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Ceccon C, Moscardino U, Altoè G, Lionetti F, Umaña-Taylor AJ. Longitudinal Profiles of Cultural Identity Processes and Associations with Psychosocial Outcomes Among Adolescents Participating in the Identity Project in Italy. J Youth Adolesc 2024:10.1007/s10964-024-02022-6. [PMID: 38811478 DOI: 10.1007/s10964-024-02022-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/11/2023] [Accepted: 05/18/2024] [Indexed: 05/31/2024]
Abstract
Cultural identity formation is a complex developmental task that influences adolescents' adjustment. However, less is known about individual variations in trajectories of cultural identity processes and how they relate to youth psychosocial outcomes. Using a person-centered approach, this study investigated patterns of change over a year in cultural identity exploration and resolution, respectively, among ethnically diverse adolescents in Italy. The sample included 173 high school students (Mage = 15 yrs, SD = 0.62, range = 14-17; 58.4% female; 26% immigrant background) who had participated in the Identity Project, a school-based intervention targeting ethnic-racial identity development. Longitudinal latent profile analysis revealed only one profile of change for exploration, whereas four unique profiles for resolution emerged ("stable low," "stable average," "increase low-to-average," "increase high-to-higher"). Overall, youth in the resolution-increase profiles reported the best outcomes. The findings highlight the heterogeneity of adolescents' resolution trajectories and the benefits of an increased sense of clarity concerning one's cultural identity for positive psychosocial functioning.
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Moffitt U, Rogers LO, Mzizi Y, Charlson E. Race Talk During the 2020 U.S. Presidential Election: Emerging Adults’ Critical Consciousness and Racial Identity in Context. JOURNAL OF ADOLESCENT RESEARCH 2022. [DOI: 10.1177/07435584221145009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/01/2023]
Abstract
In this study, we drew on the m(ai)cro framework, which centers racism as a macrosystem, to examine how college-going emerging adults made meaning about society and themselves during the 2020 U.S. presidential election and 2021 inauguration. This period was marked by racial justice protests, a global pandemic, anti-Asian violence, and the storming of the U.S. Capitol by predominantly white Trump supporters. Using the constructs of critical consciousness and racial identity meaning making, we analyzed participants’ reports of recent race related conversations. Our sample included 47 students ( Mage = 19.71, SD = 1.72; 81% female, 17% male, 2% other; 45% Asian/Asian American, 30% white, 13% Latinx/Hispanic, 4% Black/African American, 4% Multiracial, 2% Middle Eastern/Arab) at a private, predominantly white university in the U.S. Midwest. Hybrid inductive-deductive analysis showed that a majority reported conversations with peers, focused primarily on racial inequity and justice. For many participants of color, conversations about topics including protests and anti-Asian violence were woven into their racial identities. In contrast, although many white participants discussed events such as the Capitol insurrection, none made links to their racial identities. Our findings highlight connections between critical consciousness and racial identity, and the importance of context and participant positionality in developmental research.
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Affiliation(s)
| | | | - Yola Mzizi
- Northwestern University, Evanston, IL, USA
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Martinez SB, Pinetta BJ, Rivas‐Drake D. From home to the streets: Can cultural socialization foster Latinx youths' social responsibility? AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY 2022; 70:278-290. [PMID: 35445755 PMCID: PMC10084233 DOI: 10.1002/ajcp.12600] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/11/2021] [Revised: 02/26/2022] [Accepted: 03/02/2022] [Indexed: 06/14/2023]
Abstract
Grassroots movements such as Poder Quince exemplify how Latinx youth intertwine their cultural heritage and traditions with civic action to create positive change within their communities. Parents' cultural socialization messages have been shown to instill cultural pride and encourage prosocial behaviors (e.g., helping others, caring for younger siblings). However, there is a dearth of research on the sociopolitical discussions Latinx adolescents have with their parents and the mechanisms by which cultural socialization encourages prosocial civic development. Drawing on data from a sample of 269 self-identified Latinx youth from three Midwestern US schools, the present study explored the direct links between parental cultural socialization and adolescents' sense of social responsibility (i.e., concern for others and caring for community) as well as the potential indirect associations via sociopolitical and civic socialization at home. Our findings suggest direct associations between cultural socialization and caring for their communities. Additionally, we observed indirect associations between cultural socialization and youths' social responsibility via family civic socialization practices and engagement in sociopolitical discussions taking place in the home.
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Affiliation(s)
- Saraí Blanco Martinez
- Combined Program of Education and PsychologyUniversity of MichiganAnn ArborMichiganUSA
| | | | - Deborah Rivas‐Drake
- Combined Program of Education and PsychologyUniversity of MichiganAnn ArborMichiganUSA
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Briggs AS, Hope EC, Cryer‐Coupet QR. Patterns of critical consciousness and associations with sociocultural factors in black adolescents. JOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY 2022. [DOI: 10.1002/casp.2658] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Alexis S. Briggs
- Department of Psychology North Carolina State University Raleigh North Carolina USA
| | - Elan C. Hope
- Department of Psychology North Carolina State University Raleigh North Carolina USA
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Rivas‐Drake D. From Truth-Telling to Imagining New Possibilities: Listening to Youth, Families, and Communities of Color. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2022; 32:673-676. [PMID: 35513992 PMCID: PMC9323545 DOI: 10.1111/jora.12764] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
Every day that people of color are hyper-surveilled, harmed, threatened, diminished, dehumanized, and disenfranchised is a day absent of racial justice. In my view, this special section illuminates two critically important truths of oppression: First, it shows up physically, psychologically, and socially (e.g., the sequelae of racism), and second, the locus of the cause of the oppression is in institutions and systems. Yet, that is not the whole story. Although we need to continue including the voices and capacities of racially marginalized people in telling the truths of oppression, we also need them to be part of radically re-imagining those oppressive systems in the first place.
