Friendship Network and School Socialization Correlates of Adolescent Ethnic-Racial Identity Development.
Ethnic-racial identity (ERI) development is consequential for youth adjustment and includes exploration, resolution, and affect about the meaning of one's ethnic-racial group membership. Little is known about how identity-relevant experiences, such as ethnic-racial socialization and discrimination i...
| Publicado en: | Journal of Youth & Adolescence Vol. 53; no. 11; pp. 2551 - 2572 |
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| Autores principales: | , , , |
| Formato: | Artículo |
| Publicado: |
Springer Nature
Nov2024
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=180214941&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 180214941 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00472891 JYA jtl: Journal of Youth & Adolescence issn: 00472891 maglogo: N pubinfo: dt: Nov2024 vid: 53 iid: 11 pid: 237 pub: Springer Nature artinfo: ui: 180214941 10.1007/s10964-024-02052-0 ppf: 2551 ppct: 21 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.5MB tig: atl: Friendship Network and School Socialization Correlates of Adolescent Ethnic-Racial Identity Development. aug: au: Kornienko, Olga Umaña-Taylor, Adriana J. Hernández, Maciel M. Ha, Thao affil: https://ror.org/02jqj7156 Department of Psychology, George Mason University, Fairfax, VA, USA https://ror.org/03vek6s52 Harvard Graduate School of Education, Harvard University, Cambridge, MA, USA Department of Human Ecology, University of California, Davis, CA, USA https://ror.org/03efmqc40 Department of Psychology, Arizona State University, Tempe, AZ, USA su: United States Adolescent development Group identity Consciousness Cultural competence Affinity groups Schools Race Attitude (Psychology) Social networks Interpersonal relations Friendship Socialization School health services Group process Adolescence Research funding Multivariate analysis Descriptive statistics sug: subj: Adolescent development Group identity Consciousness Cultural competence Affinity groups Schools Race Attitude (Psychology) Social networks Interpersonal relations Friendship Socialization School health services Group process Adolescence United States All Other Miscellaneous Schools and Instruction Elementary and Secondary Schools Other Individual and Family Services Research funding Multivariate analysis Descriptive statistics keyword: Ethnic-racial identity exploration Ethnic-racial identity negative affect Ethnic-racial identity resolution Friend networks Peer ethnic-racial socialization School ethnic-racial socialization Ethnic-racial identity exploration Ethnic-racial identity negative affect Ethnic-racial identity resolution Friend networks Peer ethnic-racial socialization School ethnic-racial socialization ab: Ethnic-racial identity (ERI) development is consequential for youth adjustment and includes exploration, resolution, and affect about the meaning of one's ethnic-racial group membership. Little is known about how identity-relevant experiences, such as ethnic-racial socialization and discrimination in peer relationships and school contexts, catalyze adolescent ERI development. The present study examines how identity-relevant experiences in friend and school contexts (i.e., proportion of same-ethnoracial friends, cultural socialization among friends, friends' ERI dimensions, friends' experiences of ethnoracial discrimination, and school promotion of cultural competence and critical consciousness) are associated with ERI development. A multivariate path model with a sample from four southwestern U.S. schools (N = 717; 50.5% girls; M = 13.76; 32% Latinx, 31.5% Multiethnic, 25.7% White, 11% other) was used to test these associations. Findings showed that friend and school predictors of ERI did not differ between early and middle adolescents, but significant differences and similarities emerged in some of these associations between ethnoracially minoritized and White youth. Specifically, friend cultural socialization was positively associated with ERI exploration for ethnoracially minoritized youth only, whereas school critical consciousness socialization was positively linked with ERI exploration only for White youth. Friend cultural socialization and friend network's levels of ERI resolution were positively associated with ERI resolution across both ethnoracial groups. These friend and school socialization associations were documented above and beyond significant contributions of personal ethnoracial discrimination to ERI exploration and negative affect for both ethnoracially minoritized and White youth. These findings expand our understanding of how friend and school socialization mechanisms are associated with adolescent ERI development, which is vital to advancing developmental theory and fostering developmental competences for youth to navigate their multicultural yet socially stratified and inequitable world. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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