How Does Ethnic Identity Relate to Adjustment for Minoritized Students? A Two-Site Comparison of Large Public Universities

2021 ◽  
pp. 152102512110226
Author(s):  
Aygul N. Batyrshina ◽  
Joseph A. Anistranski ◽  
B. Bradford Brown
Keyword(s):  
Ethnic Identity ◽  
Identity Development ◽  
Students Of Color ◽  
Academic Adjustment ◽  
Multiple Group ◽  
Adolescents Of Color ◽  
Institutional Contexts ◽  
Public Research Universities ◽  
Developmental Significance ◽  
The Impact

Research suggests that achieved ethnic identity has positive implications for the adjustment of Adolescents of Color. However, researchers know very little about whether (or how) the impact of achieved ethnic identity extends into college years. To explore this, our study examined the effects of ethnic identity on both social and academic adjustment of Students of Color at two large public research universities with distinct enrollment characteristics. Using multiple group analyses, we tested and confirmed the developmental significance of Phinney’s conceptualization of achieved ethnic identity. In both university contexts, achieved ethnic identity related to academic adjustment for Students of Color. We found no differences in regression paths between the two institutional contexts, supporting the assertion that achieved ethnic identity plays a prominent role in student success for minoritized students across college contexts. Our study extends Phinney’s theory of ethnic identity development to the study of college adjustment.

White Teacher, Know Thyself: Improving Anti-Racist Praxis Through Racial Identity Development

2016 ◽  
Vol 55 (1) ◽  
pp. 125-152 ◽  
Author(s):  
Jamie Utt ◽  
Shelly Tochluk
Keyword(s):  
Racial Identity ◽  
Identity Development ◽  
Students Of Color ◽  
Culturally Responsive ◽  
White Teachers ◽  
Racial Identity Development ◽  
Responsive Teaching ◽  
Racial Identities ◽  
Development Framework ◽  
The Impact

This article asserts that White teachers in urban schools must turn their racialized focus away from implied deficits of students of Color in the “achievement gap” frame and toward the impact their racial identities have on their craft. Through empirical analysis of White teachers’ experiences, the article suggests six areas of self-work for developing positive, anti-racist White racial identities, an integral component in culturally responsive teaching. The authors draw upon Zeus Leonardo’s “third space” of navigating Whiteness and Janet Helms’s racial identity development framework to offer practical suggestions for building more anti-racist and effective pedagogy.

The Development of Ethnic Identity From Late Childhood to Young Adulthood: Findings From a 10-Year Longitudinal Study of Mexican-Origin Youth

2020 ◽  
Vol 11 (5) ◽  
pp. 709-717
Author(s):  
Chieh Lu ◽  
Verónica Benet-Martínez ◽  
Richard W. Robins
Keyword(s):  
Ethnic Identity ◽  
Identity Development ◽  
Ethnic Group ◽  
The United States ◽  
Mexican Origin ◽  
Developmental Task ◽  
Ethnic Minority Youth ◽  
Identity Exploration ◽  
Mexican Origin Youth ◽  
The Impact

Ethnic identity is a crucial developmental task for ethnic minority youth. The present study investigated the development of ethnic identity in a large sample of Mexican-origin youth ( N = 674) assessed biennially from age 10 to 19. Latent growth curve modeling was used to examine the trajectory of ethnic identity and its two facets: exploration (efforts to explore one’s ethnic group) and affirmation (positive connection to one’s ethnic group). Results showed a linear decline over time for ethnic identity and both facets; exploration declined more rapidly than affirmation. Using multigroup modeling, we tested whether the trajectories differ across gender and nativity. Compared to boys, girls’ ethnic identity, exploration, and affirmation decreased less. The trajectories did not differ for youth born in Mexico versus the United States. Discussion considers the impact of developmental, acculturative, and social–contextual processes on ethnic identity development as well unique features of our ethnic identity measure.

scholarly journals Te Pītau o te Tuakiri: Affirming Māori Identities and Promoting Wellbeing in State Secondary Schools

