Profiles of Ethnic-Racial Identity, Ethnic-Racial Socialization, and the Model Minority Myth Among Asian American Adolescents

• In Event: Ethnic Racial Identity

Abstract

Ethnic-racial knowledge, defined as youth’s understanding of and attitudes toward cultural heritage and ethnic-racial group membership as well as associated experiences of stereotype and discrimination, is fundamental to the development of youth of color (Hughes et al., 2016). The present study elucidates the ethnic-racial experiences of Asian Americans, the fastest-growing yet still empirically underrepresented ethnic/racial group in the United States (Tseng et al., 2016) by: 1) identifying profiles of ethnic-racial knowledge and experiences, operationalized by ethnic-racial identity (ERI), ethnic-racial socialization (ERS), and internalization of model minority myth (MMM), and 2) examining associations between the profiles and key developmental competencies, including physical health, psychosocial well-being, academic performance, and behavioral health. We hypothesized that compared to adolescents with moderate or less ethnic-racial knowledge and experiences (i.e., moderate or low levels of ERI, ERS, and MMM internalization), adolescents with more ethnic-racial knowledge and experiences will demonstrate more favorable outcomes.
Data were drawn from a 4-year longitudinal study with a sample of 145 participants who self-identified as “Asian or Asian American” (65% female, M = 14.3, SD = .59). Latent profile analysis (LPA) was used to examine patterns of the ethnic-racial knowledge using three indicators of ERI (exploration, commitment, private regard/centrality), two indicators of ERS (cultural socialization, preparation for bias), and MMM internalization. LPA analyses were also used to examine the associations between profiles and physical health (sleep duration and quality and sleep/wake problems), psychosocial well-being (mood, depressive symptoms, and self-esteem), academic performance (average grades and school engagement), and behavioral outcome (delinquency).
Model fit statistics of latent profile analyses suggested a 3-profile model (Figure 1). The first profile was characterized by High Ethnic-Racial Knowledge (n = 18, 13%) where adolescents reported high levels of ERI development, greater cultural socialization, relatively low levels of preparation for bias, and moderate MMM internalization. The second profile was characterized by Moderate Ethnic-Racial Knowledge (n = 96, 72%) where youth reported moderate levels of all six indicators. The last profile was characterized by Low Ethnic-Racial Knowledge (n = 20, 15%) where youth reported relatively low levels of ERI, less cultural socialization, moderate to high levels of preparation for bias, and comparatively less MMM internalization. Overall, adolescents in the High Ethnic-Racial Knowledge group demonstrated the most favorable outcomes in academic performance and psychosocial well-being, whereas youths in the Low Ethnic-Racial Knowledge group reported the poorest well-being outcomes (Table 1). Adolescents in the Moderate Ethnic-Racial Knowledge group, compared with those in the other two groups, had the most favorable levels of physical and behavioral health, with moderate levels of adaptation in academic and psychosocial domains.
Elucidating profiles that highlight cultural factors that are relevant to the health and well-being of Asian American adolescents extends the dearth of research on this underrepresented racial/ethnic group that are typically overlooked due to the perpetuation of the model minority myth (Wing, 2007). This study suggests heterogeneity within the Asian American group and therefore, clinicians and researchers working closely with Asian American adolescents should be aware of the maladaptation of adolescents with low ethnic-racial knowledge.

Authors

• Jillianne Fowle, Fordham University
  Presenting Author

• Mingjun Xie, Beijing Normal University
  Non-Presenting Author

• Milou Haskin, Fordham University
  Non-Presenting Author

• Pak See Ip, Fordham University
  Non-Presenting Author

• Tiffany Yip, Fordham University
  Non-Presenting Author