Showing papers on "Ethnic identity development published in 2017"

Examining the Protective Effect of Ethnic Identity on Drug Attitudes and Use Among a Diverse Youth Population

Abstract: Ethnic identity is an important buffer against drug use among minority youth. However, limited work has examined pathways through which ethnic identity mitigates risk. School-aged youth (N = 34,708; 52 % female) of diverse backgrounds (i.e., African American (n = 5333), Asian (n = 392), Hispanic (n = 662), Multiracial (n = 2129), Native American (n = 474), and White (n = 25718) in grades 4-12 provided data on ethnic identity, drug attitudes, and drug use. After controlling for gender and grade, higher ethnic identity was associated with lower past month drug use for African American, Hispanic, and Multiracial youth. Conversely, high ethnic identity was associated with increased risk for White youth. An indirect pathway between ethnic identity, drug attitudes, and drug use was also found for African American, Hispanic, and Asian youth. Among White youth the path model was also significant, but in the opposite direction. These findings confirm the importance of ethnic identity for most minority youth. Further research is needed to better understand the association between ethnic identity and drug use for Multiracial and Hispanic youth, best ways to facilitate healthy ethnic identity development for minority youth, and how to moderate the risk of identity development for White youth.

Examining the Protective Effect of Ethnic Identity on Drug Attitudes and Use Among a Diverse Youth Population

Abstract: Ethnic identity is an important buffer against drug use among minority youth. However, limited work has examined pathways through which ethnic identity mitigates risk. School-aged youth (N = 34,708; 52 % female) of diverse backgrounds (i.e., African American (n = 5333), Asian (n = 392), Hispanic (n = 662), Multiracial (n = 2129), Native American (n = 474), and White (n = 25718) in grades 4-12 provided data on ethnic identity, drug attitudes, and drug use. After controlling for gender and grade, higher ethnic identity was associated with lower past month drug use for African American, Hispanic, and Multiracial youth. Conversely, high ethnic identity was associated with increased risk for White youth. An indirect pathway between ethnic identity, drug attitudes, and drug use was also found for African American, Hispanic, and Asian youth. Among White youth the path model was also significant, but in the opposite direction. These findings confirm the importance of ethnic identity for most minority youth. Further research is needed to better understand the association between ethnic identity and drug use for Multiracial and Hispanic youth, best ways to facilitate healthy ethnic identity development for minority youth, and how to moderate the risk of identity development for White youth.

East Asian adolescents' ethnic identity development and cultural integration: A qualitative investigation.

Abstract: Drawing on the current conceptualization of acculturation/enculturation as bilinear, multidimensional processes proceeding in interaction with surrounding contexts, this study examined ethnic identity development and cultural integration of 13 adolescents from East Asian immigrant families. Five domains emerged via the Consensual Qualitative Research method: ethnic/cultural identity and socialization; bicultural living; racial context-racism and stereotypes; family context-parental expectation; and peer context-friendship/dating. Overall, the participants experienced a cultural split and discontinuity between the 2 worlds of home and ethnic community versus school and society in general. They received strong ethnic socialization messages from family and ethnic community. Although most participants experienced hurtful racial discrimination, they used passive coping (e.g., dismiss, minimize, defend perpetrators). The model minority stereotype was prevalent and deeply engrained in many aspects of their lives including ethnic identity development, cultural socialization messages from mainstream society, discrimination experiences, and academic/occupational demands imposed by self, parents, peers, and society. Although they appreciated parents' high expectations of academic/occupational success, they felt pressured and desired to have space and independence. Friendship/dating patterns reflected ethnic identity development as well as contextual influence. Implications for research and practice are discussed. (PsycINFO Database Record

Ethnic socialization and ethnic identity development among internationally adopted Korean American adolescents: A seven-year follow-up.

Abstract: The relationship between ethnic socialization by parents, peers, and ethnic identity development was examined over a 7-year time span in a sample of 116 internationally adopted Korean American adolescents. Parent report data was collected in 2007 (Time 1 [T1]) when the adopted child was between 7 and 13 years old and again in 2014 at ages 13 to 20 years old (Time 2 [T2]). Adolescent report data also was collected in 2014. We examined differences in parent and adolescent reports of parental ethnic socialization at T2, changes in parent reports of ethnic socialization from T1 to T2, and the relationship among ethnic socialization by parents at T1 and T2, ethnic socialization by peers at T2, and ethnic identity exploration and resolution at T2. Results indicated parents reported higher levels of parental ethnic socialization than adolescents did at T2. Parent reports of parental ethnic socialization also decreased between childhood and adolescence. Adolescents reported higher parental ethnic socialization than peer ethnic socialization at T2. Path analysis demonstrated positive indirect pathways among parental ethnic socialization at T1, parental ethnic socialization and peer ethnic socialization at T2, and ethnic identity exploration and ethnic identity resolution at T2. The study highlights the cultural experiences of transracial, transnational adopted individuals, the role of both parents and peers in ethnic socialization and ethnic identity development, and the importance of longitudinal and multi-informant methodology. (PsycINFO Database Record

