.3.309.CrossRef

DeVellis, R. (2003). Scale development: theory and applications. New York, NY: Sage Publications.

Erikson, E. H., & Funkenstein, D. H. (1959). Late adolescence. The student and mental health. Cambridge, MA: Riverside Press. Erikson.

Erikson, E. H. (1968). Identity: Youth and crisis (No. 7). New York, NY: WW Norton & Company.

Flanagan, C. A. (2020). Civic engagement and community consciousness. In S. Hupp, J. D. Jewell (Eds.), The encyclopedia of child and adolescent development, Vol. 2. (pp. 1–4). Hoboken, New Jersey: John Wiley & Sons, Inc.

Flanagan, C. A., Cumsille, P., Gill, S., & Gallay, L. S. (2007). School and community climates and civic commitments: patterns for ethnic minority and majority students. Journal of Educational Psychology, 99(2), 421–431. https://doi.org/10.1037/0022-0663.99.2.421.CrossRef

Flanagan, C. A., Syvertsen, A. K., Gill, S., Gallay, L. S., & Cumsille, P. (2009). Ethnic awareness, prejudice, and civic commitments in four ethnic groups of American adolescents. Journal of Youth and Adolescence, 38(4), 500–518. https://doi.org/10.1007/s10964-009-9394-z.CrossRefPubMed

Fuligni, A. J. (2019). The need to contribute during adolescence. Perspectives on Psychological Science, 14(3), 331–343. https://doi.org/10.1177/1745691618805437.CrossRefPubMed

Ginwright, S. A. (2007). Black youth activism and the role of critical social capital in Black community organizations. American Behavioral Scientist, 51(3), 403–418. https://doi.org/10.1177/0002764207306068.CrossRef

Guillaume, C., Jagers, R., & Rivas-Drake, D. (2015). Middle school as a developmental niche for civic engagement. American Journal of Community Psychology, 56(3–4), 321–331. https://doi.org/10.1007/s10464-015-9759-2.CrossRefPubMed

Harris, J., & Kruger, A. C. (2019). Exploring the influence of racial-ethnic and gender identity on the prosocial behaviors of African American adolescent males. Youth and Society. https://doi.org/10.1177/0044118x19854936.

Hope, E. C., Gugwor, R., Riddick, K. N., & Pender, K. N. (2019). Engaged against the machine: institutional and cultural racial discrimination and racial identity as predictors of activism orientation among Black youth. American Journal of Community Psychology, 63(1–2), 61–72. https://doi.org/10.1002/ajcp.12303.CrossRefPubMed

Hope, E. C., & Spencer, M. B. (2017). Civic engagement as an adaptive coping response to conditions of inequality: an application of phenomenological variant of ecological systems theory (PVEST). In Handbook on positive development of minority children and youth (pp. 421–435). Dordrecht, the Netherlands: Springer. https://doi.org/10.1007/978-3-319-43645-6_25

Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118.CrossRef

Jagers, R. J., Lozada, F. T., Rivas-Drake, D., & Guillaume, C. (2017). Classroom and school predictors of civic engagement among Black and Latino middle school youth. Child Development, 88(4), 1125–1138. https://doi.org/10.1111/cdev.12871.CrossRefPubMed

Jagers, R., Rivas-Drake, D., & Williams, B. (2019). Transformative social and emotional learning (SEL): toward SEL in the service of equity and excellence. Educational Psychologist, 54(3), 1–23. https://doi.org/10.1080/00461520.2019.1623032.CrossRef

Jensen, L. A. (2008). Immigrants’ cultural identities as sources of civic engagement. Applied Developmental Science, 12(2), 74–83. https://doi.org/10.1080/10888690801997069.CrossRef

Jensen, L. A. (2010). Immigrant youth in the United States: Coming of age among diverse civic cultures. In L.R. Sherrod, J. Torney-Purta, C.A. Flanagan, (Eds), Handbook of research and policy on civic engagement in youth (pp. 425–443). Hoboken, New Jersey: Wiley.

