Ethnic identity: Evidence of protective effects for young, Latino children

Serrano-Villar, María; Calzada, Esther J.

doi:10.1016/j.appdev.2015.11.002

Cited by 43 publications

(47 citation statements)

References 50 publications

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“…Scholars posited previously that all children would demonstrate constancy by 8 years (Aboud, 1988), but it seems that in early childhood, few children have constancy, although it increases toward the end of this period for some (e.g., Lam & Leman, 2009;Pauker et al, 2010). For example, in one study only about half (i.e., 57%) of Mexican and Dominican American A LIFESPAN MODEL OF ETHNIC-RACIAL IDENTITY preschool and kindergarten children demonstrated ethnic-racial constancy (Serrano-Villar & Calzada, 2016).…”

Section: Early Childhoodmentioning

confidence: 90%

“…However, recent research suggests that self-labeling emerges even earlier. For example, in two recent studies, the majority of Mexican and Dominican American preschool and kindergarten children (Serrano-Villar & Calzada, 2016) and the majority of Mexican-origin 5-year-old children correctly self-labeled (Derlan et al, 2017). According to our lifespan model of ERI, the discrepancies in findings may be due to the changes in influencers, such as the historical context (e.g., change in ethnic-racial demographics), local current context (e.g., more diverse schools), or identity-relevant experiences (e.g., socialization occurring earlier), which prompt children to think about their ethnicity/race earlier.…”

Section: Early Childhoodmentioning

confidence: 99%

“…The majority of children in middle childhood are able to accurately self-label (Akiba et al, 2004;Rogers & Meltzoff, 2017;Rogers et al, 2012). In terms of ethnic-racial constancy, most researchers assume that constancy is fully established in this period, but there are no studies in which more than 85% of children under age 11 demonstrate constancy (e.g., Bernal et al, 1990;Lam & Leman, 2009;Semaj, 1980;Serrano-Villar & Calzada, 2016). It is likely that children's negotiation of labels and constancy is directly related to their attitudes in this period and later during adolescence.…”

Section: Middle Childhoodmentioning

confidence: 99%

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A Lifespan Model of Ethnic-Racial Identity

Williams

Byrd

Quintana

et al. 2020

Research in Human Development

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108

143

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The current paper presents a lifespan model of ethnic-racial identity (ERI) from infancy into adulthood. We conceptualize that ethnic-racial priming during infancy prompts nascent awareness of ethnicity/race that becomes differentiated across childhood and through adulthood. We propose that the components of ERI that have been tested to date fall within five dimensions across the lifespan: ethnic-racial awareness, affiliation, attitudes, behaviors, and knowledge. Further, ERI evolves in a bidirectional process informed by an interplay of influencers (i.e., contextual, individual, and developmental factors, as well as meaning-making and identity-relevant experiences). It is our goal that the lifespan model of ERI will provide important future direction to theory, research, and interventions. Ethnic-racial identity (ERI) encompasses the process and content that defines an individual's sense of self related to ethnic heritage and racial background. It includes labels individuals use to define themselves according to ethnicity/race; awareness, beliefs, attitudes, and knowledge they have about their ethnic-racial background; enactment of their identity; and processes by which each of these dimensions evolve (Umaña-Taylor et al., 2014). ERI is recognized as an important developmental competency (Williams et al., 2012) that can promote positive adjustment in the face of risk or adversity (Neblett et al., 2012). Scholars emphasize that ERI development is dynamic and evolves throughout the lifespan (Syed et al., 2007). However, most conceptual models of ERI have focused independently on distinct developmental periods, such as childhood (e.g., Bernal et al., 1990) or adolescence (see Umaña-Taylor et al., 2014 for review), without an explicit lifespan perspective. This relatively piecemeal approach makes it difficult to chart continuity across developmental periods when identity components are defined specific to a single developmental period, with little effort tracing either the origin or maturation of components beyond a single developmental period. The resulting scholarship gives the impression of disjointed development of ethnic-racial identity. To piece together disparate scholarship in the field's conceptual understanding of ERI, [Adriana Umaña-Taylor and Esther Calzada] assembled a work group funded by the National Science Foundation. The goal of our work group was to develop an integrated model of ERI development that would describe when components of ERI first emerge, how they unfold from one developmental period to another, which components have 2 WILLIAMS ET AL.

