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U.S. Identity in Latinx Youth: Examining discrimination, bicultural stress, and personal identity development as predictors

Sat, March 25, 8:15 to 9:45am, Salt Palace Convention Center, Floor: 1, Grand Ballroom H

Abstract

The U.S. has demonstrated a progressive increase in ethnic/racial diversity that has prompted a focus on operationalizing what it means to identify as an American (Schwartz et al., 2012). Consistently, a growing body of empirical evidence has highlighted the significance of understanding the role that U.S. identity plays in relation to psychosocial functioning (e.g., Martinez-Fuentes et al., 2020). U.S. identity can be conceptualized as a multidimensional construct that captures the process by which an individual develops attitudes about U.S. culture and their assigned meaning and significance to being American (Meca et al., 2019). The establishment of a U.S. identity, however, may be a particularly complex task for Latinx youth who must navigate experiences of sociocultural stressors (Romero & Pina-Watson, 2017). To date though, few studies have examined the factors that contribute to U.S. identity development (Martinez-Fuentes et al., 2020). Given that the Latinx community is expected to represent 1/4th of the United States population by 2060 (Colby & Ortman, 2015), the current study aims to address gaps in the literature and contribute to the understanding of U.S. identity development in Latinx youth.

The current study utilized a sample of 416 (66.6% second generation; 33.4% first generation) Latinx college students (84.3% female; Mage=20.57 years; SD=2.38 years) to examine the role that discrimination, bicultural stress, ethnic/racial identity (ERI), and personal identity development in U.S. identity development. As indicated in Table 1, ERI affirmation was positively associated with U.S. affirmation (β=.232, p=.003), and ERI exploration was positively associated with U.S. exploration (β=.428, p<.001). Additionally, ERI resolution was positively associated with both U.S. exploration (β=.167, p=.007) and U.S. resolution (β=.480, p<.001). Perceived discrimination was negatively associated with U.S. affirmation (β=-.305, p<.001), exploration (β=-.273, p<.001), and resolution (β=-.172, p<.001). Surprisingly, bicultural stress was positively associated with U.S. exploration (β=.193, p<.001). Finally, personal identity commitment was positively associated with both U.S. exploration (β=.131, p=.002) and U.S. resolution (β=.150, p=.002). Results indicated that ERI affirmation and exploration were positively associated with dimensions of U.S. identity.

Consistent with the prior empirical evidence (e.g., Fuller-Rowell et al., 2013) and social identity theory (SIT; Tajfel, 1981), our findings indicated positive associations between ERI and U.S. identity, indicating that as individuals navigate their understanding of their ethnic group membership, they look to do so with their national group membership as well (Meca et al., 2022). Additionally, as individuals experience higher rates of discrimination, ERI affirmation is negatively correlated with U.S. exploration and affirmation. As indicated by Branscombe et al. (1999), when individuals from minoritized groups are faced with discrimination, they may develop feelings of inadequacy, and seek out identification with their ethnic/racial group while disregarding their national group membership. Additionally, and consistent with prior research (e.g., Meca et al., 2017), personal identity was significantly associated with U.S. resolution and exploration, indicating personal identity may facilitate the synthesizing of various identity elements as a whole. In sum, the current study provides useful information in helping to determine how one’s connection to the broader national context is shaped within ethnic minoritized youth.

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