Ethnic Identity Development in Early Adolescence: Implications and Recommendations for Middle School Counselors

2005 ◽  
Vol 9 (2) ◽  
pp. 120-127 ◽  
Author(s):  
Cheryl Holcomb-McCoy
Keyword(s):  
Middle School ◽  
Ethnic Identity ◽  
Identity Development ◽  
School Counselors ◽  
Early Adolescence ◽  
Ethnic Identity Development ◽  
Middle School Counselors

Ethnic Identity Development in Early Adolescence: Implications and Recommendations for Middle School Counselors

2005 ◽  
Vol 9 (2) ◽  
pp. 2156759X0500900
Author(s):  
Cheryl Holcomb-McCoy
Keyword(s):  
Middle School ◽  
Ethnic Identity ◽  
Racial Identity ◽  
Identity Development ◽  
School Counselors ◽  
Interaction Theory ◽  
Ethnic Identity Development ◽  
School Students ◽  
Middle School Counselors ◽  
Definition Of

The influence of ethnic identity development on adolescents’ achievement, self-concept, and behaviors has been reviewed extensively in the literature. However, the role that school counselors play in enhancing middle school students’ ethnic identity development has received little attention. This article reviews the definition of ethnic identity and J. S. Phinney's (1992) model of adolescent ethnic identity development. J. E. Helms’ (1994) model of racial identity interaction theory is used as a basis for understanding how ethnic identity development may influence student-to-student and student-to-teacher interactions in middle schools. And finally, recommendations for middle school counselors are presented.

Family Engagement: A Collaborative, Systemic Approach for Middle School Counselors

2005 ◽  
Vol 9 (2) ◽  
pp. 2156759X0500900
Author(s):  
Keith M. Davis ◽  
Glenn W. Lambie
Keyword(s):  
Middle School ◽  
School Counselors ◽  
Early Adolescence ◽  
School Counselor ◽  
Systemic Change ◽  
Family Engagement ◽  
Systemic Approach ◽  
Developmental Needs ◽  
Middle School Counselors ◽  
School Based

Early adolescence is a period of intrapersonal and interpersonal transformation; thus, middle school counselors need to provide services that appropriately match their students’ and families’ developmental needs. A collaborative, systemic approach is one way that counselors can work with other school-based professionals to support parental/caregiver involvement. In this article, the authors discuss family disengagement in the middle school years and the middle school counselor as a collaborator of systemic change.

Early Adolescents’ Development across the Middle School Years: Implications for School Counselors

2005 ◽  
Vol 9 (2) ◽  
pp. 2156759X0500900 ◽  
Author(s):  
Allan Wigfield ◽  
Susan L. Lutz ◽  
A. Laurel Wagner
Keyword(s):  
Middle School ◽  
School Counselors ◽  
Early Adolescents ◽  
School Bullying ◽  
Developmental Needs ◽  
Self Identity ◽  
Middle School Counselors ◽  
Positive Effects ◽  
Teachers And Students ◽  
Motivational Changes

This article discusses development during the early adolescent years with a focus on recent research on the biological, cognitive, self-identity, and motivational changes that occur during this time period and the implications of this research for middle school counselors. Peer influences on early adolescents also are discussed, with the issue of school bullying receiving special attention. Studies are presented about how positive relations between teachers and students, and counselors and students, can ease the transition. Research is presented showing the positive effects of counseling programs designed to ease students’ transition into middle school, along with suggestions for restructuring the roles of middle school counselors in order to be responsive to the developmental needs of early adolescents.

scholarly journals Theoretical and Methodological Contributions of Narrative Psychology to Ethnic Identity Research

2018 ◽  
Author(s):  
Moin Syed
Keyword(s):  
Ethnic Identity ◽  
Identity Development ◽  
Rating Scale ◽  
Ethnic Identity Development ◽  
Narrative Psychology ◽  
The Past ◽  
Methodological Tool ◽  
Quantitative Rating ◽  
Theoretical Issues

The purpose of this chapter is to showcase how narrative, or the stories that people tell about their experiences, is a useful theoretical and methodological tool for understanding ethnic identity development. Over the past two decades, research on ethnic identity development has primarily relied on quantitative, rating-scale instruments (Phinney, 1992; Sellers et al., 1998). While this methodology has contributed to a strong knowledge base regarding the correlates and developmental course of ethnic identity (Quintana, 2007), what has been lacking is an analysis of the lived experiences that constitute one’s ethnic identity and contribute to its development. To this end, the chapter includes a synthesis of published and ongoing studies to illustrate how a narrative approach can contribute to theoretical issues of major importance to the study of ethnic identity: how ethnic identity develops, the role of context in development, and the dimensionality of ethnic identity. These examples highlight the close connection between method and theory, as well as how narrative research can inform subsequent survey-based work.

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