The Effects Of Acculturation Level And Ethnic Identity Level On Ego Identity Development In Second-Generation Mexican American Adolescents

2004 ◽  
Author(s):  
Marisol S. ERLACHER
Keyword(s):  
Ethnic Identity ◽  
Identity Development ◽  
Mexican American ◽  
Second Generation ◽  
Ego Identity ◽  
Acculturation Level ◽  
Mexican American Adolescents

scholarly journals Language Measurement Equivalence of the Ethnic Identity Scale With Mexican American Early Adolescents

2010 ◽  
Vol 31 (6) ◽  
pp. 817-852 ◽  
Author(s):  
Rebecca M. B. White ◽  
Adriana J. Umaña-Taylor ◽  
George P. Knight ◽  
Katharine H. Zeiders
Keyword(s):  
Ethnic Identity ◽  
Identity Development ◽  
Mexican American ◽  
Measurement Equivalence ◽  
Early Adolescents ◽  
Linguistically Diverse ◽  
Measurement Scales ◽  
Ethnic Identity Development ◽  
The Cross ◽  
Cross Language

The current study considers methodological challenges in developmental research with linguistically diverse samples of young adolescents. By empirically examining the cross-language measurement equivalence of a measure assessing three components of ethnic identity development (i.e., exploration, resolution, and affirmation) among Mexican American adolescents, the study both assesses the cross-language measurement equivalence of a common measure of ethnic identity and provides an appropriate conceptual and analytical model for researchers needing to evaluate measurement scales translated into multiple languages. Participants are 678 Mexican-origin early adolescents and their mothers. Measures of exploration and resolution achieve the highest levels of equivalence across language versions. The measure of affirmation achieves high levels of equivalence. Results highlight potential ways to correct for any problems of nonequivalence across language versions of the affirmation measure. Suggestions are made for how researchers working with linguistically diverse samples can use the highlighted techniques to evaluate their own translated measures.

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.

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