Ethnic-racial identity exploration among youth of color moderates the association between discrimination and critical reflection

• In Event: Poster Session 08
  In Poster Session: PS 08 Topic - Race, Ethnicity, Culture, Context

Abstract

Youth of color can engage in critical consciousness, or the process of analyzing inequalities and acting to change them, to cope with racism (Watts et al., 2011). Through this process, young people can promote their own wellbeing and work towards collective liberation (Freire, 1970; Watts et al., 2003). Recent research suggests that experiencing discrimination or racial stress may instigate the development of components of critical consciousness, such as an awareness of larger systems of oppression (i.e., critical reflection; Hope et al., 2020; Tyler et al., 2020). Theoretical work has also postulated that the association between racial discrimination and critical reflection might be stronger among youth of color who engage in ethnic-racial identity exploration (Mathews et al., 2020). This is because ethnic-racial identity exploration entails actively learning about and connecting with one’s racial-ethnic group, including learning about the histories of oppression and resistance (Umaña-Taylor et al. 2004). In turn, ethnic-racial identity exploration may enable young people to connect experiences with racial discrimination to larger systems more easily. Limited empirical work has explored these potential links, however (see Heberle et al., 2020). As such, we examined whether racial-ethnic identity exploration moderated the association between discrimination and critical reflection among youth of color.

Data come from 864 youth of color (Mage = 16.88; 52.87% female; 49% Latinx, 28.96% Asian/Asian American, 8.64% Mixed, 6.51% Black/African American, 5.94% Other) living in California. Discrimination was measured using a two-part question. The first part of the question asked, “How often do you feel that you, personally, have been discriminated against for any reason?” with response options ranging from Never to Often. If youth indicated that they experienced discrimination, a follow-up question asked whether they felt that it was based on their race. Data were trimmed so that only those who indicated that they experienced some amount of discrimination and who also felt that discrimination was based on their race were included in the analysis. Critical reflection was measured using three items related to beliefs about fairness in the U.S. (Flanagan et al., 2007; Phinney et al., 1994). Items were reverse-scored so that higher scores indicated more critical reflection. Racial-ethnic identity exploration was measured through five items which assessed youth’s actions related to learning about their ethnic-racial group (Phinney, 1992). We also included age, race/ethnicity, and gender as control variables.

The main effect of discrimination predicting critical reflection was not significant (p=.42), the main effect of ethnic-racial identity exploration was significant and negative (B=-.55, p<.001), and the interaction between ethnic-racial identity exploration and discrimination was significant and positive (B = .23; p <.01). Further investigation into the interaction showed that discrimination was not associated with critical reflection at very low levels of ethnic-racial identity exploration but was significantly and positively associated with critical reflection at low, high, and very high levels of ethnic-racial identity exploration. See Table 1 and Figure 1 for more information. Consequently, ethnic-racial identity exploration processes may support youth’s critical consciousness development when they are faced with repeated discriminatory experiences.

Authors

• Corine Tyler, Oregon State University - Corvallis
  Presenting Author

• Linda Fenske, Oregon State University - Corvallis
  Non-Presenting Author

• Kara K McElvaine, Oregon State University
  Non-Presenting Author