An Examination of Ethnic Identity and Academic Performance: Assessing the Multidimensional Role of Parental Ethnic–Racial Socialization Among a Sample of Latino Adolescents

Abstract

While past research has examined the protective benefits of a strong ethnic identity in promoting positive academic outcomes, less is known about how parental messages addressing a child’s ethnicity (ethnic–racial socialization; ERS) influence this process. Drawing on survey data from a Latino adolescent sample (N = 193), this study examined how a child’s ethnic identity and three dimensions of ERS conjointly influence academic performance. The findings show that the relationship between ethnic identity and academic performance was contingent on the prevalence of socialization messages stressing distrust of other ethnic and racial groups (promotion of mistrust). Where these messages were prevalent, the relationship was negative. Where these messages were not prevalent, the relationship was positive. In addition, messages stressing pride in and knowledge of one’s ethnic group (cultural socialization) were found to increase the strength of one’s ethnic identity. These findings point to a complex interrelationship between ERS, ethnic identity, and academic performance, suggesting that parental strategies emphasizing cultural socialization over the promotion of mistrust may be optimal for promoting ethnic identity development and positive academic outcomes.