Ethnic labels, pride, and challenges: A qualitative study of Latinx youth living in a new Latinx destination community

Abstract: Most of the literature on Latinx youths’ ethnic identity development has been conducted in communities with a large Latinx population. Fewer studies have examined Latinx youths’ ethnic identity in communities with a smaller yet rapidly growing Latinx population (i.e., new Latinx destination communities). Twenty-five Latinx youth (10-15 years)living in a new Latinx destination community participated in semi-structured interviews to identify the ethnic labels they use to describe themselves (i.e., ethnic-identity self-identification) and explore their feelings about being Latinx (i.e., ethnic-identity affirmation). Using an existing coding scheme, we found that most immigrant youth used a national origin label alone, while U.S.-born youth used a pan-ethnic term alone or in combination with an American term. Results of the thematic analysis exploring youths’ ethnic identity affirmation indicated three themes among youths’ account of their ethnic affirmation: (a) pride; (b) communication difficulties; and (c) discrimination. Study findings have implications for examining Latinx youth ethnic identity development in new destination communities.

Familial ethnic socialization, gender role attitudes, and ethnic identity development in Mexican-origin early adolescents.

Abstract: OBJECTIVES This study examined the relations between familial ethnic socialization and ethnic identity development in 438 Mexican-origin (n = 242 boys and n = 196 girls) preadolescents. In addition, machismo and marianismo gender role attitudes were examined as potential mediators in this link. METHOD Confirmatory factor analyses (CFA) of the Familial Ethnic Socialization Scale (FES), Machismo Measure (MM), Marianismo Beliefs Scale (MBS), and the Ethnic Identity Brief Scale (EISB) were conducted to test the factor structure with a preadolescent Mexican-origin sample. Separate path analyses of analytic models were then performed on boys and girls. RESULTS Results of the CFAs for survey measures revealed that for the FES, a 1-factor version indicated acceptable fit; for the MM, the original 2-factor structure indicated acceptable model fit; for the MBS, a revised 3-factor version indicated acceptable model fit; and, for the EISB, the affirmation and resolution dimensions showed acceptable fit. Among boys, FES was significantly and positively linked to caballerismo, and EISB affirmation and resolution; furthermore, the links between FES and EISB affirmation and resolution were indirectly connected by caballerismo. In addition, traditional machismo was negatively linked to EISB affirmation, and caballerismo was positively linked to EISB affirmation and resolution. Among girls, FES was significantly and positively related to the MBS-virtuous/chaste pillar, and EISB affirmation and resolution. The MBS-subordinate to others pillar was negatively linked to EISB affirmation. CONCLUSIONS This study underscores the importance of FES and positive gender role attitudes in the link to ethnic identity development among Mexican-origin preadolescents. (PsycINFO Database Record

Ethnic Identity Development and Acculturation Preferences Among Minority and Majority Youth: Norms and Contact

Abstract: This article tests a longitudinal model of the antecedents and consequences of changes in identification with indigenous (Mapuche) among indigenous and nonindigenous youth in Chilean school contexts over a 6-month period (633 nonindigenous and 270 Mapuche students, Mages = 12.47 and 12.80 years, respectively). Results revealed that in-group norms supporting contact and quality of intergroup contact at Time 1 predicted student's changes in Mapuche identification at Time 2, which in turn predicted changes in support for adoption of Chilean culture and maintenance of Mapuche culture at Time 2; some of the relationships between these variables were found to be moderated by age and ethnicity. Conceptual and policy implications are addressed in the Discussion.

A narrative approach to the role of others in ethnic identity formation.

