The Role of Ethnic Socialization, Discrimination, and Language Brokering in Ethnic-Racial Identity among Latinx Adolescents

• In Event: Ethnic Racial Socialization

Abstract

Research consistently shows a positive association between familial ethnic socialization (FES) and ethnic-racial identity (ERI; Huguley, Want, Vasquez, & Guo, 2019). However, this association may vary as a function of other cultural processes and minority stress. Previous work has identified contextual factors that moderate the association between FES and ERI (e.g., Gonzales-Backen & Umaña-Taylor, 2011). Other work has pointed to an association between discrimination and ERI such that adolescents who experience more discrimination identify more with their ethnic group (Zeiders et al., 2019). Further, language brokering, or translating for parents and other adults by adolescent children, has been shown to be associated with ERI and viewed positively by Latinx adolescents (Weisskirch, 2005). In order to more fully understand ERI formation and how to promote positive ERI, we must consider interactions of the contextual factors that contribute to ERI.

The current study examined the associations between familial ethnic socialization, and ethnic-racial identity (i.e., exploration, resolution, and affirmation) and the moderating role of discrimination and language brokering among 193 Latinx adolescents (Mage = 15.90, SD = 1.47; 54.4% female; 75.6% U.S. born) from rural areas in the Southeastern United States. It was hypothesized that FES would be positively associated with each ERI component. Additionally, discrimination was expected to attenuate the association between FES and ERI, whereas language brokering was expected to strengthen this association.

Hypotheses were tested using hierarchical regression in SPSS 25. Age, gender, and nativity were entered as control variables in Step 1. Additionally, mean-centered predictors were entered in Step 1. The interaction term (calculated with the mean centered independent variables) was entered in Step 2. Significant interactions were probed by graphing the simple slopes at one standard deviation above and below the mean of the moderator (Cohen, Cohen, West, & Aiken, 2003).

Results indicated that FES was positively associated with ERI exploration and resolution (see Table 1). FES did not significantly predict ERI affirmation. Discrimination did not significantly predict ERI, however, there was a significant interaction between discrimination and FES in predicting ERI exploration and resolution. Specifically, the association between FES and ERI exploration and resolution was weaker among adolescents who reported more experiences with discrimination (see Figure 1).

Turning to the role of language brokering in ERI, results indicated a positive association between language brokering and ERI exploration, resolution (trend level), and affirmation above and beyond the association with FES. Additionally, language brokering significantly moderated the association between FES and ERI resolution and affirmation. Specifically, a stronger association between FES and ERI emerged among adolescents who reported more language brokering.

The findings of this study highlight contextual predictors of ERI and how these predictors may interact. Specifically, FES may be less impactful on ERI in the context of minority stress (i.e., discrimination), whereas cultural processes such as language brokering may increase the association between FES and ERI. These findings identify potential avenues for encouraging the development of a positive ERI among Latinx youth.

Authors

• Melinda A Gonzales-Backen, Florida State Univeristy
  Presenting Author

• Deziah Bermudez, Florida State University
  Non-Presenting Author

• Valentina Iturriaga, Florida State University
  Non-Presenting Author