Lerner, R. M., Wang, J., Champine, R. B., Warren, D. J. A., & Erickson, K. (2014). Development of civic engagement: Theoretical and methodological issues. International. Journal of Developmental Sciences, 8(3−4), 69–79. https://doi.org/10.3233/DEV-14130.CrossRef

Mathews, C. J., Medina, M., Bañales, J., Pinetta, B. J., Marchand, A. D., Agi, A. C., Miller, S. M., Hoffman, A. J., Diemer, M. A. & Rivas-Drake, D. (2019). Mapping the intersections of adolescents’ ethnic-racial identity and critical consciousness. Adolescent Research Review. https://doi.org/10.1007/s40894-019-00122-0.

Muthén, L. K., & Muthén, B. O. (1998–2017). Mplus user’s guide eight edition. Muthén & Muthén, Los Angeles, CA.

Neblett, E. W., Rivas-Drake, D., & Umaña-Taylor, A. J. (2012). The promise of racial and ethnic protective factors in promoting ethnic minority youth development. Child Development. Perspectives, 6(3), 295–303. https://doi.org/10.1111/j.1750-8606.2012.00239.x.CrossRef

Pahl, K., & Way, N. (2006). Longitudinal trajectories of ethnic identity among urban Black and Latino adolescents. Child Development, 77(5), 1403–1415. https://doi.org/10.1111/j.1467-8624.2006.00943.x.CrossRefPubMed

Quintana, S. M. (2008). Racial perspective taking ability: developmental, theoretical, and empirical trends. In S. M. Quintana & C. McKown (Eds), Handbook of race, racism, and the developing child. Hoboken, New Jersey: Wiley.

Rivas-Drake, D., Seaton, E. K., Markstrom, C., Quintana, S., Syed, M., & Lee, R. M., Ethnic and Racial Identity in the 21st Century Study Group. (2014). Ethnic and racial identity in adolescence: Implications for psychosocial, academic, and health outcomes. Child Development, 85(1), 40–57. https://doi.org/10.1111/cdev.12200.CrossRefPubMedPubMedCentral

Rivas-Drake, D. & Umaña-Taylor, A. J. (2019). Below the surface: talking with teens about race, ethnicity, and identity. Princeton, NJ, US: Princeton University Press. https://doi.org/10.1515/9780691184388.

Seider, S., Clark, S., Graves, D., Kelly, L. L., Soutter, M., El-Amin, A., & Jennett, P. (2019). Black and Latinx adolescents’ developing beliefs about poverty and associations with their awareness of racism. Developmental Psychology, 55(1), 509–524. https://doi.org/10.1037/dev0000585.CrossRefPubMed

Spencer, M. B. (2011). American identity: Impact of youths’ differential experiences in society on their attachment to American ideals. Applied Developmental Science, 15(2), 61–69. https://doi.org/10.1080/10888691.2011.560806.CrossRef

Streit, C., Carlo, G., Killoren, S. E., & Alfaro, E. C. (2018). Family members’ relationship qualities and prosocial behaviors in U.S. Mexican young adults: the roles of familism and ethnic identity resolution. Journal of Family Issues, 39(4), 1056–1084. https://doi.org/10.1177/0192513x16686134.CrossRef

Syed, M., Walker, L. H. M., Lee, R. M., Umaña-Taylor, A. J., Zamboanga, B. L., Schwartz, S. J., & Huynh, Q.-L. (2013). A two-factor model of ethnic identity exploration: Implications for identity coherence and well-being. Cultural Diversity & Ethnic Minority Psychology, 19(2), 143–154. https://doi.org/10.1037/a0030564.CrossRef

Syvertsen, A. K., Wray-Lake, L., & Metzger, A. (2015). Youth civic and character measures toolkit. Search Institute.

Tajfel, H., & Turner, J. C. (1979). An integrative theory of intergroup conflict. In W. G. Austin & S. Worchel (Eds), The social psychology of intergroup relations (pp. 33–48). Pacific Grove, CA: Brooks/Cole.