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Sun J, Goforth AN, Nichols LM, Violante A, Christopher K, Howlett R, Hogenson D, Graham N. Building a space to dream: Supporting indigenous children's survivance through community-engaged social and emotional learning. Child Dev 2022; 93:699-716. [PMID: 35560219 PMCID: PMC9324777 DOI: 10.1111/cdev.13786] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
Indigenous communities practice survivance and challenge social and political systems to support their children's identity and well-being. Grounded in transformative social-emotional learning (SEL) and tribal critical race theory, this 3-year community-based participatory research study (2019-2021) examined how a SEL program co-created with an Indigenous community in Flathead Nation in Montana supports anti-racism and anti-colonialism among Indigenous children. Critical reflexivity and thematic analyses of Community Advisory Board meetings and journals written by 60 students (Mage = 10.3, SD = 1.45; 47% girls; 60% Native American) during the SEL program revealed themes on Indigenous identity, belonging, wellness, and colonialism. These results shed light on challenging the racist and colonial roots of education to support Indigenous children's survivance and social-emotional well-being.
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Affiliation(s)
| | | | | | | | | | | | | | - Niki Graham
- University of Montana, Missoula, Montana, USA
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Branje S. Adolescent identity development in context. Curr Opin Psychol 2021; 45:101286. [PMID: 35008027 DOI: 10.1016/j.copsyc.2021.11.006] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2021] [Revised: 10/31/2021] [Accepted: 11/24/2021] [Indexed: 11/03/2022]
Abstract
One of the key developmental tasks in adolescence is to develop a coherent identity. Studies have increasingly begun to go beyond the study of mean level identity change and examine the underlying mechanisms of identity development at the intraindividual, microlevel, that is, at the level where development is taking place: within the person, in here and now experiences and relationships. Identity development during adolescence is characterized by both systematic maturation and substantial stability. Life events and transitions, as well as accumulating real-time experiences, might play a role in identity development. Optimal development of identity is embedded in high-quality family relationships and friendships in which constructive narrative processes take place.
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Affiliation(s)
- Susan Branje
- Department of Youth and Family, Utrecht University, Utrecht, the Netherlands.
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Rivas-Drake D, Pinetta BJ, Juang LP, Agi A. Ethnic-Racial Identity as a Source of Resilience and Resistance in the Context of Racism and Xenophobia. REVIEW OF GENERAL PSYCHOLOGY 2021. [DOI: 10.1177/10892680211056318] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
How youth come to understand their social identities and their relation to others’ identities can have important implications for the future of our society. In this article, we focus on how ethnic-racial identities (ERI) can serve to promote (or hinder) collective well-being. We first describe the nature of change in ethnic-racial identities over the course of childhood and adolescence. We then delineate three pathways by which youths’ ERI can be a mechanism for productive intergroup relations and thereby collective well-being as a: (a) basis for understanding differences and finding commonalities across groups; (b) promotive and protective resource for marginalized youth; and (c) springboard for recognizing and disrupting marginalization. This article concludes with how youths’ ERI can be nurtured into a source of resilience and resistance in the face of racism and xenophobia. Moreover, we urge researchers to consider the role ERI plays in guiding youth to challenge and resist marginalization.
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Affiliation(s)
| | | | | | - Abunya Agi
- University of Michigan, Ann Arbor, MI, USA
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Branje S, de Moor EL, Spitzer J, Becht AI. Dynamics of Identity Development in Adolescence: A Decade in Review. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2021; 31:908-927. [PMID: 34820948 PMCID: PMC9298910 DOI: 10.1111/jora.12678] [Citation(s) in RCA: 47] [Impact Index Per Article: 15.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/27/2020] [Revised: 08/04/2021] [Accepted: 08/17/2021] [Indexed: 06/06/2023]
Abstract
One of the key developmental tasks in adolescence is to develop a coherent identity. The current review addresses progress in the field of identity research between the years 2010 and 2020. Synthesizing research on the development of identity, we show that identity development during adolescence and early adulthood is characterized by both systematic maturation and substantial stability. This review discusses the role of life events and transitions for identity and the role of micro-processes and narrative processes as a potential mechanisms of personal identity development change. It provides an overview of the linkages between identity development and developmental outcomes, specifically paying attention to within-person processes. It additionally discusses how identity development takes place in the context of close relationships.
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Levesque RJR. Josefina Bañales Receives Emerging Scholar Best Article Award, 2021. J Youth Adolesc 2021; 50:2561-2562. [PMID: 34693507 DOI: 10.1007/s10964-021-01530-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/15/2021] [Accepted: 10/15/2021] [Indexed: 10/20/2022]
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Agi AC, Rivas-Drake D. “Other People’s Battles”? Incorporating the Experiences of Immigrant-Origin Black American Youth in Ethnic/Racial Identity Research. IDENTITY 2021. [DOI: 10.1080/15283488.2021.1919518] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
- Abunya C. Agi
- Department of Psychology and School of Education, University of Michigan, Ann Arbor, MI, USA
| | - Deborah Rivas-Drake
- Department of Psychology and School of Education, University of Michigan, Ann Arbor, MI, USA
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