Latent Profile Analysis of Minority Teen Ethnic-Racial Identity Moderation of Discrimination, Coping Strategies and Adjustment

• In Event: Poster Session 09
  In Poster Session: PS 09 Topic - Race, Ethnicity, Culture, Context

Abstract

Ethnic-racial discrimination (discrimination) has detrimental effects on ethnic-racial (ER) minority youth adjustment (Benner et al, 2018). However, discrimination is also associated with greater use of proactive coping strategies (e.g., talking to a friend; Seaton, et al., 2014), which have been linked with positive youth outcomes (Umaña-Taylor et al., 2008). Thus, although discrimination may be associated with more negative psychosocial functioning among youth, it may simultaneously promote adolescents’ use of proactive coping strategies, potentially compensating for some negative effects of discrimination on adjustment. One additional complexity to consider is that these associations may vary based on the extent to which adolescents have engaged in ethnic-racial identity (ERI) development. ERI development includes exploring and gaining clarity about one’s ER group (i.e., exploration, resolution) and making meaning of group membership related to one’s self-concept (i.e., affirmation, centrality, public regard; Umaña-Taylor et al., 2014). Prior work suggests that ERI has promotive and protective effects on youth development, but empirical support for ERI’s protective effects is relatively more mixed (Yip, 2018; Douglass & Umaña-Taylor, 2017; Neblett, Rivas-Drake & Umaña-Taylor, 2012). Thus, the present study examined the moderating role of ERI on relations between discrimination, proactive coping, and adjustment among ER minority adolescents. We extended prior work by (a) examining potential mediational links between discrimination, coping strategies, and adjustment; and (b) using a person-centered approach (i.e., Latent Profile Analysis) to test ERI development moderation of these links.

Data were drawn from high school students recruited from the Southwest and Midwest U.S. (N=1,904, 53.2% Female; 39.6% Black; 31.2% Latino; 19.3% Asian; 4.4% Native American/Pacific Islander; 5.5% Other). Students completed surveys that assessed ERI resolution (3 items; α=.87), exploration (3 items; α=.84), affirmation (3 items; α=.79; Douglas & Umaña-Taylor, 2015), centrality (3 items; α=.67), and public regard (3 items; α=.74; Scottham, et al., 2008); ER discrimination (11 items, α=.88; Fisher et al., 2000); proactive coping strategies (3 items; α=.59; Umaña-Taylor et al., 2008); self-esteem (10 items; α=.91; Rosenberg, 1979); depressive symptoms (20 items; α=.92; Radloff, 1977); and academic engagement (10 items; α=.90; Skinner et al., 2008).

Latent Profile Analysis revealed four profiles of ERI development (Figure 1): (a) Low Affirmation (n=46); (b) Diffuse but Affirmed (n=434); (c) Achieved & Positive (n=1,245); and (d) Moderate ERI (n=179). Multigroup path analysis explored whether proactive coping strategies mediated the relation between discrimination and adjustment, and whether profile membership moderated these associations. Findings showed that proactive coping partially mediated the relation between discrimination and adolescent adjustment (Figure 2). Perceiving greater discrimination was associated with greater use of proactive coping strategies and, in turn, higher self-esteem and lower depressive symptoms. In addition, greater discrimination was directly associated with lower self-esteem, lower academic engagement, and more depressive symptoms. ERI profile membership moderated the association between proactive coping strategies and academic engagement. Although the association was positive and significant across all profiles, this association was stronger among students in the Low Affirmation profile (i.e., felt most negatively about their ER group membership). Differences by profile, implications for differentiated student support and limitations will be discussed.

Authors

• Shandra M. Jones, Harvard University
  Presenting Author

• Adriana J. Umaña-Taylor, Harvard University
  Non-Presenting Author

• Elana R. McDermott, Massachusetts Department of Elementary and Secondary Education
  Non-Presenting Author

• Michael R Sladek, University of Oklahoma
  Non-Presenting Author

• Deborah Rivas-Drake, University of Michigan - Ann Arbor
  Non-Presenting Author