Mexican-origin 5-year-old children’s ethnic-racial identity centrality and attitudes predicting social functioning.

Abstract Using data from the 2008–2016 American Community Survey, we compare the racial identification responses of the Mexican-origin population residing in California to their counterparts in Texas, the two states with the largest and most established Mexican-origin populations. We draw on existing theory and research in order to derive a theoretical account of state-level historical mechanisms that are likely to lead to varying patterns of racial identification within the two states and a set of propositions predicting the nature of this variation. Results indicate that the Mexican-origin population in Texas is substantially more likely to claim White racial identification than their counterparts in California, even after accounting for factors related to racial identity formation. Further analysis indicates that this result is robust and buffets the notion that the historical development of the racial context in Texas has engendered a present-day context in which “Whiteness” carries a distinctive social value, relative to California’s ethnoracial context, and that this social value is reflected in the ways in which individuals of Mexican origin respond to race questions on U.S. Census surveys.

Mothers’ characteristics as predictors of adolescents’ ethnic–racial identity: An examination of Mexican-origin teen mothers.

Cultural Diversity & Ethnic Minority Psychology ◽

10.1037/cdp0000072 ◽

2016 ◽

Vol 22 (3) ◽

pp. 453-459 ◽

Cited By ~ 2

Author(s):

Chelsea L. Derlan ◽

Adriana J. Umaña-Taylor ◽

Kimberly A. Updegraff ◽

Laudan B. Jahromi

Keyword(s):

Racial Identity ◽

Teen Mothers ◽

Mexican Origin

The Impact of Everyday Discrimination and Racial Identity Centrality on African American Medical Student Well-Being: a Report from the Medical Student CHANGE Study

Journal of Racial and Ethnic Health Disparities ◽

10.1007/s40615-015-0170-3 ◽

2015 ◽

Vol 3 (3) ◽

pp. 519-526 ◽

Cited By ~ 9

Author(s):

Sylvia P. Perry ◽

Rachel Hardeman ◽

Sara E. Burke ◽

Brooke Cunningham ◽

Diana J. Burgess ◽

...

Keyword(s):

African American ◽

Medical Student ◽

Racial Identity ◽

American Medical ◽

Well Being ◽

Student Change ◽

Identity Centrality ◽

The Impact ◽

Everyday Discrimination ◽

American Medical Student

Trust and tribulation: Racial identity centrality, institutional trust, and support for candidates in the 2020 US presidential election

Analyses of Social Issues and Public Policy ◽

10.1111/asap.12256 ◽

2021 ◽

Author(s):

Benjamin T. Blankenship ◽

Tangier Davis ◽

Maira A. Areguin ◽

Özge Savaş ◽

David Winter ◽

...

Keyword(s):

Racial Identity ◽

Presidential Election ◽

Institutional Trust ◽

Identity Centrality ◽

Us Presidential Election

Neighborhood structural characteristics and Mexican-origin adolescents’ development

Development and Psychopathology ◽

10.1017/s0954579418001177 ◽

2018 ◽

Vol 30 (5) ◽

pp. 1679-1698 ◽

Cited By ~ 4

Author(s):

Rebecca M. B. White ◽

Katharine H. Zeiders ◽

M. Dalal Safa

Keyword(s):

Racial Identity ◽

Adaptive Functioning ◽

Structural Characteristics ◽

The United States ◽

Prosocial Behaviors ◽

Mexican Origin ◽

School Attachment ◽

Identity Exploration ◽

Identity Resolution ◽

External Forces

AbstractEthnic–racial and socioeconomic residential segregation are endemic in the United States, representing societal-level sociocultural processes that likely shape development. Considered alongside communities’ abilities to respond to external forces, like stratification, in ways that promote youth adaptive functioning and mitigate maladaptive functioning, it is likely that residence in segregated neighborhoods during adolescence has both costs and benefits. We examined the influences that early adolescents’ neighborhood structural characteristics, including Latino concentration and concentrated poverty, had on a range of developmentally salient downstream outcomes (i.e., internalizing, externalizing, prosocial behaviors, and ethnic–racial identity resolution) via implications for intermediate aspects of adolescents’ community participation and engagement (i.e., ethnic–racial identity exploration, ethnic–racial discrimination from peers, and school attachment). These mediational mechanisms were tested prospectively across three waves (Mage w1-w3 = 12.79, 15.83, 17.37 years, respectively) in a sample of 733 Mexican-origin adolescents (48.8% female). We found higher neighborhood Latino concentration during early adolescence predicted greater school attachment and ethnic–racial identity exploration and lower discrimination from peers in middle adolescence. These benefits, in turn, were associated with lower externalizing and internalizing and higher ethnic–racial identity resolution and prosocial behaviors in late adolescence. Findings are discussed relative to major guidelines for integrating culture into development and psychopathology.

