Showing papers on "Ethnic identity development published in 2016"
TL;DR: It is suggested that for Latino youth and their families, acculturation conflict may be particularly problematic, as compared with general conflict, and youth who face ethnicity-based stressors in both familial and school contexts are especially at risk in their ethnic identity development.
Abstract: Objectives: Patterns of parent–adolescent conflict differ between immigrant and nonimmigrant families living in the United States (Fuligni, 1998). Despite this, there is limited empirical literature examining the nuanced nature of parent–adolescent conflict in immigrant families. To fill this gap, the current study examined the role of 2 types of conflict (i.e., general and acculturation) in predicting psychosocial outcomes (i.e., depressive symptoms and ethnic identity) among Latino adolescents, and whether these relationships differ within the context of peer discrimination. Method: All survey administration was completed in the participating school’s cafeteria. The sample consisted of 7th through 10th graders (n = 172) with a mean age of 14.01 years (SD = 1.32.) The sample consisted of 53% females, and was primarily Mexican in origin (78%). Results: As hypothesized, parent–adolescent acculturation conflict uniquely predicted greater depressive symptoms and lower ethnic private regard, even when controlling for parent–adolescent general conflict. However, acculturation conflict predicted lower ethnic private regard only in the presence of greater peer discrimination. More specifically, peer discrimination moderated the relation between acculturation conflict and ethnic private regard such that adolescents who reported the highest levels of acculturation conflict and peer discrimination reported the lowest levels of ethnic private regard. Conclusions: These results suggest that for Latino youth and their families, acculturation conflict may be particularly problematic, as compared with general conflict. In addition, youth who face ethnicity-based stressors in both familial and school contexts are especially at risk in their ethnic identity development.
47 citations
TL;DR: The authors discusses the importance of applying diverse and critical perspectives to racial and ethnic identity in US higher education contexts, no matter how messy the constructs may be, regardless of how messy they may be.
Abstract: This chapter discusses the importance of applying diverse and critical perspectives to racial and ethnic identity in US higher education contexts, no matter how messy the constructs may be
34 citations
TL;DR: This selective review examines major cultural themes related to first- and second-generation Asian Indians living in the United States as they impact psychological and psychiatric dysfunction in this population.
31 citations
TL;DR: Findings were robust across child gender and ethnicity (i.e., country of origin) and suggest that ethnic identity may be an important protective factor that can promote the behavioral functioning of Latino children.
20 citations
TL;DR: This article conducted a hierarchical linear regression with 373 Latina/o undergraduates to assess if internalized and perceived racism were inversely related to ethnic identity, and found that there was a significant relationship between internalized racism and ethnic identity.
Abstract: For Latina/o undergraduates, ethnic identity is an important construct linked to self-esteem and educational attainment. Internalized and perceived racism have been hypothesized to hinder ethnic identity development in Latina/o undergraduates. To assess if internalized and perceived racism were inversely related to ethnic identity, the author conducted a hierarchical linear regression with 373 Latina/o undergraduates. There was a significant relationship between internalized racism and ethnic identity. Findings indicate a need to challenge internalized racism in Latina/o undergraduates.
19 citations
01 Jan 2016
TL;DR: Pedrotti et al. as mentioned in this paper examined the roles of cultural socialization and family influences on adoptees' ethnic identity development and found a significant connection between parents' level of connection with adoptee's birth culture and the number of socialization strategies they engaged in with their children.
Abstract: This study focused on the experiences of transracial adoptees in the United States, in an effort to examine the roles of cultural socialization and family influences on adoptees' ethnic identity development. This study explored these issues through in-depth interviews with 11 adult transracial adoptees. Qualitative data analysis indicated various factors influencing participants' ethnic identity development. Analysis compared levels of parental connection to adoptees' birth culture, according to participants' responses to interview questions. Analysis also compared socialization activities perceived by participants as meaningful to those that participants described as superficial or lacking in meaning. Themes included freedom of choice, opportunities for exposure to birth culture, and family support. Through quantitative analysis, a significant connection was found between parents' level of connection with adoptees' birth culture and the number of cultural socialization strategies they engaged in with their children. There was also a significant link between socialization activities participants viewed as meaningful and the strength of their ethnic identity development. v ACKNOWLEDGMENTS I would first like to give thanks to God, who planted the seeds of this project through the experiences, relationships, and perspectives that make up my own story and impassion my heart to see wholeness and restoration in the world around us. To my Thesis Chair, Dr. Jennifer Teramoto Pedrotti, thank you for sharing your valuable knowledge and insight about culture, identity development, and research. Thank you for your clear direction, your time and support throughout the writing process, and your words of encouragement that gave me courage to keep moving forward. To Dr. Lisa Sweatt, thank you for investing time, energy, and support beyond what was required of you. Because of this, you not only helped me get to the finish line, you helped me recapture my vision and gave me opportunity to slow down and enjoy the process. Thank you also to Dr. Rodgers, who so willingly offered your wisdom and ideas whenever it was needed. And to Dr. Gary Laver, thank you for so freely spending time with us analyzing the data and offering your own insights and explanations. I also would like to thank the coding team, Kim and Lauren, for volunteering their time and believing for the purpose behind this whole project. Thank you to my friends and family, near and far, who helped me process and form out ideas through meaningful conversations about culture and life, who believed in me and believed that this …
4 citations
TL;DR: In this paper, the authors present a brief but concise discussion by reviewing literature that deals on the development of ethnic identity of first generation immigrants' students in the U.S. This is a relevant study since the influx of immigrants coming in the USA has made great impact on the over-all societal changes.
