The Role of School Ethnic Composition in Promoting Ethnic Identity for Numerical-Minority Students

• In Event: 66.020 - Peer Contexts and Early Adolescent Identity and Adjustment: Peers, Friends, and Bullying

Abstract

Building upon prior research suggesting ethnic identity may be more salient for individuals in the numerical minority, the current study examines whether school ethnic composition influences ethnic exploration and belonging for numerical minority students. Using an ethnically diverse sample of 6th-grade students, multiple regression analyses revealed that school ethnic compositions were differentially related to ethnic exploration and belonging. Numerical minority students attending majority/minority schools with one clear majority group or balanced schools comprised predominantly of two groups reported a greater sense of ethnic exploration and belonging than those attending diverse schools. This relationship was consistent across ethnic groups. Implications for ethnic identity as a protective mechanism amidst power imbalances resulting from these school ethnic compositions are discussed.

Authors

• Hannah Levy, University of California - Los Angeles

• Amirah Lindsey Saafir, University of California - Los Angeles

• Sandra Graham, University of California - Los Angeles