Latina Early Adolescents' Ethnic Racial Identity Development in a Dual Immersion School

• In Event: Student Perspectives at the Middle Level

Abstract

This study examines the ethnic racial identity (ERI) development of four 7th and 8th grade Latina adolescents at a dual immersion school. This research responds to the call for more context-rich studies of ethnic-racial identity (ERI) development, as emphasized by scholars to gain insight into ERI typologies through qualitative data. By focusing on this particular setting, we aim to uncover nuanced insights into how school context influences the ethnic identity journey of these early Latina adolescents.

Authors

• Marilyn Castro, University of California - Santa Barbara

• Rebeca Mireles-Rios, University of California - Santa Barbara

• Rachel Lambert, University of California - Santa Barbara