Torney-Purta, J., & Amadeo, J. A. (2011). Participatory niches for emergent citizenship in early adolescence: an international perspective. The Annals of the American Academy of Political and Social Science, 633(1), 180–200. https://doi.org/10.1177/0002716210384220.CrossRef

Umaña-Taylor, A. J., Douglass, S., Updegraff, K. A., & Marsiglia, F. F. (2018). A small-scale randomized efficacy trial of the identity project: promoting adolescents’ ethnic–racial identity exploration and resolution. Child Development, 89(3), 862–870. https://doi.org/10.1111/cdev.12755.CrossRefPubMed

Umaña-Taylor, A. J., Gonzales-Backen, M. A., & Guimond, A. B. (2009). Latino adolescents’ ethnic identity: Is there a developmental progression and does growth in ethnic identity predict growth in self-esteem? Child Development, 80(2), 391–405. https://doi.org/10.1111/j.1467-8624.2009.01267.x.CrossRefPubMed

Umaña‐Taylor, A. J., Quintana, S. M., Lee, R. M., Cross, Jr, W. E., Rivas‐Drake, D., & Schwartz, S. J., Ethnic and Racial Identity in the 21st Century Study Group. (2014). Ethnic and racial identity during adolescence and into young adulthood: an integrated conceptualization. Child Development, 85(1), 21–39. https://doi.org/10.1111/cdev.12196.CrossRefPubMedPubMedCentral

Umaña-Taylor, A. J., Updegraff, K. A., Jahromi, L. B., & Zeiders, K. H. (2015). Trajectories of ethnic-racial identity and autonomy among Mexican-origin adolescent mothers in the United States. Child Development, 86(6), 2034–2050. https://doi.org/10.1111/cdev.12444.CrossRefPubMedPubMedCentral

Umaña-Taylor, A. J., Yazedjian, A., & Bámaca-Gómez, M. (2004). Developing the ethnic identity scale using Eriksonian and social identity perspectives. Identity: An International Journal of Theory and Research, 4(1), 9–38. https://doi.org/10.1207/S1532706XID0401_2.CrossRef

Voight, A., & Torney-Purta, J. (2013). A typology of youth civic engagement in urban middle schools. Applied Developmental Science, 17(4), 198–212. https://doi.org/10.1080/10888691.2013.836041.CrossRef

Watts, R. J., Williams, N. C., & Jagers, R. J. (2003). Sociopolitical development. American Journal of Community Psychology, 31(1–2), 185–194. https://doi.org/10.1023/A:1023091024140.CrossRefPubMed

White-Johnson, R. L. (2012). Prosocial involvement among African American young adults: considering racial discrimination and racial identity. Journal of Black Psychology, 38(3), 313–341. https://doi.org/10.1177/0095798411420429.CrossRef

Youniss, J., & Yates, M. (1997). Community service and social responsibility in youth. Chicago, IL: University of Chicago Press.

Titel: The Development of Ethnic-Racial Identity Process and Its Relation to Civic Beliefs among Latinx and Black American Adolescents
Auteurs: Josefina Bañales
Adam J. Hoffman
Deborah Rivas-Drake
Robert J. Jagers
Publicatiedatum: 28-05-2020
Uitgeverij: Springer US
Gepubliceerd in: Journal of Youth and Adolescence / Uitgave 12/2020
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI: https://doi.org/10.1007/s10964-020-01254-6

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 12/2020

Changes in Turkish- and Resettler-origin Adolescents’ Acculturation Profiles of Identification: A Three-year Longitudinal Study from Germany

A Latent Class Analysis of Adolescents in First-Year University: Associations with Psychosocial Adjustment Throughout the Emerging Adult Period and Post-University Outcomes

Executive Control in Early Childhood as an Antecedent of Adolescent Problem Behaviors: A Longitudinal Study with Performance-based Measures of Early Childhood Cognitive Processes

Anna Vannucii Receives Emerging Scholar Best Article Award, 2020

The Distal Role of Adolescents’ Awareness of and Perceived Discrimination on Young Adults’ Socioeconomic Attainment among Mexican-Origin Immigrant Families

Connecting Youth: The Role of Mentoring Approach