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1.
Deborah Rivas‐Drake Eleanor K. Seaton Carol Markstrom Stephen Quintana Moin Syed Richard M. Lee Seth J. Schwartz Adriana J. Uma?a‐Taylor Sabine French Tiffany Yip Ethnic Racial Identity in the st Century Study Group 《Child development》2014,85(1):40-57
The construction of an ethnic or racial identity is considered an important developmental milestone for youth of color. This review summarizes research on links between ethnic and racial identity (ERI) with psychosocial, academic, and health risk outcomes among ethnic minority adolescents. With notable exceptions, aspects of ERI are generally associated with adaptive outcomes. ERI are generally beneficial for African American adolescents' adjustment across all three domains, whereas the evidence is somewhat mixed for Latino and American Indian youth. There is a dearth of research for academic and health risk outcomes among Asian American and Pacific Islander adolescents. The review concludes with suggestions for future research on ERI among minority youth. 相似文献
2.
Katharine H. Zeiders Sara D. Bayless Chelsea L. Derlan Adriana J. Umaña-Taylor Kimberly A. Updegraff Laudan B. Jahromi 《Child development》2019,90(3):e373-e385
Ethnic–racial identity (ERI) development and ethnic–racial discrimination are two salient experiences among adolescents in the United States. Despite growing awareness of the costs and benefits of these experiences individually, we know little about how they may influence one another. The current study examined competing hypotheses relating discrimination and components of ERI (i.e., exploration, resolution, affirmation) among a sample of Mexican-origin adolescent mothers (N = 181; Mage at Wave 1 = 16.83, SD = 1.01) across six waves of data. Findings revealed that within-person changes in discrimination predicted subsequent ERI resolution and affirmation; however, ERI did not predict subsequent discrimination. Between-person effects of discrimination on affirmation were significant. Our findings underscore the importance of discrimination experiences in shaping Mexican-origin adolescent mothers’ normative developmental competencies. 相似文献
3.
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
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.
Trajectories of Ethnic–Racial Identity and Autonomy Among Mexican‐Origin Adolescent Mothers in the United States 下载免费PDF全文
下载免费PDF全文 Adriana J. Umaña‐Taylor Kimberly A. Updegraff Laudan B. Jahromi Katharine H. Zeiders 《Child development》2015,86(6):2034-2050
This study examined trajectories of ethnic–racial identity (ERI) and autonomy development among Mexican‐origin adolescent females in the United States (N = 181; Mage at Wave 1 = 16.80 years, SD = 1.00) as they transitioned through the first 5 years of parenthood. Trajectories of ERI and autonomy also were examined in relation to psychosocial functioning. Unconditional latent growth models indicated significant growth in autonomy, ERI resolution, and ERI affirmation from middle to late adolescence. Conditional latent growth models indicated that autonomy and ERI exploration growth trajectories were positively associated with psychosocial adjustment. Although adolescent mothers are experiencing transitions that are not normative during adolescence, they also engage in normative developmental processes, and their engagement in such processes is linked with better adjustment. 相似文献
6.
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
7.
The peer context features prominently in theory, and increasingly in empirical research, about ethnic‐racial identity (ERI) development, but no studies have assessed peer influence on ERI using methods designed to properly assess peer influence. We examined peer influence on ERI centrality, private, and public regard using longitudinal social network analysis. Data were drawn from two sites: a predominantly Latina/o Southwestern (SW) school (N = 1034; Mage = 12.10) and a diverse Midwestern (MW) school (N = 513; Mage = 11.99). Findings showed that peers influenced each other's public regard over time at both sites. However, peer influence on centrality was evident in the SW site, whereas peer influence on private regard was evident in the MW site. Importantly, peer influence was evident after controlling for selection effects. Our integration of developmental, contextual, and social network perspectives offers a fruitful approach to explicate how ERI content may shift in early adolescence as a function of peer influence. 相似文献
8.
This study investigated ethnic-racial identity (ERI) developmental processes (i.e., exploration and resolution) as pathways for adolescents to develop global bicultural competence, or the ability to meet heritage and host cultural demands. The sample included 749 U.S. Mexican-origin youth (30% Mexico-born; 51% male) followed from early-to-late adolescence (Mage = 12.79–17.38 years). Longitudinal structural equation analyses revealed that youth’s sequential engagement in ERI exploration and resolution (from early-to-middle adolescence) promoted global bicultural competence in late adolescence. The findings highlight the benefits of achieving clarity about one’s ERI via self-exploration efforts for adolescents’ ability to respond effectively to bicultural demands. This study advances mechanisms via which ERI development may support youth adaptation to multiple cultural systems. 相似文献
9.
Benoliel JQ 《Death education》1981,4(4):337-353
Death counseling as a specialized service appeared in the 20th century in response to new needs for assistance with death-related crises and transitions. Significant experiences with death and dying can be viewed as maturational crises through which people learn to cope with themselves during adversity and change. Because these experiences have a significant impact on developmental tasks in childhood and adult life, the death counselor needs to be knowledgeable about human development across the lifespan and sensitive to the problems of communication across differences in age, sex, culture, and cohort experiences. Knowledge about the impact of different death-related experiences on individuals, families, and providers is also essential for understanding the disruptive effects of these events on persons and groups. Yet helping others by death counseling requires more than knowledge alone. It must be based on goals reflecting the integrity of those involved. 相似文献
10.
