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1.
Deborah Rivas‐Drake Moin Syed Adriana Uma?a‐Taylor Carol Markstrom Sabine French Seth J. Schwartz Richard Lee Ethnic Racial Identity in the st Century Study Group 《Child development》2014,85(1):77-102
One point of intersection in ethnic and racial identity research is the conceptual attention paid to how positively youth feel about their ethnicity or race, or positive ethnic–racial affect. This article reports results of a series of meta‐analyses based on 46 studies of this dimension and psychosocial, academic, and health risk outcomes among ethnic and racial minority youth. The overall pattern of results suggests that positive ethnic–racial affect exhibited small to medium associations (r range = |.11| to |.37|) with depressive symptoms, positive social functioning, self‐esteem, well‐being, internalizing, externalizing, academic achievement, academic attitudes, and health risk outcomes. Implications for theory and research about the role of positive ethnic–racial affect among youth growing up in an increasingly diverse society are discussed. 相似文献
2.
A synthesis of the literature related to identity processes among American ethnic and racial minority children and adolescents is presented. In general, ethnic and racial identification, preferences, and attitudes have been studied among younger children, while the constructs of ego identity and ethnic identity have been generally studied among adolescents. The literature is unequally distributed across ethnic groups, with more research on African Americans and American Indians, and on Hispanics and Asians. Methodological concerns, such as problems of nonequivalence across groups, are identified in the conduct of research on ethnic and racial minorities. The synthesis concludes with an identification of intervention efforts along with an articulation of conceptual issues salient for promoting and theorizing about identity development processes among ethnic and racial minority children and adolescents. 相似文献
3.
In this paper, we review research on parental expectations and their effects on student achievement within and across diverse
racial and ethnic groups. Our review suggests that the level of parental expectations varies by racial/ethnic group, and that
students' previous academic performance is a less influential determinant of parental expectations among racial/ethnic minority
parents than among European American parents. To explain this pattern, we identify three processes associated with race/ethnicity
that moderate the relation between students' previous performance and parental expectations. Our review also indicates that
the relation of parental expectations to concurrent or future student achievement outcomes is weaker for racial/ethnic minority
families than for European American families. We describe four mediating processes by which high parental expectations may
influence children's academic trajectories and show how these processes are associated with racial/ethnic status. The article
concludes with a discussion of educational implications as well as suggestions for future research. 相似文献
4.
Seth J. Schwartz Moin Syed Tiffany Yip George P. Knight Adriana J. Uma?a‐Taylor Deborah Rivas‐Drake Richard M. Lee Ethnic Racial Identity in the st Century Study Group 《Child development》2014,85(1):58-76
This article takes stock of research methods employed in the study of racial and ethnic identity with ethnic minority populations. The article is presented in three parts. The first section reviews theories, conceptualizations, and measurement of ethnic and racial identity (ERI) development. The second section reviews theories, conceptualizations, and measurement of ERI content. The final section reviews key methodological and analytic principles that are important to consider for both ERI development and content. The article concludes with suggestions for future research addressing key methodological limitations when studying ERI. 相似文献
5.
Chavous TM Bernat DH Schmeelk-Cone K Caldwell CH Kohn-Wood L Zimmerman MA 《Child development》2003,74(4):1076-1090
In this study, the relationships between racial identity and academic outcomes for African American adolescents were explored. In examining race beliefs, the study differentiated among (a) importance of race (centrality), (b) group affect (private regard), and (c) perceptions of societal beliefs (public regard) among 606 African American 17-year-old adolescents. Using cluster analysis, profiles of racial identity variables were created, and these profile groups were related to educational beliefs, performance, and later attainment (high school completion and college attendance). Results indicated cluster differences across study outcomes. Also, the relationships between academic attitudes and academic attainment differed across groups. Finally, the paper includes a discussion on the need to consider variation in how minority youth think about group membership in better understanding their academic development. 相似文献
6.