Abstract: Objectives The aim of the present study was to explore the role of others in ethnic identity development. Three questions were asked: to what extent others are involved in these processes, what roles they play, and whether the roles differed between participant who identified with a majority, minority or mixed ethnic identity. Method An exploratory, narrative approach was used, and written narratives were analyzed both qualitatively and quantitatively. The analytic sample consisted of 191 participants (78% female, Mage = 20.39, SD = 5.31), of which 64% identified as Swedish, 11% as another ethnicity, and 25% as Swedish/other ethnicity. Results Results showed that others were present in most of the ethnicity-defining experiences and most participants expressed a self-defined ethnic identity. A thematic analysis of the role of others resulted in 6 themes; others as contrast, as reference, raising awareness, accepting, ascribing, and denying. Most commonly, others functioned as a contrast and/or a reference point that the narrators could position themselves against. Participants with mixed majority/minority identities more often experienced that others ascribed or denied them their ethnic identities. Conclusions The current findings lend empirical support for ethnic identity formation as an interactive process and for the role of others in these processes. A power imbalance was prevalent throughout the results, where the degree of looking and acting "Swedish enough" limited the power of choosing an identity. In multicultural societies, for people to have the power to define and have their ethnic identities accepted is a necessary condition for integration. (PsycINFO Database Record

School context influences the ethnic identity development of immigrant children in middle childhood

Abstract: The present paper describes a study investigating the ethnic identity development of Latino immigrant children (n = 155) in middle childhood (ages 8–11) in a predominantly White community. The study examined how ethnic identity was related to children's school context. School context was operationalized at the structural level, as the ethnic composition of the teachers and peers, as well as the schools' implicit messages about their valuing of multiculturalism; and the proximal interpersonal level, as children's perceptions of peer discrimination and teacher fairness. Results indicated that both the structural and proximal context predicted children's ethnic label choices, the importance placed on their ethnic identity, the positivity of their ethnic identity, and their American identity.

The Transformative Impact of Cultural Portals on the Ethnic Identity Development of Second-Generation Filipino-American Emerging Adults

Abstract: This study considers why second-generation Filipino-Americans (SGFAs) may experience unique challenges regarding family socialization, ethnic identity formation, and a history of colonial mentality. Utilizing a mixed-methods approach, in-depth interviews were conducted with 30 SGFA emerging adults. An indigenous perspective and life story interview was used to underscore social, political, and historical contexts of participants. Despite experiencing colonial mentality, assimilation, and constrained enculturation, SGFAs displayed areas of resilience through cultural portals, or access points to their own heritage and culture, which allowed them to explore and develop their own ethnic identity in a transformative way.

Ethnic Socialization and Perceived Discrimination on Ethnic Identity Among Transracial Adoptees: A Cross-Cultural Comparison Between Italy and the United States

Abstract: There is limited research on how ethnic socialization and perceived discrimination concurrently contribute to ethnic identity development among transracial adoptees, and few studies have investigat...

An Examination of the Relationship Between Ethnic Identity Development, Cognitive Complexity, Differentiation of Self, and Reports of Racial and Ethnic Microaggressions

Abstract: Although individuals may not engage in racism consciously due to social undesirability, they may have biases that manifest in more subtle and unconscious ways. Research has found that people of color experiencing different racial and ethnic microaggressions in their everyday lives are subject to pervasive and negative impacts on their mental health, though little is known about the influence of one’s ethnic identity formation, affective processes, and cognitive processes. A multiple regression analysis was conducted to examine the degree to which ethnic identity development, cognitive complexity, and differentiation of self were associated reported experiences of microaggressions. The analysis indicated that ethnic identity development, cognitive complexity, and differentiation of self was significantly related to reported experiences of microaggressions in African origin (F (11,112)= 4.902, R = .325, p = .000) and European Origin (F (11,177)= 3.65, R = .170, p =.000) participants. The current study suggests African origin participants who reported more experiences of racial and ethnic microaggressions, engaged in less exploration of their ethnic identity, favored cognitive efforts, and were more tolerance of insolubility. European Origin or White participants who reported more racial and ethnic microaggressions, engaged in less exploration of their ethnic identity and reported a stronger ethnic identity.

Ethnic identity development among Afrikaans adolescents living as a minority in the middle Eastern context

