National and Racial-Ethnic Identification

Abstract

This mixed-methods study explored early adolescents’ national American identification, and meanings attached to being American. Participants ( N = 102; 51% female; ages 10-12, [Formula: see text] = 11.45, SD = .70) were racially and ethnically diverse from primarily middle- to upper-middle class families (median household income = US$150,000-US$199,999; 75% had a college degree or higher). Youth attended a private, secular elementary school with practices designed to celebrate diversity. Participants associated Americans with positive trait stereotypes, symbols (e.g., American flag), nativity status, and particular racial-ethnic groups (e.g., White). Youth who self-identified as American ( n = 51) frequently asserted that being American, defined by their birthplace and residence in the United States, was important. Results suggest that early adolescence is an optimal developmental period to examine the emergence of an American identity, and validate the benefits of using mixed methods in the study of youths’ national and racial-ethnic identification and the accompanying meaning-making process.