Poster #66 - Main and Interactive Effects of Mental Health, Ethnic Socialization, Discrimination on BIPOC Adolescents’ Ethnic Identity

• In Event: Poster Session 20

Abstract

Because racism and discrimination are still prevalent in the U.S., major research organizations for child development have called for research that details BIPOC developmental experiences and promotes social change, particularly as all population growth in the US is among non-white groups (U.S. Census Bureau, 2021). Existing research on ethnic identity development among this population suggests that BIPOC youth have the best outcomes when achieving positive ethnic identity, including higher academic performance (Brown & Chu, 2013; Supple et al., 2006), low levels of depression (Street et al., 2009), and high self-esteem (Phinney & Chavira, 1992). However, there is a dearth of research on precursors to the multidimensional components of ethnic identity. Thus, this study investigated whether discrimination, internalizing symptomology, parent socialization, and/or interactions of these variables influenced adolescent ethnic identity, specifically in exploration, resolution, and affirmation (Umana-Taylor, 2004), to illuminate nuanced ways BIPOC youth can achieve positive ethnic identity.
Participants were 353 ethnic-minority adolescents from all regions of the U.S. (Mage = 15.28, range = 14 to 17). Participants were 51.6% male and represented diverse racial/ethnic groups (49.6% African American, 17.6% Latinx, 17.2% Multi-ethnic, 2.5% American Indian/Native Alaskan, and 13% Asian American/Pacific Islander) and socioeconomic backgrounds (Mother education: 18.1% high school or less, 19.5% some college, 22.1% 4-year college degree, 19.6% advanced degree).
Three separate regression analyses were run where each component of ethnic identity was used as a single outcome variable, with predictors being discrimination, ethnic socialization, internalizing symptomology, interactions terms between each of these predictors, and relevant controls (e.g., age, race/ethnicity, mother’s education). Results demonstrated four significant main effects on ethnic identity: a negative relation between internalizing symptomology and identity exploration (B = -.12, p = .04), a positive relation between parent socialization and identity exploration (B = .10, p = .002), a positive relation between parent socialization and identity resolution (B = .19, p < .001), and a negative relation between internalizing symptomology and identity affirmation (B = -.34, p < .00; Table 1). Two significant interactive effects emerged: one between discrimination and internalizing symptomology on identity affirmation (B = -.07, p = .04) such that discrimination had a more negative effect on identity affirmation at higher levels of internalization; and one between parent socialization and internalizing symptomology (B = .10, p < .001) such that parent socialization had a heightened effect on identity affirmation at higher levels of adolescent internalization (Figure 1).
Results evidence development of ethnic identity in adolescence is subject to multiple, interactive influences. Indeed, parents play a critical role in ethnic identity development and can help adolescents explore their ethnic identity and find resolution, particularly for youth high on internalization. Main and interactive effects highlighted a high-risk group of adolescents with higher internalizing symptomology that may need special consideration as they navigate ethnic identity development and experience discrimination. As ethnic identity is critical to wellbeing among BIPOC youth, it is essential that parents be informed of quality socialization practices and high-risk youth be identified, watched-out for, and nurtured.

Authors

• Emily Janelle Takamasa, Brigham Young University
  Presenting Author

• Ashley Jimenez Fraser, Brigham Young University

• Adam Rogers, Brigham Young University