Relating Profiles of Ethnic-Racial Identity to Black and Latinx Adolescents’ Academic and Psychological Adjustment

• In Event: Identity Development across Developmental Stages and Contexts: Considering Processes and Implications among Ethnic-Racial Minority Youth

Abstract

Ethnic-racial identity (i.e., ERI) is a multidimensional construct that encompasses the process of individuals exploring and developing clarity about their ERI (i.e., ERI process), as well as the beliefs that they have about their ethnic-racial group membership (i.e., ERI content; Umaña-Taylor et al., 2014). Research suggests that facets of ERI promote adolescents’ academic and psychological adjustment (Miller-Cotto & Byrnes, 2016; Smith & Silva, 2011); however, the extant work is largely variable-centered. More person-centered research is needed because it would allow us to examine how the promotive aspects of ERI vary as a function of the constellation of dimensions of an individual’s ERI rather than single variables. Accordingly, the current study sought to uncover profiles of ERI process and content among Black and Latinx adolescents and examine whether profile membership was associated with academic and psychological adjustment.

Cross-sectional data came from Black (n=325) and Latinx (n=370) adolescents attending a U.S. southwestern high school (N=695; Mage=16.05, SD:1.12; 45% female). The indicators of ERI process were exploration (Umaña-Taylor et al., 2004; 7-item; α=.81) and resolution (Umaña-Taylor et al., 2004; 4-item, α=.85). Indicators of ERI content were private regard (6-item, α=.80; Umaña-Taylor et al., 2004), public regard (Sellers et al., 1997; 6-item; α=.79), and centrality (Sellers et al., 1997; 8-item; α=.70). Adolescents’ self-reported adjustment was examined with measures of academic engagement (10-item, Skinner et al., 2008; α=.79), grades, anxiety (12-item, Spielberger et al., 1970; α=.82), depressive symptoms (20-item; Radloff, 1977; α=.91), global life satisfaction (5-item; Diener et al., 1985; α=.84), global identity (6-item; Rosenthal et al., 1981; α=.86) and self-esteem (10-item; Rosenberg, 1979; α=.89).

Findings utilizing Latent Profile Analysis revealed three profiles of ERI process and content among Black and Latinx adolescents (Figure 1). Profile membership was not associated with ethnic-racial background; therefore, we pooled the Black and Latinx samples. The first profile, Diffuse & Low Regard (n=55), was characterized by lower ERI across indicators. The second, Diffuse & High Regard (n=160), was characterized by lower levels of exploration, resolution, and centrality, but higher levels of private and public regard than the Diffuse & Low Regard profile. The third, Developed & Idealized (n=477), was characterized by higher ERI across indicators. Findings utilizing the Bolck, Croon & Hagenaars method demonstrated that the Developed & Idealized profile reported the highest levels of adjustment across all indicators of academic and psychological adjustment (Table 1). The two Diffuse profiles did not differ from each other and fared worse than the Developed & Idealized profile in their global identity and global life satisfaction. However, for depressive symptoms, self-esteem, and anxiety, the Diffuse & High Regard profile reported significantly better adjustment than the Diffuse & Low Regard profile. Sensitivity analyses demonstrated that similar patterns of relations emerged even when the Black and Latinx samples were considered separately. Taken together, our findings indicate that simultaneously demonstrating higher ERI process and content is associated with more positive adjustment for Black and Latinx adolescents, and that even when reporting lower ERI process, higher ERI regard may offer some psychological benefits.

Authors

• Kristia Wantchekon, Harvard University
  Presenting Author

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