Development of Racial–Ethnic Identity Among First Nation Children

2013 ◽  
Vol 43 (3) ◽  
pp. 356-374 ◽  
Author(s):  
Barry Corenblum
Keyword(s):  
Ethnic Identity ◽  
First Nation ◽  
Racial Ethnic

What Does It Mean To Be Mexican (American)? Exploring Youth Ethnic Identity

2021 ◽  
pp. 001100002098530
Author(s):  
Halleh Hashtpari ◽  
Karen W. Tao ◽  
Kritzia Merced ◽  
Joél Arvizo-Zavala ◽  
James Hernández
Keyword(s):  
Ethnic Identity ◽  
Thematic Analysis ◽  
Perspective Taking ◽  
Academic Outcomes ◽  
Mexican American ◽  
Interview Protocol ◽  
Ethnic Pride ◽  
Mexican American Youth ◽  
Racial Ethnic ◽  
Minimal Research

Children’s racial (e.g., Black, White, Indigenous) and ethnic (e.g., Mexican) identity can influence psychological, social, and academic outcomes. Despite evidence that awareness of racial–ethnic marginalization begins during preadolescence, there is minimal research examining how children talk about identity at this age. The purpose of this study was to examine how preadolescent Mexican American youth conceptualize “who they are.” Specifically, we used the Ethnic-Perspective Taking Ability interview protocol to explore how Mexican American youth, ages 9–11, understand their ethnicity. Thematic analysis revealed four themes: Self as “Other,” Self as Invisible, Self as a Politicized Being, and Self as Community. Participants discussed feeling out of place, often feeling excluded by Whiteness, and needing to code switch. These experiences also were juxtaposed with a sense of ethnic pride and comfort. Implications for practice, advocacy, education, and research are offered.

Racial-ethnic Identity Pairings and Mental Health of Second-generation Asian Adolescents

2016 ◽  
Vol 60 (4) ◽  
pp. 834-852 ◽  
Author(s):  
Preeti Vaghela ◽  
Koji Ueno
Keyword(s):  
Mental Health ◽  
Ethnic Identity ◽  
Racial Identity ◽  
Problem Behaviors ◽  
Second Generation ◽  
The United States ◽  
Identity Conflict ◽  
Asian Adolescents ◽  
Low Levels ◽  
Racial Ethnic

Second-generation adolescents experience identity conflict when trying to adapt to the United States. This identity conflict may be compounded for Asians, who experience racialization of their ethnicity. This intensity of identity conflict and racialization of ethnicity is reflected in different pairings of racial and ethnic identities (e.g., Hyphenated-Nationality, Hyphenated-Asian). We examine how these identity pairings are associated with mental health. Analysis used a sample of 1,308 second-generation Asian adolescents (aged 15–19) from the Children of Immigrants Longitudinal Study Wave 2 (1995–1996). Although not all associations were significant, low levels of identity conflict tended to be associated with lower levels of depression and more problem behaviors. Perhaps these identity pairings help reduce depression by lowering identity conflict while increasing peer conflicts. The analysis also showed that among adolescents with the same type of ethnic identity, mental health varied across racial identity, highlighting the importance of examining identity pairings.

scholarly journals Paul, Inclusion and Whiteness: Particularizing Interpretation

2017 ◽  
Vol 40 (2) ◽  
pp. 123-147 ◽  
Author(s):  
David G. Horrell
Keyword(s):  
Ethnic Identity ◽  
Biblical Studies ◽  
Whiteness Studies ◽  
What Is Said ◽  
History Of Interpretation ◽  
History Of ◽  
One Step ◽  
Racial Ethnic ◽  
Point Of Departure ◽  
Academic Tradition

This article takes its point of departure from the effort to reflect critically on how my racial/ethnic identity shapes what I (and the academic tradition of which I am a part) see and ask (and do not see or ask) in our interpretative work. Selections from commentaries are used to illustrate the history of interpretation of Gal. 3.28, and the findings are interrogated in the light of questions and issues deriving from the field of ‘whiteness’ studies. For a start, such studies may provoke us to think about how far Christianness – and unspoken assumptions about its superiority – shapes what is said about this text (e.g., in the frequent contrast drawn between Jewish exclusivism and Christian inclusivism). Furthermore, we may ask about the particular location of this interpretative tradition not only in religious terms, but also in racial ones. The changing contours of interpretation help to show how it is, in part at least, shaped by its contexts of production in the white, Christian West: it may thus be ‘particularized’ in both religious and racial terms. Just as whiteness studies has criticized the tendency of the ‘white’ perspective to remain ‘unlabelled’, unspecific, implicitly ‘human’ and universal, so too we may critique the tendency of this tradition of biblical studies to avoid labelling and recognizing its own specificity. Doing so, moreover, may help us not only to acknowledge our own particularity, but also to recognize why we need the insights of differently located and embodied interpreters to reach towards richer insight. Recognizing and labelling the particularity of our own perspective is thus one step towards equalizing the value of the various (labelled and unlabelled) perspectives in biblical studies.

Identity Salience for Latino Male Collegians at Hispanic Serving Institutions (HSIs), Emerging HSIs, and Non-HSIs

2016 ◽  
Vol 17 (3) ◽  
pp. 171-186 ◽  
Author(s):  
Gina A. Garcia ◽  
Oscar E. Patrón ◽  
Jenesis J. Ramirez ◽  
Lisanne T. Hudson
Keyword(s):  
Higher Education ◽  
Ethnic Identity ◽  
Identity Salience ◽  
Hispanic Serving Institution ◽  
Latino Male ◽  
Institutional Types ◽  
Hispanic Serving ◽  
Racial Ethnic ◽  
Depth Interviews ◽  
The Way

This article challenges the notion of underachievement of Latino male collegians by examining those who successfully enter higher education. Using in-depth interviews, we analyze the way three different institutional types contribute to the racial/ethnic identity salience of Latinos, looking specifically at the curricular and co-curricular structures available at a Hispanic Serving Institution (HSI) and emerging HSI in comparison with non-HSIs. Findings reveal differences in identity salience based on the college context.

Sign in / Sign up

Export Citation Format

Share Document