Mexican-origin youth’s ethnic-racial identity development: The role of siblings.

Developmental Psychology ◽

10.1037/dev0001072 ◽

2020 ◽

Author(s):

Jenny Padilla ◽

Edwin J. Vazquez ◽

Kimberly A. Updegraff ◽

Adriana J. Umaña-Taylor ◽

Susan M. McHale

Keyword(s):

Racial Identity ◽

Identity Development ◽

Racial Identity Development ◽

Mexican Origin

Longitudinal Linkages Between Ethnic-Racial Identity and Discrimination-Related Distress Among Mexican-Origin Girls

10.1007/978-3-030-86426-2_13 ◽

2021 ◽

pp. 273-293

Author(s):

Mayra Y. Bámaca-Colbert ◽

Griselda Martinez ◽

Peter S. Y. Kim ◽

Lorena Aceves ◽

Jasmin E. Castillo ◽

...

Keyword(s):

Racial Identity ◽

Mexican Origin

Achievement, Racial Identity, and Connectedness

Research Anthology on Empowering Marginalized Communities and Mitigating Racism and Discrimination ◽

10.4018/978-1-7998-8547-4.ch061 ◽

2021 ◽

pp. 1253-1268

Author(s):

Colette M. Boston

Keyword(s):

Academic Achievement ◽

African American ◽

High School Students ◽

Racial Identity ◽

Sense Of Belonging ◽

School Students ◽

Teacher Relationships ◽

American Students ◽

Identity Centrality ◽

The Individual

Literature suggests African American students' racial identity impacts their feelings of belongingness to the school community as well as academic achievement. Researchers, however, have argued that racial identity impairs or promotes student achievement. This study examined the effects of the individual components of racial identity (centrality, regard, and ideology) and sense of belonging on the academic achievement of 105 African American high school students. Quantitative analysis revealed centrality as the sole predictor of sense of belonging for males and a positive relationship between sense of belonging and centrality and private regard in females. These findings support the significance of positive student-teacher relationships as well as the importance of schools cultivating a culture of acceptance of all students.

Achievement, Racial Identity, and Connectedness

Creating Caring and Supportive Educational Environments for Meaningful Learning - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-5748-7.ch010 ◽

2019 ◽

pp. 183-198 ◽

Cited By ~ 1

Author(s):

Colette M. Boston

Keyword(s):

Academic Achievement ◽

African American ◽

High School Students ◽

Racial Identity ◽

Sense Of Belonging ◽

School Students ◽

Teacher Relationships ◽

American Students ◽

Identity Centrality ◽

The Individual

Literature suggests African American students' racial identity impacts their feelings of belongingness to the school community as well as academic achievement. Researchers, however, have argued that racial identity impairs or promotes student achievement. This study examined the effects of the individual components of racial identity (centrality, regard, and ideology) and sense of belonging on the academic achievement of 105 African American high school students. Quantitative analysis revealed centrality as the sole predictor of sense of belonging for males and a positive relationship between sense of belonging and centrality and private regard in females. These findings support the significance of positive student-teacher relationships as well as the importance of schools cultivating a culture of acceptance of all students.

Trajectories of Ethnic-Racial Identity and Autonomy Among Mexican-Origin Adolescent Mothers in the United States

Child Development ◽

10.1111/cdev.12444 ◽

2015 ◽

Vol 86 (6) ◽

pp. 2034-2050 ◽

Cited By ~ 18

Author(s):

Adriana J. Umaña-Taylor ◽

Kimberly A. Updegraff ◽

Laudan B. Jahromi ◽

Katharine H. Zeiders

Keyword(s):

United States ◽

Racial Identity ◽

Adolescent Mothers ◽

The United States ◽

Mexican Origin