Abstract: Today, Americans increasingly concerned about the matter of immigration in the United States. A growing number believe that immigrants are burden to the country, taking jobs and housing and creating strains on the health care system. Many Americans are also worry about the cultural impact of the expanding number of newcomers to the U.S. This paper aims to present a brief but concise discussion by reviewing literature that deals on the development of ethnic identity of first generation immigrants’ students in the U.S. This is a relevant study since the influx of immigrants coming in the U.S. has made great impact on the over-all societal changes.
4 citations
24 Jun 2016
TL;DR: In this paper, a systematic analysis of the literature was performed to assess how Latino ethnic identity was conceptualized and measured and whether any theoretical frameworks were used to center the concept, and which environmental variables were currently being studied in relation to ethnic identity.
Abstract: What is race? What is ethnicity? Although almost everyone has at least a basic understanding of what these concepts mean, the research on ethnic identity and Latino youth is relatively young making it hard to make consistent inferences on the topic and its impact. The purpose of this study is to evaluate the theoretical frameworks, definitions, and measurements used to explain ethnic identity development and to look at which environmental factors are currently being studied in relation to this concept. A systematic analysis of the literature was performed to assess how Latino ethnic identity was conceptualized and measured and whether any theoretical frameworks were used to center the concept. In addition, this study also looked at which environmental variables were currently being studied in relation to ethnic identity. The results showed that there was little agreement on how to conceptualize, theorize, and measure ethnic identity. The results revealed three major types of definitions, 13 theories, and 17 measures. The study found little to no mention of environmental variables (e.g., community and school) study in relation to ethnic identity development. The results suggest that the inconsistencies in measurements, conceptualization and how ethnic identity is defined affect study results and limit the interpretations drawn from them.
4 citations
TL;DR: The authors explored the persistence of ethnic identity among second and fourth-generation Italian American emerging adults and found that Italian American identity is relationally dynamic and shaped by many factors, most notably, family ethnic socialization, peer relationships, college experiences, ethnic pride, exposure to Italian culture and life transitions.
Abstract: This study explores the persistence of ethnic identity among second- and fourth-generation Italian American emerging adults In particular, the relational and college influences affecting its development were examined The findings indicate that a distinct Italian American ethnic identity persists in this population, although it evolves with distance from the immigrant generation We found that Italian American identity is relationally dynamic and shaped by many factors, most notably, family ethnic socialization, peer relationships, college experiences, ethnic pride, exposure to Italian culture, and life transitions These findings extend our understanding of the cyclical nature of ethnic identity development within a specific ethnic group and the unique cultural forces shaping the identity of Italian Americans
3 citations
01 Jan 2016
TL;DR: In this article, a Confirmatory Factor Analysis (CFA) and reliability analysis was performed to determine the psychometric properties of the Multigroup Ethnic Identity Measure-Revised (MEIM-R) and model fit.
Abstract: The Multigroup Ethnic Identity Measure-Revised (MEIM–R; Phinney & Ong, 2007) has been used and validated with a number of ethnic groups Unfortunately, no studies have examined the psychometric properties of the MEIM–R on an American Indian or Lumbee sample, and American Indians were not included in the sample during scale development The MEIM–R was administered to 644 participants who culturally identified as Lumbee, regardless of their tribal enrollment status (citizenship) The purpose of this study was to investigate the reliability and validity of the MEIM–R with a Lumbee sample In addition, this study also investigated the impact of education on Lumbee identity development as measured by the MEIM–R A Confirmatory Factor Analysis (CFA) and reliability analysis was performed to determine the psychometric properties of the MEIM–R and model fit The results of the CFA confirmed the a priori two-factor structure of the MEIM–R with a Lumbee sample Additional analyses also demonstrated good internal consistency and provided evidence of convergent and discriminant validity These findings are consistent with previous studies confirming the reliability and validity of the instrument Lastly, although non-significant, this study did find evidence of a relationship between education and ethnic identity development
2 citations
Journal Article•
TL;DR: This paper used latent class growth models to assess growth trajectories of racial-ethnic identity subclasses present in children's answers to ethnic identity questions, and to assess the degree to which these trajectories predict responses on measures associated with racial ethnic identity.
