The Role of Ethnic-Racial Identity and Self-Esteem in Intergroup Contact Attitudes.

Adolescents' ethnic-racial identity (ERI) exploration, resolution, and affirmation inform their approach and avoidance attitudes toward intergroup contact, but the potential mechanisms through which this occurs have been underexplored. Given the evidence that adolescents with higher ERI exploration, resolution, and affirmation also report higher self-esteem, and self-esteem is theorized to facilitate openness to intergroup contact, the current study explored the role of self-esteem as a mediator of the relation between adolescents' ERI and their intergroup contact attitudes. Participants were 4606 adolescents (M = 16.

Coping with Ethnic-racial Discrimination: Short-term Longitudinal Relations Among Black and Latinx College Students.

Little is known about how Black and Latinx young adults cope with experiences of ethnic-racial discrimination, particularly over short periods of time. A multigroup path model examined the relations between discrimination and five strategies for coping with ethnic-racial discrimination (talking with others, being proud, working hard, being rude, and ignoring) among Black and Latinx young adults (N = 145) at two time points over a six-week period. Experiences of discrimination were positively associated with the coping strategies of being proud of oneself and working hard to prove discriminatory people wrong.

Measurement equivalence testing of the American Identity Questionnaire across Black, Latino, and White adolescents.

Objectives: The current study examined the psychometric properties of the American Identity Questionnaire (Phinney & Devich-Navarro, Journal of Research on Adolescence, 1997, 7, 3). American identity has been associated with societal and personal benefits for ethno-racially diverse populations, but limited research has assessed whether American identity measures function equivalently across members of different groups. Thus, the current study examined the measurement equivalence and construct validity of the American Identity Questionnaire among Black, Latino, and White adolescents.

Adolescents' ethnic-racial centrality moderates effect of school-based intervention on ethnic-racial identity exploration.

Research suggests that the process of adolescents exploring and developing clarity about their ethnic-racial identity (ERI) is an important developmental competency. However, the extent to which individuals view their ERI as central to their overall self-concept (i.e.

Mexican-Origin Adolescent Mothers' Economic Contexts, Educational Re-Engagement, and Their Children's School Readiness.

Drawing on data from a longitudinal study of 204 Mexican-origin adolescent mothers, their mother figures, and their children, the current investigation examined (a) adolescent mothers' educational re-engagement and attainment beginning during their pregnancy and ending when their child was 5 years old; and (b) the influence of the family economic context on adolescent mothers' educational re-engagement and attainment and their children's academic and social-emotional outcomes. Findings detailed adolescent mothers' re-engagement in school after the birth of their child and revealed that family income during adolescents' pregnancies was directly associated with re-engagement and attainment, and also initiated cascade effects that shaped adolescents' economic contexts, their subsequent re-engagement and attainment, and ultimately their children's academic and social-emotional outcomes at age 5.

Contextual Moderators of a School-Based Ethnic-Racial Identity Intervention: The Roles of Family Ethnic Socialization and Ethnic-Racial Background.

Ethnic-racial identity (ERI) formation is a key developmental competency that contributes to adolescents' sense of self and psychosocial adjustment. A randomized controlled trial (RCT) has demonstrated the efficacy of a universal school-based health promotion intervention program to positively influence adolescents' ERI exploration and ERI resolution, compared to an attention control curriculum that was delivered by the same facilitators, had equivalent contact hours, and focused on post-secondary career and educational options. The current study extended prior tests of the RCT to better understand (a) how intervention-based ERI changes unfolded over two phases-temporally proximal pre- to post-test effects and long-term post-test effects across a 1-year follow-up period, and (b) identify for whom the intervention was more effective by testing theorized contextual moderators-baseline family ethnic socialization practices and youth ethnic-racial background (i.

Testing invariance of ethnic-racial discrimination and identity measures for adolescents across ethnic-racial groups and contexts.

Ethnic-racial discrimination experiences, ethnic-racial identity (ERI) development, and attitudes toward other ethnic-racial group contact all make important contributions to individuals' health and well-being. Absent from the literature is systematic examination of whether these constructs may be measured equivalently for adolescents from different ethnic-racial groups living in different contexts. In 2 large ethno-racially diverse samples of high school students in the Southwestern ( = 2,136) and Midwestern ( = 1,055) United States, the current study tested invariance of 4 widely used measures, including Adolescent Discrimination Distress Index (Fisher, Wallace, & Fenton, 2000), Ethnic Identity Scale-Brief (Douglass & Umaña-Taylor, 2015), Multidimensional Inventory of Black Identity-Teen (Scottham, Sellers, & Nguyên, 2008), and Multigroup Ethnic Identity Measure-Other Group Orientation (Phinney, 1992).

National Identity Development and Friendship Network Dynamics among Immigrant and Non-Immigrant Youth.

The development of peer relationships and of one's identity are key developmental proficiencies during adolescence. Understanding how immigrant and non-immigrant adolescents are developing a sense of their national identity and the role that this plays in how they select their friends and are influenced by their friends is essential for developing a more comprehensive understanding of adolescent development in context. The current study used longitudinal social network analysis to examine the interplay of national identity development and friendship network dynamics among immigrant and non-immigrant adolescents in Greece (N = 1252; 46% female).

Profiles of Coping with Ethnic-Racial Discrimination and Latina/o Adolescents' Adjustment.

The approaches Latina/o youth use for coping with discrimination have important consequences for their adjustment. Yet, little research has examined how adolescents draw on different coping strategies and how patterns of strategies may differentially predict their outcomes. The current investigation examined adolescents' patterns of coping strategies, changes in these patterns over time, and whether profile membership or transitions in profile membership related to adolescent adjustment.

Family ethnic socialization predicts better academic outcomes via proactive coping with discrimination and increased self-efficacy.

As the U.S. Latino youth population grows, understanding how family and individual resources may promote Latino adolescents' academic outcomes is important.

Youth-serving institutional resources and neighborhood safety: Ties with positive youth development.

Neighborhoods are critical contexts for adolescent development, but little attention has been paid to how neighborhood characteristics play a role in positive youth development (PYD), notably among predominantly African American youth. This study examined distinct features of the neighborhood, including youth-serving institutional resources (YSI) and safety, as they relate to PYD among adolescents from low-income neighborhoods in an urban setting (n = 491, 68.6% African American).

Ecology matters: Neighborhood differences in the protective role of self-control and social support for adolescent antisocial behavior.

Adolescence can be characterized as a time when aggression, delinquency, and violence (taken together as antisocial behavior) increase. Adolescents who engage in antisocial behavior increase local crime and can create unsafe conditions for families. Understanding the protective factors that mitigate antisocial behavior can help to inform prevention practices.