Factors influencing persistence decisions among 346 racial/ethnic minority and 813 European American freshman and sophomore undergraduates were explored. Gender and racial/ethnic differences were found in centrality and public regard of racial/ethnic identity. Perceptions of the university environment and self‐beliefs predicted persistence decisions for everyone. Suggestions for college counselors working with students exhibiting risk factors for academic persistence are presented. 相似文献
7.
Research has demonstrated the negative impact of Adverse Childhood Experiences (ACEs) on long-term trajectories of mental and physical health. Yet existing literature on this topic is limited in its understanding of outcomes among youth samples, optimal measurement items and methods, and differences in adverse experiences across race/ethnicity. The current study used a person-centered approach to measure ACEs and their impact on youth health outcomes across three different racial/ethnic groups from a large national database. Patterns of exposure to adverse experiences among Black, Latinx, and White youth (N = 30,668, ages 12–17) were determined empirically using latent class analysis (LCA). Significant differences in class membership by demographic indicators (age, household income, sex) and concurrent health outcomes were identified. Different models emerged for Black (2 classes), Latinx (3 classes), and White youth (3 classes). Older and lower-income youth were more likely to have experienced adversities, but there were no differences in adversity likelihood by sex. Additionally, racial/ethnic minority youth were at greater risk of experiencing higher levels of adversity, poverty, and poor health when compared to their White counterparts. Rather than occuring in meaningful clusters, adverse experiences among youth reflected a cumulative risk model such that classes were defined by the overall intensity of adverse experiences (i.e., low, moderate, high). Findings provide greater knowledge regarding the relationship between ACEs and health and future research directions to inform more targeted and culturally-appropriate screening, prevention, and intervention programs. 相似文献
8.
This study employs slope-as-mediator techniques to explore how the daily association between ethnic/racial discrimination and sleep disturbances serves as an intermediary link between ethnic/racial identity (ERI) and psychological adjustment. In a diverse sample of 264 adolescents (Mage = 14.3 years old, 70% female, 76% United States born, 25% African American, 32% Asian American, 43% Latinx), discrimination was associated with sleep disturbance. Furthermore, ERI commitment buffered the impact of discrimination on sleep, whereas ERI exploration exacerbated the impact of discrimination. Finally, the daily level association between discrimination and sleep (i.e., daily slope) mediated the association between ERI and adolescent adjustment. Substantive links between discrimination and sleep are discussed as well as broader applications of slope-as-mediator techniques. 相似文献
9.
The present study explored how relationships with natural mentors may contribute to African American adolescents’ long‐term educational attainment by influencing adolescents’ racial identity and academic beliefs. This study included 541 academically at‐risk African American adolescents transitioning into adulthood. The mean age of participants at Time 1 was 17.8 (SD = .64) and slightly over half (54%) of study participants were female. Results of the current study indicated that relationships with natural mentors promoted more positive long‐term educational attainment among participants through increased private regard (a dimension of racial identity) and stronger beliefs in the importance of doing well in school for future success. Implications of these findings and directions for future research are discussed. 相似文献
10.
A Small‐Scale Randomized Efficacy Trial of the Identity Project: Promoting Adolescents’ Ethnic–Racial Identity Exploration and Resolution 
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下载免费PDF全文 Adriana J. Umaña‐Taylor Sara Douglass Kimberly A. Updegraff Flavio F. Marsiglia 《Child development》2018,89(3):862-870
Adolescents’ ethnic–racial identity (ERI) formation represents an important developmental process that is associated with adjustment. The Identity Project intervention, grounded in developmental theory, was designed to engage adolescents in the ERI processes of exploration and resolution. The current small‐scale efficacy trial involved an ethnic–racially diverse sample of adolescents (N = 215; Mage = 15.02, SD = .68) from eight classrooms that were randomly assigned by classroom to the intervention or attention control group. Differences between conditions in ERI exploration at Time 2 were consistent with desired intervention effects; furthermore, higher levels of ERI exploration at Time 2 predicted increases in ERI resolution at Time 3 only for youth in the treatment condition. Findings provide preliminary evidence of program efficacy. 相似文献
11.