2021 ◽  
Author(s):  
◽  
Arama Rata
Keyword(s):  
Ethnic Identity ◽  
Identity Development ◽  
Secondary Schools ◽  
Thematic Analysis ◽  
Identity Negotiation ◽  
Psychological Wellbeing ◽  
Cultural Engagement ◽  
Causal Pathways ◽  
Cultural Interventions ◽  
The Impact

<p>Numerous researchers have posited links between ethnic identity and psychological wellbeing (Phinney, 1992; Martinez & Dukes, 1997; Roberts, Phinney, Masse, Chen, Robers, & Romero, 1999; Houkamau & Sibley, 2011), and Māori cultural interventions have been suggested as a means of promoting a range of positive outcomes (e.g. M. Durie, 1998; Durie, 2003b; Lawson-Te Aho, 1998). However, longitudinal evidence of causal pathways between Māori ethnic identity and psychological wellbeing remains scarce, and evidence of the positive impacts of cultural interventions is not well documented. The present thesis investigates Māori identity development in the context of State secondary schools, and explores the relationships between Māori cultural engagement, Māori identity, and psychological wellbeing. A methodology that incorporates both mātauranga Māori (Māori knowledge) and Western scientific knowledge bases and research methods was applied. Interviews were held with Māori students and their whānau (families) at a State secondary school where a community-driven initiative to improve Māori student outcomes took place. Thematic analysis was used to generate Te Korowai Aroha Framework, outlining how Māori cultural initiatives can enable schools to fulfil their duty of care and meet Māori community needs by affirming individuals‟ cultural identity and agency, by building relationships based on mutual respect, and by working collaboratively within the school and with external services providers. Thematic analysis of these interviews was also conducted to generate The Pōwhiri Identity Negotiation Framework. The pōwhiri (formal welcome), in which Māori creation narratives are ritually re-enacted, is used as a metaphor for Māori identity negotiation. The stages of creation Te Kore, Te Pō, Te Whaiao, and Te Ao Marama are used to describe, respectively: those who were yet to display interest in Māori cultural identities; those who were interested in developing their Māori identities; those who were actively exploring their Māori identities; and those who felt secure in their Māori identities. Quantitative longitudinal survey data from over 300 Māori adolescents in the Youth Connectedness Project was then analysed. Structural Equation Modelling revealed that Māori cultural engagement positively predicted Māori ethnic identity, and that Māori ethnic identity positively predicted psychological wellbeing, in support of hypotheses. In addition, Hierarchical Linear Modelling revealed that the higher a school‟s level of Māori cultural promotion, the higher the ethnic identity of its students was likely to be. The results of this thesis demonstrate the impact of school cultural environments on individual identity development, and provide evidence that cultural engagement initiatives can enhance Māori identities, which in turn can increase psychological wellbeing. The results from the studies presented in this thesis are incorporated into Te Pītau o te Tuakiri framework, outlining how Māori identities can be nurtured, and the results are also used to offer guidelines for individuals wishing to become more engaged in Māori culture, and institutions wishing to become more responsive to Māori communities. These findings are used to challenge educators and policy makers to ensure schools and other State institutions support Māori cultural expression and affirm Māori identities.</p>

Identity Constructions and Negotiations Among 1.5- and Second-Generation Nigerians: The Impact of Family, School, and Peer Contexts

2012 ◽  
Vol 82 (2) ◽  
pp. 255-281 ◽  
Author(s):  
Janet Awokoya
Keyword(s):  
Ethnic Identity ◽  
Identity Development ◽  
Second Generation ◽  
Immigrant Youth ◽  
African Immigrant ◽  
Individual Level ◽  
Identity Constructions ◽  
Racial And Ethnic Identity ◽  
The Individual ◽  
The Impact

Past scholarship on immigrant racial and ethnic identity construction tends to ignore the processes by which social context influences identity at the individual level. In this qualitative study, Janet T. Awokoya presents a complex understanding of 1.5- and second-generation African immigrant youths’ identities. Awokoya explores how three major contexts—family, school, and peer groups—affect the ways in which African immigrant youth construct and negotiate their racial and ethnic identities. Further, she contends that the ways in which African immigrant youth are expected to conform to ideals of what it means to be African, Nigerian, African American, and Black, which dramatically shift across contexts, significantly confound the racial and ethnic identity constructions and negotiations for these youth. The article concludes with a discussion of practical and theoretical implications for identity development among Black immigrant youth.

