Peer Support Development among Black American and Latinx Adolescents: The Role of Ethnic-Racial Centrality

Autor/inn/en	Hoffman, Adam J.; Agi, Abunya C.; Rivas-Drake, Deborah; Jagers, Robert J.
Titel	Peer Support Development among Black American and Latinx Adolescents: The Role of Ethnic-Racial Centrality
Quelle	In: Developmental Psychology, 55 (2019) 12, S.2637-2648 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hoffman, Adam J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000829
Schlagwörter	Peer Influence; Ethnicity; Racial Differences; African American Students; Hispanic American Students; Middle School Students; Early Adolescents; Grade 6; Grade 7; Grade 8; Social Development; Emotional Development; Minority Group Students; Age Differences + Suchen Sie Ihr Suchwort? Ethnizität; Rassenunterschied; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Middle school; Middle schools; Mittelschule; Mittelstufenschule; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Soziale Entwicklung; Gefühlsbildung; Age; Difference; Age difference; Altersunterschied
Abstract	Adolescence is a developmental period when youth are increasingly likely to turn to their peers for support, and it is also a time of increased salience and development of ethnic-racial identity (ERI). Ethnic-racial centrality, a dimension of ERI, could be a predictor in the development of peer support, as youth with a stronger self-concept on the basis of their ethnic-racial identity might garner stronger peer relations. The current study examined trajectories of academic and emotional peer support as well as the role of centrality of one's ethnic-racial identity (i.e., ethnic-racial centrality) in predicting such trajectories among Black American and Latinx adolescents (N = 143, M[subscript age] = 11.91). Average levels of both academic and emotional peer support did not change over time. However, greater ethnic-racial centrality was positively related to higher initial levels of academic and emotional peer support. Ethnic-racial centrality as a potential asset for youth of color in the development of peer support is discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01