Ethnic Identity Formation in College Students: Implications for Well-Being

2007 ◽  
Author(s):  
Diane M. Fischer ◽  
Judy A. McCown
Keyword(s):  
College Students ◽  
Ethnic Identity ◽  
Identity Formation ◽  
Well Being ◽  
Ethnic Identity Formation

scholarly journals Exploring whether mindfulness can enhance ethnic identity among undergraduate and graduate students

2018 ◽  
Vol 11 (1) ◽  
pp. 67-93
Author(s):  
Angeline Villanueva Yang ◽  
Marilee Bresciani Ludvik ◽  
Caren L. Sax ◽  
Sylvia Garcia-Navarrete ◽  
Wendy Bracken ◽  
...  
Keyword(s):  
Ethnic Identity ◽  
Graduate Students ◽  
Identity Development ◽  
Identity Formation ◽  
Well Being ◽  
Dependent Measure ◽  
Clear Understanding ◽  
Ethnic Identity Development ◽  
Content Type ◽  
Ethnic Identity Formation

Purpose The purpose of this paper is to explore whether attention, emotion, and cognitive regulation (CR) may be strategies to advance one’s ethnic identity. Design/methodology/approach The paper is presented in three parts. The first section discusses integrative inquiry (INIQ) (Bresciani Ludvik et al., 2016), a mindfulness methodology and mindful inquiry training program, as a potential pathway to help mitigate stress and enhance healthy development and well-being strategies that combat stressors related to ethnic and racial identity; and increase opportunities for positive ethnic identity development. INIQ was designed to influence areas of the brain associated with attention regulation, emotion regulation, and CR in order to decrease stress and anxiety, and heighten executive functions of undergraduate and graduate students. The second section discusses an exploratory study to see whether INIQ resulted in higher mean scores for participants on their ethnic identity, as assessed by the multigroup ethnic identity measure (Phinney, 1992). Findings The results indicated that there was a significant increase in pre-test and post-test scores for mindfulness (p=0.001) as well as the dependent measure for learning exploration (p=0.028) among 30 undergraduate, master’s- and doctoral-seeking students. There was also a non-significant increase for clear understanding (p=0.15) and overall ethnic identity achievement (p=0.387); and non-significant decrease for ethnic belonging (p=0.424). Originality/value These findings suggest that INIQ may increase students’ ethnic learning exploration, which is an important process in ethnic identity development (Phinney and Ong, 2007). This study also suggests that INIQ increases mindfulness in participants. The authors conclude with a discussion and recommendations to future INIQ and other diversity centered student support practitioners interested in influencing positive ethnic identity formation.

Understanding the Impact of Heritage Language on Ethnic Identity Formation and Literacy for u.s. Latino Children

2016 ◽  
Vol 16 (3-4) ◽  
pp. 245-266 ◽  
Author(s):  
Maria M. Arredondo ◽  
Melanie Rosado ◽  
Teresa Satterfield
Keyword(s):  
Ethnic Identity ◽  
Academic Success ◽  
Identity Formation ◽  
Language Proficiency ◽  
Emotional Health ◽  
Early Years ◽  
Latino Children ◽  
Structured Interviews ◽  
Ethnic Identity Formation ◽  
The Impact

Studies show positive associations between ethnic identity, socio-emotional health and academic success. However, most work is carried out with adolescents and few have examined how young children develop an ethnic identity, particularly u.s. Latino children. The present study represents a first-pass investigation of children’s ethnic identity mechanisms and their relation to academic success. We carried out semi-structured interviews in Spanish with 25 Latino children (ages 5–12). Open-ended questions addressed items on the Multigroup Ethnic Identity Measure and Ethnic Identity Scale, incorporating a mixed qualitative (i.e., themes) and quantitative (i.e., scoring) analysis. Results revealed that children provide great detail when discussing their ethnic background. Additionally, Latino children’s bilingualism and Spanish-language proficiency were significant markers of ethnic identity formation, which in turn were positively associated with affect and Spanish literacy. These findings shed light on the complexities of ethnic identity construction during children’s early years, and establish a path for further investigation of Latino children’s socio-emotional health and academic achievement.

Ethnic Identity Formation

2011 ◽  
pp. 860-870
Author(s):  
Lisa Kiang ◽  
Oscar A. Baldelomar
Keyword(s):  
Ethnic Identity ◽  
Identity Formation ◽  
Ethnic Identity Formation

Ethnic identity commitment and socioemotional well-being among Latinx-origin college students: The influence of maternal and peer relationships

2021 ◽  
pp. 026540752110520
Author(s):  
Zeinab A. Hachem ◽  
Rosa I. Toro
Keyword(s):  
College Students ◽  
Ethnic Identity ◽  
Relationship Quality ◽  
Peer Relationships ◽  
Social Relationships ◽  
Well Being ◽  
Immigrant Generation ◽  
Generation Status ◽  
Identity Commitment ◽  
The Impact

Purpose: Considerable research has noted the association between ethnic identity commitment, which refers to a positive affirmation, sense of belonging and heightened level of engagement to one’s ethnic group, and indices of well-being, but less is known in terms of factors that can explain this link. Research Design: The current study explored the relationship between ethnic identity commitment and indices of well-being, the mediating role of social relationships, and the moderating roles of gender and immigrant generation status. Study Sample: A sample of 707 Latinx college students (79% female, 21% male,  M age = 19.08 years,  SD age = 1.17,  Range: 17.00–25.00) reported on ethnic identity commitment, maternal and peer relationship quality, self-esteem, depressive symptoms, and anxiety. Results: Results suggested that ethnic identity commitment was positively associated with socioemotional well-being. Although both types of relationships were significant mediators on their own, maternal relationship quality had a greater influence. Furthermore, gender and immigrant generation status were not significant moderators of these indirect effects. Conclusions: Findings indicate that committing to one’s ethnic identity enhances socioemotional well-being. They also demonstrate the complex interplay of social relationships and the enduring influence of maternal relationships during early adulthood. Results support the development of efforts geared toward facilitating ethnic identity commitment as well as leveraging the impact of social relationships in a manner that supports Latinx individuals.

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