Integrating Identities: Ethnic and Academic Identities among Diverse College Students

2013 ◽  
Vol 115 (8) ◽  
pp. 1-24
Author(s):  
Lovey H. M. Walker ◽  
Moin Syed
Keyword(s):  
College Students ◽  
Ethnic Identity ◽  
Identity Development ◽  
White Students ◽  
Students Of Color ◽  
Rating Scale ◽  
Academic Identity ◽  
Identity Integration ◽  
Academic Identities ◽  
The U.S

Background/Context Students of Color continue to be underrepresented at the undergraduate level. Recent research has demonstrated the importance of non-academic psychosocial factors for understanding college experiences. One factor, identity, is a broad, multidimensional construct that comprises numerous distinct domains, including political, religious, gender, ethnic, and academic identities. Two identity domains that are particularly relevant for college Students of Color are ethnic and academic identities. Purpose/Objective/Research Question/Focus of Study In the present study we focused on identity development processes in college and how they differ between Students of Color and White students. Specifically, our study examined four hypotheses: Compared with White students, Students of Color would 1) report higher levels of ethnic identity and 2) endorse higher levels of ethnic-academic identity integration, and that the group difference in ratings of ethnic-academic identity integration would be both 3) mediated and 4) moderated by ethnic identity. Research Design This study was a cross-sectional survey of 282 college students in the U.S. (69% women, M age = 19.65, SD =2.78, Range = 18-39; 90% born in the U.S.). Participants were categorized as either White (54%) or as a Student of Color (47%). Participants completed rating-scale measures of ethnic identity exploration and commitment, academic identity, and ethnic-academic identity integration. Findings/Results Findings in the study supported our four hypotheses: 1) Students of Color reported higher levels of ethnic identity than White students, 2) Students of Color reported greater integration between their ethnic and academic identities than White students, 3) this difference was partially explained by Students of Color having stronger ethnic identities than White students, and 4) ethnic identity moderated the relation between ethnicity and ethnic-academic identity integration, such that ethnic identity predicts greater ethnicity-academic identity integration for Students of Color and White students, but the association is stronger for Students of Color. Conclusions/Recommendations Ethnic minority college students endorse higher levels of integration between their ethnic background and academic major. The ability for students to integrate their ethnic and academic identities may provide students with a sense of belonging during their college years. Both ethnicity and the academic environment play a role in the ways in which students feel belonging and pursue their academic careers. Thus, it is important to examine experiences of belonging in an academic context.

scholarly journals Te Pītau o te Tuakiri: Affirming Māori Identities and Promoting Wellbeing in State Secondary Schools

2021 ◽  
Author(s):  
◽  
Arama Rata
Keyword(s):  
Ethnic Identity ◽  
Identity Development ◽  
Secondary Schools ◽  
Thematic Analysis ◽  
Identity Negotiation ◽  
Psychological Wellbeing ◽  
Cultural Engagement ◽  
Causal Pathways ◽  
Cultural Interventions ◽  
The Impact

