Not Excluded From Analyses: Ethnic and Racial Meanings and Identification Among Multiethnic/Racial Early AdolescentsPosted in Articles, Identity Development/Psychology, Media Archive, United States on 2015-02-06 15:57Z by Steven |
Journal of Adolescent Research
Volume 30, Number 2 (March 2015)
pages 143-179
DOI: 10.1177/0743558414560626
Cari Gillen-O’Neel, Assistant Professor of Psychology
Macalester College, Saint Paul, Minnesota
Rashmita S. Mistry, Associate Professor of Education
University of California, Los Angeles
Christia Spears Brown, Assistant Professor of Psychology
University of Kentucky, Lexington
Victoria C. Rodriguez
University of California, Los Angeles
Elizabeth S. White, Assistant Professor of Education
Illinois State University, Normal
Kirby A. Chow
University of California, Los Angeles; Society for Research in Child Development, Washington, DC
Because research on ethnic-racial identity development largely excludes multiethno-racial youth, we used a mixed-methods approach to examine ethno-racial meanings and identification among 102 early adolescents (M = 11.45, SD = 0.70 years) with multiethno-racial (n = 45), mono-majority (i.e., European American; n = 29), or mono-minority (e.g., Latino, African American; n = 28) heritage. Results indicated more similarity than difference between multiethno-racial and mono-minority youth—most understood their heritage through tangible connections (e.g., language). Social (e.g., stereotypes) and individual (e.g., pride) meanings of ethno-racial heritage were also discussed. Last, we observed that most multiethno-racial youth identified with either one (53.3%) or all components of their heritage (35.6%), and these identification choices were linked to tangible experiences (e.g., travel or language proficiency). Developmental and contextual reasons for these findings are discussed.
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