Deborah Rivas‐Drake Adriana J. Umaña‐Taylor David R. Schaefer Michael Medina 《Child development》2017,88(3):710-724
The current study examined how adolescents' ethnic‐racial identity (ERI) informed the demographic diversity of their friendship network (Goal 1) and the extent of similarity between adolescents' and their friends' ERI (Goal 2). Participants were sixth and seventh grade students (N = 353; Mage = 11.88, SD = .73; 50% girls; 29% African American, 31% White, 13% Latino) in the Midwestern U.S. Results from longitudinal cross‐lagged models (Goal 1) indicated that having more diverse friendships at T2 was associated with greater T3 ERI exploration among all youth. In addition, boys who reported higher ERI resolution at T1 had more diverse friendships at T2. Furthermore, findings from longitudinal social network analyses (SNA; Goal 2) suggested that influence drove similarity between adolescents and their friends in ERI exploration and resolution. 相似文献
12.
This study investigated the role of racial identity and maternal support in reducing psychological distress among African American adolescents. Both direct and indirect influences of multiple dimensions of racial identity (i.e., centrality, private regard) and maternal support on perceived stress, depressive symptoms, and anxiety were examined among 521 African American twelfth graders. Findings indicated that maternal support was positively related to both centrality and private regard. Results provided little support for a direct association between racial identity or maternal support and depressive symptoms and anxiety within a multivariate context. Rather, the influences of racial identity attitudes and maternal support on these mental health outcomes were mediated by perceived stress. Further, the two racial identity attitudes were associated with perceived stress in different ways. Study findings suggest that the significance and meaning that African American adolescents attribute to being Black may be critical to their psychological well-being, and that maternal support and perceived stress are important considerations. 相似文献
13.
Kelly A. Rodgers 《Roeper Review》2013,35(2):111-120
This article explores the interaction between racial and ethnic identity, racial centrality, and giftedness and then uses an expectancy-value motivation model as a framework for understanding how the interplay among racial identity, centrality, and giftedness contributes to the motivation of African American gifted students. The analysis begins by defining racial and ethnic identity and discussing their relationship to racial centrality. Next, the interactions among racial and ethnic identity, centrality, and some socio-emotional aspects associated with giftedness are examined. An expectancy-value model then provides a framework for understanding how race centrality, racial/ethnic identity, and giftedness influence the motivational patterns of gifted African American students. Suggestions for future research are provided. 相似文献
14.
This study examined the effects of racial/ethnic segregation (i.e., overrepresentation) in academic classes on belonging, fairness, intergroup attitudes, and achievement across middle school (n = 4,361; MageT1 = 11.33 years), and whether effects depended on numerical minority status in school and race/ethnicity. Latent growth curve models revealed that experiencing more segregation than usual predicted less belonging and fairness than usual for all youth in the numerical minority, and greater in-group preference for numerical minority Whites. Academic classroom segregation throughout middle school predicted less steep declines in in-group preference for adolescents in the numerical minority, and declines in achievement for African American numerical minority youth. Results highlight the need to treat the racial/ethnic context as a structural and dynamic construct. 相似文献
15.
Ming-Te Wang Leann V. Smith Dana Miller-Cotto James P. Huguley 《Child development》2020,91(3):e528-e544
Increased attention is being placed on the importance of ethnic-racial socialization in children of color's academic outcomes. Synthesizing research on the effects of parental ethnic-racial socialization, this meta-analysis of 37 studies reveals that overall the relation between ethnic-racial socialization and academic outcomes was positive, though the strength varied by the specific academic outcome under consideration, dimension of ethnic-racial socialization utilized, developmental age of the child receiving the socialization, and racial/ethnic group implementing the socialization. Ethnic-racial socialization was positively related to academic performance, motivation, and engagement, with motivation being the strongest outcome. Most dimensions of ethnic-racial socialization were positively related to academic outcomes, except for promotion of mistrust. In addition, the link between ethnic-racial socialization and academic outcomes was strongest for middle school and college students, and when looking across ethnic-racial groups, this link was strongest for African American youth. The results suggest that different dimensions of ethnic-racial socialization have distinct relationships with diverse academic outcomes and that the effects of ethnic-racial socialization vary by both youth developmental levels and racial/ethnic groups. 相似文献
16.