<p>Numerous researchers have posited links between ethnic identity and psychological wellbeing (Phinney, 1992; Martinez & Dukes, 1997; Roberts, Phinney, Masse, Chen, Robers, & Romero, 1999; Houkamau & Sibley, 2011), and Māori cultural interventions have been suggested as a means of promoting a range of positive outcomes (e.g. M. Durie, 1998; Durie, 2003b; Lawson-Te Aho, 1998). However, longitudinal evidence of causal pathways between Māori ethnic identity and psychological wellbeing remains scarce, and evidence of the positive impacts of cultural interventions is not well documented. The present thesis investigates Māori identity development in the context of State secondary schools, and explores the relationships between Māori cultural engagement, Māori identity, and psychological wellbeing. A methodology that incorporates both mātauranga Māori (Māori knowledge) and Western scientific knowledge bases and research methods was applied. Interviews were held with Māori students and their whānau (families) at a State secondary school where a community-driven initiative to improve Māori student outcomes took place. Thematic analysis was used to generate Te Korowai Aroha Framework, outlining how Māori cultural initiatives can enable schools to fulfil their duty of care and meet Māori community needs by affirming individuals‟ cultural identity and agency, by building relationships based on mutual respect, and by working collaboratively within the school and with external services providers. Thematic analysis of these interviews was also conducted to generate The Pōwhiri Identity Negotiation Framework. The pōwhiri (formal welcome), in which Māori creation narratives are ritually re-enacted, is used as a metaphor for Māori identity negotiation. The stages of creation Te Kore, Te Pō, Te Whaiao, and Te Ao Marama are used to describe, respectively: those who were yet to display interest in Māori cultural identities; those who were interested in developing their Māori identities; those who were actively exploring their Māori identities; and those who felt secure in their Māori identities. Quantitative longitudinal survey data from over 300 Māori adolescents in the Youth Connectedness Project was then analysed. Structural Equation Modelling revealed that Māori cultural engagement positively predicted Māori ethnic identity, and that Māori ethnic identity positively predicted psychological wellbeing, in support of hypotheses. In addition, Hierarchical Linear Modelling revealed that the higher a school‟s level of Māori cultural promotion, the higher the ethnic identity of its students was likely to be. The results of this thesis demonstrate the impact of school cultural environments on individual identity development, and provide evidence that cultural engagement initiatives can enhance Māori identities, which in turn can increase psychological wellbeing. The results from the studies presented in this thesis are incorporated into Te Pītau o te Tuakiri framework, outlining how Māori identities can be nurtured, and the results are also used to offer guidelines for individuals wishing to become more engaged in Māori culture, and institutions wishing to become more responsive to Māori communities. These findings are used to challenge educators and policy makers to ensure schools and other State institutions support Māori cultural expression and affirm Māori identities.</p>

scholarly journals Ethnic identity erosion in the indigenous Nenets population under globalization influence: gender differences between adolescent girls and boys

2021 ◽  
Vol 92 ◽  
pp. 07062
Author(s):  
Alexandra Telitsyna ◽  
Ekaterina Zabelina ◽  
Svetlana Kurnosova
Keyword(s):  
Gender Differences ◽  
Ethnic Identity ◽  
Identity Development ◽  
Social Life ◽  
Value Added ◽  
Arctic Region ◽  
Indigenous Populations ◽  
Ethnic Identity Development ◽  
Study Results ◽  
The Impact

Research background: Ethnic identity development, while universal, is also recognized as an especially important prerequisite for economic and social life among indigenous populations [1, 2]. Global transformations such as technology, industrialization, global warming and political and economic forces are impacting positive ethnic identity development in indigenous populations around the world. Purpose of the article: The purpose of this study is to examine gender differences in ethnic identity erosion in the adolescent indigenous Nenets population of the Russian Siberian Arctic Region. Methods: The study sample included 78 children in boarding schools from the northern area of Western Siberia. To define ethnic identity, the “Types of Ethnic Identity” questionnaire [3] was used. Findings & Value added: The study results show that across 8th-9th grade as well as 10-11 grade Nenets adolescent boys perceive their ethnic identity positively. However, the same indicators show girls do not view their ethnic identity as positively. There are also several other interesting gender differences that emerge between the students in each grade. This may be the result of specific gender differences in perceptions about the economic and social realities of tundra life, the position of women in traditional societies as well as the impact of global transformations on indigenous populations overall.

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