Individual and Social Influences on Ethnic Identity among Latino Young Adults

Abstract

Building on prior Latino ethnic identity research, this study had three goals: describe age-related trends in ethnic identity among young adults, examine relations among ethnic identity and individual factors, and explore the impact of family and peer socialization on ethnic identity. The participants (two hundred 19- to 30-year-olds; mean age = 22.5) completed self-report surveys sent to Latino undergraduate and graduate students enrolled in four midwestern institutions of higher education. The findings suggest individual factors are strong predictors of ethnic identity during early adulthood; respondents who were younger, high on Latino orientation, spent more time in the United States, and whose parents had more formal education reported high levels of ethnic identity achievement. In contrast, ethnic identity exploration was higher among individuals whose parents preferred they date Latinos and had less formal education. The findings contribute knowledge regarding ethnic identity and suggest directions for future research on its development among diverse populations.

Ethnic Identity and Substance Use Among Mexican-Heritage Preadolescents

“…Measures of generational status indicate when Mexican heritage youth have arrived in the United States relative to their parents, but a concrete assessment of the length of time spent in the United States details the relationship between cultural exposure and identity development that may not be observable from generational status alone. Empirical results support this position, finding that Latino young adults (ages 19–30) who have spent more time in the United States report higher levels of ethnic identity achievement relative to those in the United States for a shorter period (Ontai-Grzebik & Raffaelli, 2004). Therefore, it is important to consider ethnic identity in conjunction with the length of time that Mexican-heritage youth have spent in the United States, aside from generational status.…”

School-Related Social Support and Adolescents’ School-Related Subjective Well-Being: The Mediating Role of Basic Psychological Needs Satisfaction at School

“…Research findings show that social support from teachers can satisfy students' relatedness needs (e.g. Supportive peer networks appear to promote identity achievement (Hamer and Bruch 1994;Ontai-Grzebik and Raffaelli 2004), with those adolescents achieving a well-articulated identity exhibiting higher self-development, personal autonomy, and self-esteem (Marcia 1966). Social support from classmates is also important, acquiring and maintaining classmates' acceptance and support can not only meet students' relatedness needs (e.g., Danielsen et al 2009), but also can improve students' perceived scholastic competence and academic achievement (e.g., Danielsen et al 2009;Somers et al 2008), and thus satisfy their needs for competence.…”

Understanding latino children and adolescents in the mainstream: Placing culture at the center of developmental models

“…For example, culturally relevant variables have emerged as important predictors of socialization practices in Latino families. In one set of analyses, parental national origin (Mexican versus other Latino origin) was linked to extent of communication about sexuality (Raffaelli & Green, 2003); in another, acculturation and parental preference for same-ethnicity romantic partners were related with ethnic identity achievement among nineteen-to thirty-year-old Latino college students (Ontai-Grzebik & Raffaelli, 2004). In an examination of linkages between characteristics of parent and peer relationships and behavioral outcomes, de Guzman and Carlo (2004) reported that Latino youths who reported secure attachment with peers and highly adaptable family systems exhibited a high level of prosocial behaviors.…”