Abstract: Research on the development of racial-ethnic identity among minority group children and adolescents has enjoyed continued research interest over the last several decades (see Schwartz, Syed, Yip, Knight, Umana-Taylor, Rivas-Drake & Lee and the Ethnic and Racial Identity in the 21st Century Study Group, (2014) for a review). There are several reasons why researchers have shown continuing interest in racialethnic identity. Racial-ethnic identity, like other social identities, can fulfill motivations such as self-esteem (Tajfel & Turner, 1979), certainty (Hogg, 2000), and belonging (Brewer, 1991). In addition, several studies report positive relationships between racial-ethnic identity and increases in psychosocial outcomes such as academic success (e.g., Brown & Chu, 2012; Smith, Atkins, & Connell, 2003) and low levels of substance abuse (e.g., Schier, Botvin, Diaz, & Ifill-Williams, 1997). Interest in racial-ethnic identity is not limited to studies on adjustment and mental health. Other studies report that racial-ethnic identity buffers the effects of prejudice and discrimination (Neblett, Terzian, & Harriott, 2010; Quintana, 2007), and the effects of intergroup contact on prejudice reduction (Rivas-Drake, Syed, Umana-Taylor, Markstrom, French, Schwartz, Lee, and the Ethnic and Racial Identity in the 21st Century Study Group, 2014). Among minority group members racialethnic identity has a significant influence on perception and evaluation of the self, in-group and out-group members.Research on racial-ethnic identity development typically focuses on adolescence and young adulthood because it is during these developmental periods that questions about identity and the meaning of that identity frequently arise (Phinney, 1990; Rivas-Drake et al., 2014). Development of racial-ethnic identity, however, does not simply appear unbidden in adolescence. There are developmental processes that pres- age in-group identity during middle childhood and pre-adolescence (Phinney, 1989). The present study examines racial-ethnic identity development among a little studied group - Native Canadian children in middle childhood1. Canadian Aboriginal children between the ages of 6 - 11 completed each year for five years, a measure assessing racial-ethnic identity and measures often associated with racial-ethnic identity, level of cognitive development, attitudes toward in-group members, and racial-ethnic centrality (Aboud & Doyle, 1995; Ruble, Alvarez, Bachman, Cameron, Fuligni, Coll, & Rhee, 2004; Sellers, Smith, Shelton, Rowley, & Chavous, 1998).Racial-ethnic development among minority group adolescents typically focus on age trends and normative developmental processes (Rivas-Drake, et al., 2014), with less frequent attention given to subclass differences in identity development (Huang & Stormshak, 2011; Smith, Levine, Smith, Dumas, & Prinz, 2009). The presence of sub-class growth trajectories suggests that there are a number of paths leading to in-group identity development, paths that may be associated with different psychosocial outcomes (Pahl & Way, 2007; Yip, Seaton & Sellers, 2006). In this study, latent class growth models are used to assess growth trajectories of racial-ethnic identity sub-classes present in children's answers to racial-ethnic identity questions, and to assess the degree to which these trajectories predict responses on measures associated with racial-ethnic identity. The existence of racial-ethnic identity sub-classes among minority group children extends to younger age groups findings of similar sub-classes among minority group adolescents and young adults (Pahl & Way, 2007; Yip, et al., 2006), and suggests that paths toward in-group affiliation and identification begins at a relatively young age. The introduction opens with an overview of results of studies on racial-ethnic sub-classes among minority youth and pre-adolescents, followed by a brief discussion of the social and economic environment within which many Aboriginal peoples live and work. …
01 Jan 2016
TL;DR: In this article, a chapter is informed by developmental theorists such as Perry (1968), Sharon Daloz Parks (2000) and Marcia Baxter Magolda (1992, 2001).
Abstract: Education, learning and change entail opening new doors, but they also mean leaving behind naive notions, challenging misconceptions, confronting injustices and reshaping one’s own identity. The chapter is informed by developmental theorists such as Perry (1968), Sharon Daloz Parks (2000) and Marcia Baxter Magolda (1992, 2001).