What Does It Mean To Be Mexican (American)? Exploring Youth Ethnic Identity

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.

Associating the image with the myth on ancient Cretan coins: Three case-studies

Cretan coinage is characterized by a multitude of iconographic types, very often mythological in content. Various mythical figures and episodes are often difficult to identify or interpret due to either lack of clues that would lead to an interpretation or to the fact that could be identifiable with more than one existing myth. Thus, the identification of imagery on Cretan coins is not always self evident. Three major mints of the island are examined in this paper in order to investigate local myths, compared with the mythological tradition of mainland Greece; the myth of the Tree Nymph of Gortyn, the myth of the Labyrinth of Knossos and the myth of the Dog-nursed Infant of Kydonia. Cretan cities, through coin imagery and by carefully selecting the represented mythical figures, were bonding theircitizens with a certain heritage, offering a sense of belonging, continuation and ethnic pride differentiating themselves from other ethnic groups and city states of the island.

Modern Chicano Street Gangs: Ethnic Pride Versus “Gangsta” Subculture

This article examines the subcultural characteristics of modern Chicano street gangs, using San Antonio, Texas, as a case study. It is informed by archival material, police data, and multifaceted fieldwork with gang members and police in that city. The result is a broad sweeping analysis of the role of various social forces in shaping the form of contemporary Chicano gangs. I find that gang migration, the social mimicry of Black gangs, and the weakening of ethnic pride have all profoundly affected modern street gang subculture. However, ethnic pride norms have not completely faded away, presenting an interesting bifurcation among modern Chicano gangs. Profiling the most violent and reputable gangs from the early 1990s to 2015 in San Antonio drives this analysis of barrio longevity versus cultural succession. This study concludes that there are “period effects” that are not well accounted for in the current literature on youth gang subcultures.

“A Sensitive and Difficult Task”

This chapter explores the hiring initiative as a historically, politically, and socially contingent event; and covers the period of greatest racial instability within ASNE, roughly 1977 through the 1980s. During the 1970s, public consciousness about lingering discrimination was heightened, as were a sense of racial and ethnic pride among nonwhites, and feminism among women. But the rising momentum of pro-equality efforts was checked by political cross-current. Many white Americans of the late 1970s, even if they believed opportunities for nonwhites were unjustly unequal, objected to the use of quotas to enforce equality, and the frequency of the term “reverse discrimination,” which referred to the denial of opportunities for whites to compensate nonwhites for past injustice, attested to the growth of an anti-affirmative action backlash.

The relation between ethnic classroom composition and adolescents’ ethnic pride

This study investigated how students’ ethnic pride was related to variation in ethnic composition between classrooms as well as within the same classroom over time. Predictions derived from optimal distinctiveness theory (ODT) were tested among 13- to 14-year-old ethnic majority and minority students ( N = 1,123). Lending support to ODT, a curvilinear relation between the share of same-ethnicity classmates and students’ ethnic pride was found in a cross-sectional analysis, with ethnic pride peaking in classrooms with approximately 50% same-ethnicity classmates. In line with ODT, longitudinal analyses revealed ethnic pride decreased for students who moved away from a share of 50% same-ethnicity classmates. Contrary to ODT, however, ethnic pride also decreased for students who moved closer to this point of optimal distinctiveness.