Scholars call for more attention to how marginalization influences the development of low-income and racial/ethnic minority youth and emphasize the importance of youth's subjective perceptions of contexts. This study examines how beliefs about the fairness of the American system (system justification) in sixth grade influence trajectories of self-esteem and behavior among 257 early adolescents (average age 11.4) from a diverse, low-income, middle school in an urban southwestern city. System justification was associated with higher self-esteem, less delinquent behavior, and better classroom behavior in sixth grade but worse trajectories of these outcomes from sixth to eighth grade. These findings provide novel evidence that system-justifying beliefs undermine the well-being of marginalized youth and that early adolescence is a critical developmental period for this process. 相似文献
17.
Adriana J. Uma?a‐Taylor Stephen M. Quintana Richard M. Lee William E. Cross Jr. Deborah Rivas‐Drake Seth J. Schwartz Moin Syed Tiffany Yip Eleanor Seaton Ethnic Racial Identity in the st Century Study Group 《Child development》2014,85(1):21-39
Although ethnic and racial identity (ERI) are central to the normative development of youth of color, there have been few efforts to bring scholars together to discuss the theoretical complexities of these constructs and provide a synthesis of existing work. The Ethnic and Racial Identity in the 21st Century Study Group was assembled for this purpose. This article provides an overview of the interface of ERI with developmental and contextual issues across development, with an emphasis on adolescence and young adulthood. It proposes a metaconstruct to capture experiences that reflect both individuals’ ethnic background and their racialized experiences in a specific sociohistorical context. Finally, it presents milestones in the development of ERI across developmental periods. 相似文献
18.
Historic racial disparities in the United States have created an urgent need for evidence-based strategies promoting African American students’ academic performance via school-based ethnic-racial socialization and identity development. However, the temporal order among socialization, identity, and academic performance remains unclear in extant literature. This longitudinal study examined whether school cultural socialization predicted 961 African American adolescents’ grade point averages through their ethnic-racial identities (49.6% males; Mage = 13.60; 91.9% qualified for free lunch). Results revealed that youth who perceived more school cultural socialization had better grades 1 and 2 years later. In addition, identity commitment (but not exploration) fully mediated these relations. Implications for how educators can help adolescents of color succeed in schools are discussed. 相似文献
19.
Because ethnicity is a basis for defining peer crowds in ethnically diverse American high schools, some may question whether crowds foster discrimination and stereotyping or affirm minority youths' positive ties to their ethnic background. Through examination of both self- and peer ratings of crowd affiliation among 2,465 high school youth aged 14–19 years, this study assesses the likelihood that African American, Asian American, Latino, and multiethnic adolescents are associated with ethnically defined crowds. Crowd affiliations are related to friendship patterns among all groups, positive features of ethnic orientation for Asian and Latino youth, but also some aspects of stereotyping and discrimination for Latinos. Results emphasize ethnic diversity in the role that peer crowds play in minority adolescents' social experiences. 相似文献
20.
Racial/Ethnic Discrimination and Adolescents’ Well‐Being: The Role of Cross‐Ethnic Friendships and Friends’ Experiences of Discrimination 下载免费PDF全文
下载免费PDF全文 There is an extensive body of work documenting the negative socioemotional and academic consequences of perceiving racial/ethnic discrimination during adolescence, but little is known about how the larger peer context conditions such effects. Using peer network data from 252 eighth graders (85% Latino, 11% African American, 5% other race/ethnicity), the present study examined the moderating role of cross‐ethnic friendships and close friends’ experiences of discrimination in the link between adolescents’ perceptions of discrimination and well‐being. Cross‐ethnic friendships and friends’ experiences of discrimination generally served a protective role, buffering the negative effects of discrimination on both socioemotional well‐being and school outcomes. Overall, results highlight the importance of considering racial/ethnic‐related aspects of adolescents’ friendships when studying interpersonal processes closely tied to race/ethnicity. 相似文献