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Section: Early Childhoodmentioning

confidence: 90%

Section: Early Childhoodmentioning

confidence: 99%

Section: Middle Childhoodmentioning

confidence: 99%

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A Lifespan Model of Ethnic-Racial Identity

Williams

Byrd

Quintana

et al. 2020

Research in Human Development

Self Cite

108

143

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“…This gives solid grounding for studying ERI in the childhood years (Bernal et al, 1990;Byrd, 2012), and there are a few recent empirical examples. One study with 4-to 6-year old Latinx children found that positive feelings toward one's ethnic-racial group were associated with fewer behavior problems (Serrano-Villar & Calzada, 2016), and a study of 7-and 8-year old children found that ERI moderated the relation between ethnic discrimination and behavior problems (Marcelo & Yates, 2018). Derlan et al (2017) studied various ERI components (i.e., self-labeling, centrality, knowledge, and attitudes) with 5-yearolds, designing an effective, age-appropriate, implicit measure in which children used images, puppets, boxes, and marbles to discuss their ERI.…”

Section: When Does Eri Development Begin and End?mentioning

confidence: 99%

Persistent Concerns: Questions for Research on Ethnic-Racial Identity Development

Rogers¹,

Kiang

White

et al. 2020

Research in Human Development

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When does ERI development begin and end? 2. How do we account for age-dependent and contextually-initiated factors in ERI? 3. Should there be a reference point for healthy ERI, and if so, what is it? 4. How do the multiplicities of identity (intersectionality, multiracialism, whiteness) figure into our conceptualization of ERI? 5. How do we understand the role of ERI in pursuit of equity, diversity, and social justice? 2 ROGERS ET AL.

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“…Moreover, this brief measure likely does not capture the complexity and the nuanced variations of ethnicracial identity for Latinx mothers. For example, although our approach in grouping Latinx/Hispanic participants is in line with prior studies (Gonzales-Backen et al, 2017;Serrano-Villar & Calzada, 2016), culture and racial make-up vary across Latinx/Hispanic countries-and indeed, may even reflect the degree to which U.S.-born participants saw themselves as "American." (This may be a possible explanation for why early maternal ethnic-racial identity was protective for children, in addition to our explanation that stronger racial-ethnic identity allows one to access more resources from the community.)…”

Section: Limitationsmentioning

confidence: 80%

Influence of maternal ethnic–racial identity on children’s internalizing symptom trajectories

Lazarevic

Toledo

Wiggins

2020

Journal of Experimental Psychopathology

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We investigate the impact of maternal ethnic–racial identity on child internalizing trajectories in immigrant and U.S.-born Latinx families. Data from N=1,076 Latinx mothers’ reports at child ages 1, 3, 5, and 9 years were used. For children of U.S.-born mothers, but not immigrant mothers, greater levels of maternal ethnic–racial identity were associated with lower levels of internalizing symptoms at age 3, yet attenuated decreases in internalizing symptoms over time. Thus, mother’s ethnic–racial identity was a protective factor for children at preschool age but became less protective through school age. Our results suggest that incorporating ethnic–racial identity elements, particularly for U.S.-born mothers of toddlers to preschoolers, may be an important consideration when designing interventions for Latinx families.

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Ethnic identity: Evidence of protective effects for young, Latino children

Cited by 43 publications

References 50 publications

A Lifespan Model of Ethnic-Racial Identity

A Lifespan Model of Ethnic-Racial Identity

Persistent Concerns: Questions for Research on Ethnic-Racial Identity Development

Influence of maternal ethnic–racial identity on children’s internalizing symptom trajectories

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