The Role of Ethnic Socialization, Ethnic Identity and Self-Esteem: Implications for Bi-ethnic Adolescents’ School Adjustment

2018 ◽  
Vol 27 (12) ◽  
pp. 3831-3841 ◽  
Author(s):  
Jiyeon Lee ◽  
Yuen Mi Cheon ◽  
Xinying Wei ◽  
Grace H. Chung
Keyword(s):  
Ethnic Identity ◽  
School Adjustment ◽  
Self Esteem ◽  
Ethnic Socialization

scholarly journals The Moderating Role of Ethnic Identity on the Relationship Between School Climate and Self-Esteem for African American Adolescents

2020 ◽  
Vol 49 (3) ◽  
pp. 291-305
Author(s):  
Amy E. Fisher ◽  
Sycarah Fisher ◽  
Chelsea Arsenault ◽  
Rachel Jacob ◽  
Jessica Barnes-Najor
Keyword(s):  
African American ◽  
Ethnic Identity ◽  
School Climate ◽  
African American Adolescents ◽  
Self Esteem ◽  
The Relationship ◽  
Moderating Role

Ethnic Identity, Life Satisfaction, and Depressive Symptoms of Mexican Descent Adolescents: Self-Esteem as a Mediating Mechanism

2017 ◽  
Vol 39 (3) ◽  
pp. 283-296 ◽  
Author(s):  
Brandy Piña-Watson ◽  
Mandrila Das ◽  
Lourdes Molleda ◽  
Carla Camacho
Keyword(s):  
Life Satisfaction ◽  
Ethnic Identity ◽  
Depressive Symptoms ◽  
Psychological Functioning ◽  
Self Esteem ◽  
Mexican Descent ◽  
Identity Exploration ◽  
Mediating Role ◽  
Acceptable Model

The present study investigates the mediating role of self-esteem and the moderating role of gender in the relationship between ethnic identity components (i.e., exploration, resolution, affirmation) and depressive symptoms and life satisfaction. Participants were 294 Mexican descent adolescents (55.4% female) ages 14 to 18 years ( M = 15.27 years; SD = 1.00 years). A mediated multigroup path analysis was conducted. The final model indicated that self-esteem is a potential mediator between ethnic identity affirmation and resolution with depressive symptoms and life satisfaction due to significant indirect relationships. The full model achieved acceptable model fit. Ethnic identity exploration was not significantly related to self-esteem, and no gender differences were present in the model. This study helps those working with Mexican descent youth come to a better understanding of self-esteem as a potential mechanism through which ethnic identity is related to psychological functioning (i.e., life satisfaction and depressive symptoms). Implications for practice and suggestions for future directions are discussed.

scholarly journals Ethnic Socialization, Ethnic Identity, and Self-Esteem in Chinese Mulao Adolescents

2021 ◽  
Vol 12 ◽  
Author(s):  
Lu Kuang ◽  
Saori Nishikawa
Keyword(s):  
Ethnic Identity ◽  
High School Students ◽  
Junior High School ◽  
Parental Education ◽  
Group Analysis ◽  
Self Esteem ◽  
Ethnic Socialization ◽  
Cultural Socialization ◽  
School Students ◽  
Multiple Group

We examined the associations and likely pathways between ethnic socialization, ethnic identity, and self-esteem among junior high school students of Chinese Mulao ethnic minority. A total of 469 Mulao students (220 boys and 249 girls) completed the Ethnic Socialization Measurement revised by Yin et al. (2016), the Revised Multigroup Ethnic Identity Measure (MEIM-R) by Roberts et al. (1999), and Rosenberg’s Self-esteem Scale (Chinese Version) by Wang et al. (1999). The main results indicated that adolescents who perceived more promotion of harmony messages tended to report stronger ethnic identity and higher self-esteem. Adolescents who perceived cultural socialization displayed stronger ethnic identity and higher self-esteem, while the promotion of distrust messages was negatively associated with self-esteem. Multiple-group analysis revealed that the relationships were stable across gender, parental education, but varied significantly across students’ grade. These findings emphasize the important role of positive ethnic socialization messages in adolescents’ ethnic identity and self-esteem. In addition, it is also important that we pay attention to negative ethnic socialization messages and consider their grade when communicating ethnic information with adolescents. Finally, our results are analyzed and notable suggestions are presented for ethnic family education.

scholarly journals Mexican American College Students’ Perceived Experiences of Discrimination, Ethnic Identity, and Adjustment

2017 ◽  
Vol 6 (4) ◽  
pp. 280-287 ◽  
Author(s):  
Samantha K. Jones ◽  
Sarah E. Killoren ◽  
Edna C. Alfaro ◽  
Melinda A. Gonzales-Backen
Keyword(s):  
College Students ◽  
Ethnic Identity ◽  
Mexican American ◽  
Sibling Relationships ◽  
Self Esteem ◽  
Protective Role ◽  
Negatively Associated ◽  
Sibling Support ◽  
Perceived Experiences

Given the salience of sibling relationships for Mexican American individuals, we examined the role of sibling support in the associations between discrimination, ethnic identity (EI), and the adjustment of Mexican American college students ( N = 171, 80.7% female, Mage = 21.6 years). Findings revealed that under conditions of high sibling support, discrimination was positively associated with EI resolution, which, in turn, was positively associated with self-esteem. Under conditions of low sibling support, discrimination was negatively associated with EI affirmation, which, in turn, was positively associated with self-esteem. Under conditions of low sibling support, there was a negative association between discrimination and EI affirmation, which, in turn, was negatively associated with depressive symptoms. These findings highlight the processes by which discrimination is associated with adjustment and the protective role of sibling support for Mexican American college students experiencing discrimination.

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