Longitudinal Relations between Ethnic/Racial Identity Process and Content: Exploration, Commitment, and Salience among Diverse Adolescents

Autor/inn/en	Wang, Yijie; Douglass, Sara; Yip, Tiffany
Titel	Longitudinal Relations between Ethnic/Racial Identity Process and Content: Exploration, Commitment, and Salience among Diverse Adolescents
Quelle	In: Developmental Psychology, 53 (2017) 11, S.2154-2169 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000388
Schlagwörter	Racial Differences; Ethnicity; Longitudinal Studies; Identification (Psychology); Adolescents; Grade 9; Grade 10; High School Students; Correlation; Urban Schools; Public Schools; Student Surveys; Statistical Analysis; Self Concept Measures; Measures (Individuals); Structural Equation Models; New York (New York); Multigroup Ethnic Identity Measure + Suchen Sie Ihr Suchwort? Rassenunterschied; Ethnizität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Korrelation; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Schülerbefragung; Statistische Analyse; Messdaten
Abstract	The present study bridges the process and content perspectives of ethnic/racial identity (ERI) by examining the longitudinal links between identity process (i.e., exploration, commitment) and a component of identity content, salience. Data were drawn from a 4-wave longitudinal study of 405 ethnically/racially diverse adolescents (63% female) from 9th to 10th grade. Results identified a transactional relation between identity process over the long-term and content in daily experiences: adolescents with stronger ERI commitment reported higher daily mean salience and less variability in salience 6 months later. At the same time, adolescents who reported more daily variability in salience engaged in more exploration 6 months later; this was particularly evident among youth who reported lower levels of mean salience. While centrality moderated some associations, most of the longitudinal associations did not vary by centrality. Building off long-standing theories of identity development that distinguish the independent effects of exploration and commitment, the data suggest that commitment predicts daily ethnic/racial salience experiences, while exploration is predicted by daily salience. Moreover, daily salience seems to serve as a developmental mechanism informing the construction of ERI over time. Implications for ERI development are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01