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
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Preschool-age children's experiences within the mixed-age setting of family child care homes and the influences of these experiences on development were examined. Development variables included social and cognitive play, and receptive and expressive language. Consistent with Vygotsky's developmental theory, children's interactions with mixed-age peers were more powerful predictors of development than the mere availability of mixed-age peers. Interactions with older peers were associated with more complex cognitive play behaviors. Interactions with younger and same-age peers were associated with less complex social and cognitive play and lower receptive language scores. Characteristics of the child care setting appeared to moderate children's behavior in the mixed-age environment. Children in higher quality family child care homes with responsive caregivers were less likely to interact with younger children. No evidence was found of different developmental outcomes across developmental domains for older versus younger children. 相似文献
13.
《Early education and development》2013,24(4):349-366
Preschool-age children's experiences within the mixed-age setting of family child care homes and the influences of these experiences on development were examined. Development variables included social and cognitive play, and receptive and expressive language. Consistent with Vygotsky's developmental theory, children's interactions with mixed-age peers were more powerful predictors of development than the mere availability of mixed-age peers. Interactions with older peers were associated with more complex cognitive play behaviors. Interactions with younger and same-age peers were associated with less complex social and cognitive play and lower receptive language scores. Characteristics of the child care setting appeared to moderate children's behavior in the mixed-age environment. Children in higher quality family child care homes with responsive caregivers were less likely to interact with younger children. No evidence was found of different developmental outcomes across developmental domains for older versus younger children. 相似文献
14.
遵循“以保护带动开发,以开发促进保护”的原则,贵州省黔东南州雷山县西江千户苗寨积极挖掘千年积淀下来的民族文化,走特色人文旅游之路,在做大做强旅游产业的同时,积累了民族文化保护经费,民族文化遗产传承后继有人,实现了民族文化保护与开发利用双赢,被誉为“西江模式”发展道路.政府主导,市场运作,群众参与是其成功经验,对黔东南其他民族村寨传统文化的开发与保护有重要参考价值.尽管如此,增加资金投入、吸引民族文化持有者参与、培养人才以及加大宣传力度等仍是有效开发与保护黔东南民族文化不可忽略的问题. 相似文献
15.
《Journal of Education for Students Placed at Risk》2013,18(1-2):73-93
Studies of postsecondary aspirations tend to assume that adolescents from different ethnic groups share commonalities of perspective that are unaffected by the areas in which they live and go to school. Largely missing from this literature is a consideration of the intersection of ethnicity, development, and location. This study looks at the ways in which White and Latino students in an urban and a rural high school differ in their perspectives on postsecondary plans according to grade level, ethnicity, and urbanicity. We find a number of differences in student attitudes and behavior depending on whether students attend rural or urban high schools. High school experiences are also moderated by ethnicity across locations. However, with respect to how students want others to see them, students in the rural high school are more like each other than they are like their ethnic counterparts in the urban school. We conclude that, in many respects, both Latino and White students experience schooling and adolescent development differently in rural and urban schools. 相似文献
16.
Recently there has been concern over the need for developmental research within ethnic minority populations and interest in family processes within, and variability across, ethnic groups. Unfortunately, most of the research using standard scales of family processes has sampled middle-class Anglo-Americans, and the potential absence of cross-ethnic measurement equivalence threatens the validity of the research using these scales with ethnic minority populations. This study reports confirmatory factor analyses and construct validity coefficients for several parenting and family interaction scales among Anglo-American and Hispanic 8-14-year-old children and mothers. The findings indicate that the Children's Report of Parental Behavior Inventory (except the hostile control subscale), the Parent-Adolescent Communication Scale (open communication subscale only), and the Family Adaptability and Cohesion Evaluation Scales II appear to have sufficient cross-ethnic equivalence for English-speaking Hispanic samples. Further, the Family Routines Inventory and the problem communication subscale could benefit from additional scale development. 相似文献
17.
Clark McKown 《Child development》2013,84(4):1120-1136
In the United States, racial‐ethnic differences on tests of school readiness and academic achievement continue. A complete understanding of the origins of racial‐ethnic achievement gaps is still lacking. This article describes social equity theory (SET), which proposes that racial‐ethnic achievement gaps originate from two kinds of social process, direct and signal influences, that these two kinds of processes operate across developmental contexts, and that the kind of influence and the setting in which they are enacted change with age. Evidence supporting each of SET's key propositions is discussed in the context of a critical review of research on the Black–White achievement gap. Specific developmental hypotheses derived from SET are described, along with proposed standards of evidence for testing those hypotheses. 相似文献
18.
In this paper, we report on the structural nexus of one youth??s gaming practices across contexts and over time. We utilize data from an ethnography of youth science and technology learning, as well as expertise development, across settings and developmental time. We use Ole Dreier??s theory of persons to understand how this youth is able to develop considerable gaming expertise. Additionally, we explicate the learning practices embedded in the structural nexus of this youth??s gaming and we examine associated issues of learning and identity. We problematize the lack of continuity between his formal schooling experiences and the structural nexus of his gaming practices as situated in a variety of other contexts and we reflect on the implications for the design of STEM gaming experiences in formal school environments. 相似文献
19.
Recent research has shown that peers influence ethnic-racial identity (ERI) development during early adolescence. Arguments based on social identity theory, however, suggest that only same-ethnic but not cross-ethnic friends are important for ERI development. Using longitudinal social network analysis, we examined peer influence of both same- and cross-ethnic friends on ERI attachment and private regard. Data were drawn from six ethnically diverse schools in Western Germany (N = 1,349; Mage = 13.3). Our results provide empirical evidence for early adolescents’ ERI being influenced by same- but less by cross-ethnic friends. Considering peers’ ethnicity therefore is crucial for understanding peer influence on ERI development. 相似文献
20.
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