Abstract: In this study, the ethnic identity development of Afrikaans adolescents residing in Qatar was explored. Given the fact that the aforementioned adolescents live in a context vastly different from that in which they were born, they may experience unique opportunities and challenges with regard to their ethnic identity development. The aim of the study was to investigate the unique experiences and meaning-making processes of participants. The primary theoretical framework used to conceptualise the present study was that of Phinney. Phinney created a three-stage model of ethnic identity development, consisting of (a) unexamined ethnic identity, (b) ethnic identity search, and (c) achievement of ethnic identity. She postulates that ethnic identity development is particularly salient for individuals from minority population groups, as they are more overtly aware of how they differ from majority population members and consequently often face discrimination and prejudice. Phinney highlights that ethnic identity development consists of both the content of ethnic identity and dual processes of ethnic identity exploration and commitment. The study was governed by the social constructivist paradigm. It was approached in a qualitative manner and followed a single-case study research design. Purposive and snowball sampling procedures were used to recruit participants. Inclusion criteria stipulated that participants (a) had to be between the ages of 15 and 18 years old (late adolescence), (b) had to be Afrikaans-speaking South African citizens, and (c) had to have lived in Qatar for at least one year preceding participation in the research study. The final sample consisted of five participants (three males and two females). Data were collected by means of a focus group interview and reflections written by participants. Data were analysed by means of thematic analysis. Three broad themes emerged from the thematic analysis procedure, namely (a) Theme 1: How do I define and develop my ethnic identity?; (b) Theme 2: Who encourages my ethnic identity development?; and (c) Theme 3: What challenges do I face regarding my ethnic identity development? These themes were outlined, explored and discussed in terms of the theoretical framework of the study. Results indicated that the participants considered their (a) ethnic language, (b) traditional ethnic food, and (c) sport traditionally associated with their ethnic group as the key content of their ethnic identities. Consequently, they develop their ethnic identities by actively engaging with the aforementioned content. Additionally, participants highlighted the ETHNIC IDENTITY DEVELOPMENT OF ADOLESCENTS IN THE MIDDLE EAST vi social nature of their ethnic identity development, by identifying their (a) parents, (b) peers, and (c) ethnic community members as key stakeholders encouraging their ethnic identity exploration and commitment. Participants furthermore acknowledged several challenges related to developing their ethnic identity. These stemmed predominantly from participants’ experiences as expatriates and third culture kids.

“Carrying the culture … ”: Ethnic identity development in black African adolescents

Abstract: This study explored the ethnic identity exploration, commitment, and strength statuses in black African adolescents from the central region of South Africa. A total of 388 adolescents were recruited for this study (females = 66.24%; age range 13 to 21; Setswana = 22.42%; Sesotho = 61.08%, isiXhosa = 16.49%). The adolescents completed a survey battery measuring ethnic identity exploration, commitment, and strength. They also participated in focus group discussions regarding the challenges of developing a black African identity in a changing South African environment. Findings indicate the adolescents to be intensely engaged in ethnic identity exploration, commitment, and strength as evidenced by high scores on the survey battery. The female adolescents self-reported with higher rates of exploration, commitment, and strength compared to their male peers. Setswana adolescents self-reported with consistently lower scores than the other ethnic groups sampled for this study. Adolescents appear to experience the...

Erickson’s identity theory and the importance of ethnic exploration for transnational adoptees

Abstract: In an effort to promote their child’s ethnic identity development, parents of transnational adoptees regularly engage in cultural exploration activities with their children. This practice is aligne...

Casting youth/Developing identity: Casting and racial and ethnic identity development

Abstract: This essay explores how casting in youth-based applied theatre coincides with an important period of racial and ethnic identity development for adolescents and young adults. Using theory from devel...

Parents' ethnic socialization practice on ethnic identity and self-efficacy among indian students of secondary school in ulu klang zone

Abstract: This study was aimed to identify the effect of ethnic socialization on ethnic identity and self-efficacy among Secondary School Indian students in Ulu Klang Zone. The study also examines the demographic variable namely parent’s socioeconomic status on self-efficacy. Quantitative approaches with survey design were used for this study. A number of nineteenth seven form three, form four, and form five students from a secondary school in Ulu Klang Zone were chosen using convenience sampling methods as studied subjects. The modified version of Multi group Ethnic Identity Measure (MEIM), The Familial Ethnic Socialization Measure (FESM) and Self-efficacy for Self-regulated Learning Measure were used in this study. The findings showed that parents' ethnic socialization practice was a strong predictor of ethnic identity development and self-efficacy of Indian student of secondary school. The result also showed that ethnic identity and parents socioeconomic status was a strong predictor of self-efficacy of secondary school Indian student. As a conclusion, ethnic socialization has greater effect on ethnic identity and self-efficacy. The study implicates that parents practice of ethnic socialization able to enhance the healthy development psychologically and academically among secondary school Indian students.

Identidad étnica y conductas sociales en adolescentes indígenas Mapuche sancionados por la Ley de Responsabilidad Penal Adolescente en regiones del sur de Chile

Abstract: We examined the relationship between ethnic identity and social behaviors in 60 indigenous juvenile offenders self-identified as mapuche Ethnic identity is obtained with IEM scale, social behaviors with CACSA, self-reported and sentenced offenses with EDA and FER-R The objective was to evaluate the association between the degree of ethnic identity development with presence of antisocial and prosocial behavior The results indicate that ethnic identity development was related to lesser presence of antisocial behaviors, though no relationship between ethnic identity and prosocial behaviors The possible relevance of ethnic identity as a protective factor in mapuche youth offenders in specific and in general to adolescents of other indigenous people, becoming a possible focus of intervention to dismiss these behaviors is discussed