Longitudinal Consistency of Adolescent Ethnic Identification across Varying School Ethnic Contexts

Autor/inn/en	Nishina, Adrienne; Bellmore, Amy; Witkow, Melissa R.; Nylund-Gibson, Karen
Titel	Longitudinal Consistency of Adolescent Ethnic Identification across Varying School Ethnic Contexts
Quelle	In: Developmental Psychology, 46 (2010) 6, S.1389-1401 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0020728
Schlagwörter	Ethnicity; Pacific Islanders; Mexican Americans; Identification (Psychology); Adolescents; Longitudinal Studies; Hispanic American Students; Mexicans; Self Concept; Middle School Students; African American Students; Context Effect; White Students; Asian American Students; Individual Differences; Student Attitudes; Attitude Change; Measures (Individuals) + Suchen Sie Ihr Suchwort? Ethnizität; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Hispanoamerikaner; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Hispanic; Hispanic Americans; Student; Students; Schüler; Schülerin; Studentin; Mexikaner; Selbstkonzept; Middle school; Middle schools; Mittelschule; Mittelstufenschule; African Americans; Afroamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Individueller Unterschied; Schülerverhalten; Attitudinal change; Einstellungsänderung; Messdaten
Abstract	The present study examined consistency and inconsistency in adolescents' ethnic identification (i.e., self-reported ethnicity) across the 6 middle-school semesters. The sample (N = 1,589, of whom 46% were boys and 54% were girls) included African American, Asian/Pacific Islander, Caucasian/White, Latino/Latina, Mexican/Mexican American, and multiethnic students. Latent class analyses yielded 3 key patterns in ethnic identification across the middle-school years: consistent, late consistent, and inconsistent. Ethnic identification remained consistent across fall and spring of 6th, 7th, and 8th grades for only about 60% of the students. Asian/Pacific Islander students were more consistent, and multiethnic students were less consistent than students from other ethnic groups. School ethnic composition was associated with systematic shifts in ethnic identification from the beginning to the end of middle school for those students who initially identified as Latino/Latina, African American, or multiethnic but not for Mexican-origin students. In combination, the results provide insight into the consistency of ethnic identification, the role of context in adolescents' self-representation, and considerations for longitudinal studies that examine ethnic differences. (Contains 3 tables and 2 figures.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10