Familismo, ethnic identity, and bicultural stress as predictors of Mexican American adolescents’ positive psychological functioning.

2013 ◽  
Vol 1 (4) ◽  
pp. 204-217 ◽  
Author(s):  
Brandy Piña-Watson ◽  
Lizette Ojeda ◽  
Nancy E. Castellon ◽  
Marianela Dornhecker
Keyword(s):  
Ethnic Identity ◽  
Psychological Functioning ◽  
Mexican American ◽  
Positive Psychological Functioning ◽  
Bicultural Stress ◽  
Mexican American Adolescents

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.

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