Youth Ethnic Identity Research Articles

Cultural mechanisms linking mothers' familism values to externalizing behaviors among Midwest U.S. Latinx adolescents.

This study was designed to examine associations among parents' familism values, adolescents' cultural resources, and externalizing behavior among Latinx youth in the Midwestern United States. Participants were 267 Latinx adolescents (M age = 15.58 years; SD = 1.28 years; 45% girls; 82.8% Mexican American) and their mothers/mother figures who completed individually administered interviews comprised of standardized measures. Structural equation modeling was used to test several alternative mediational models in which youth ethnic identity and familism values served as potential cultural mechanisms linking parents' familism values to lower levels of youth externalizing behavior. Results showed that mothers' familism values were positively associated with youth ethnic identity which was positively associated with youth familism values; in turn, youth familism values were inversely associated with externalizing behavior. The findings did not differ by youth gender or nativity (U.S.-born vs. foreign-born youth). These findings provide support for cultural resilience perspectives by highlighting the protective role of ethnic identity and familism values among U.S. Latinx adolescents. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

What Does It Mean to Be Mexican (American)? Exploring Youth Ethnic Identity

Children’s racial (e.g., Black, White, Indigenous) and ethnic (e.g., Mexican) identity can influence psychological, social, and academic outcomes. Despite evidence that awareness of racial–ethnic marginalization begins during preadolescence, there is minimal research examining how children talk about identity at this age. The purpose of this study was to examine how preadolescent Mexican American youth conceptualize “who they are.” Specifically, we used the Ethnic-Perspective Taking Ability interview protocol to explore how Mexican American youth, ages 9–11, understand their ethnicity. Thematic analysis revealed four themes: Self as “Other,” Self as Invisible, Self as a Politicized Being, and Self as Community. Participants discussed feeling out of place, often feeling excluded by Whiteness, and needing to code switch. These experiences also were juxtaposed with a sense of ethnic pride and comfort. Implications for practice, advocacy, education, and research are offered.

Individual- and Family-Level Correlates of Socio-Emotional Functioning among African American Youth from Single-Mother Homes: A Compensatory Resilience Model

The majority of research on African American adolescents raised in single-mother homes has focused on externalizing problems, with less attention to other facets of socio-emotional functioning. Using a compensatory resilience approach, the current study examined risk and protective factors at the family (maternal warmth, monitoring, psychological control) and youth (ethnic identity and religiosity) levels as predictors of depressive symptoms, hopelessness, and self-esteem among African American adolescents from single-mother homes ( n = 193). Lower levels of psychological control, higher levels of monitoring, and higher levels of youth ethnic identity were associated with at least one of the outcomes, depressive symptoms, hopelessness, and self-esteem. In addition, self-esteem, but not hopelessness, mediated the associations between the family- and youth-level factors and youth depressive symptoms. The importance of targeting maternal psychological control and youth ethnic identity, as well as self-esteem, in intervention programs for African American youth from single-mother families is discussed.

The experience of applying the procedure of “unfinished sentences” to sociological research

The article describes author's experience of applying the socio-psychological procedure of “unfinished sentences” in sociological research. This procedure complements the traditional quantitative and nominal scales. Thus, it acts as a monitoring mechanism. In addition, “unfinished sentences” provide an opportunity to touch upon the respondent’s unconscious reflection. The article describes the sets of tested sentences for the study of gender stereotypes, ethno-cultural stereotypes in family life and social distance in interethnic relations. As an example of interpretation and documenting the results of employing the procedure, the article includes a description of the research data on youth ethnic identity of Russian nationality (2019). In the course of the recent study, we found gender heteronomy in ethnic identity and ethnic tolerance. In men, ethnocentrism is included in the content structure of ethnicity more often than in women. This attitude is manifested in the following statements: 1) the concept of “patriotism” includes ethnic, not national content 2) the list of Russian identity characteristics is dominated by natural-spatial and sovereign attribution, while culture occupies a much less important position. Male respondents have a higher level of anti-Islamic phobia. This is manifested mainly in the negative attitude to marriage with a Muslim, as well as to the construction of a mosque in the respondent's hometown. The author substantiates the preference of this procedure in comparison with traditional scales. It provides control in regards to closed questions; its measure is not only reflexive, but also unconscious level of reaction and assessment to the phenomena of the surrounding reality and Thus, series of unfinished sentences really, and relevance for the usage of a series of unfinished sentences while surveying specific population groups (such as teenagers). In the conclusion, detailed recommendations are provided for the use of “unfinished sentences” as the instrumentation of sociological research. The article can be useful for both practicing sociologists and students, studying at the faculty of sociology.

Gender-Typed Personality Qualities and African American Youth’s School Functioning

Numerous studies document sex differences in African American girls' and boys' academic achievement and motivation, but little is known about how the enactment of gender, such as in the forms of gendered behaviors, attitudes, or personal-social qualities, is related to school functioning. To advance understanding of African American adolescents' academic experiences, this study examined the longitudinal linkages between stereotypically feminine (i.e., expressive) and stereotypically masculine (i.e., instrumental) personality characteristics and school adjustment. The moderating effects of youth's ethnic identity and school racial composition also were tested. Participants were 352 African American youth (50.1% girls; mean age at Time 1 = 12.04 years; SD= 2.03) who participated in annual home interviews. Net of biological sex, expressive traits (kind, sensitive) were positively related to school self-esteem and school bonding for both girls and boys, but youth with higher levels of instrumentality (independent, competitive) exhibited sharper declines in academic achievement across adolescence. School racial composition moderated the effects of instrumentality at the between-person level, such that instrumentality was positively related to school self-esteem only for youth who attended schools with fewer African American students. These results highlight the importance of incorporating gendered personality traits, rather than biological sex alone, into theoretical accounts of African American youth's school functioning.

Ethnic labels, pride, and challenges: A qualitative study of Latinx youth living in a new Latinx destination community

Most of the literature on Latinx youths’ ethnic identity development has been conducted in communities with a large Latinx population. Fewer studies have examined Latinx youths’ ethnic identity in communities with a smaller yet rapidly growing Latinx population (i.e., new Latinx destination communities). Twenty-five Latinx youth (10-15 years)living in a new Latinx destination community participated in semi-structured interviews to identify the ethnic labels they use to describe themselves (i.e., ethnic-identity self-identification) and explore their feelings about being Latinx (i.e., ethnic-identity affirmation). Using an existing coding scheme, we found that most immigrant youth used a national origin label alone, while U.S.-born youth used a pan-ethnic term alone or in combination with an American term. Results of the thematic analysis exploring youths’ ethnic identity affirmation indicated three themes among youths’ account of their ethnic affirmation: (a) pride; (b) communication difficulties; and (c) discrimination. Study findings have implications for examining Latinx youth ethnic identity development in new destination communities.

The role of mothers' and fathers' religiosity in African American adolescents' religious beliefs and practices.

To advance understanding of youth religiosity in its sociocultural context, this study examined the associations between parents' and adolescents' religious beliefs and practices and tested the roles of parent and youth gender and youth ethnic identity in these linkages. The sample included 130 two-parent, African American families. Adolescents (49% female) averaged 14.43 years old. Mothers, fathers, and adolescents were interviewed in their homes about their family and personal characteristics, including their religious beliefs. In a series of 7 nightly phone calls, adolescents reported on their daily practices, including time spent in religious practices (e.g., attending services, prayer), and parents reported on their time spent in religious practices with their adolescents. Findings indicated that mothers' beliefs were linked to the beliefs of sons and daughters, but fathers' beliefs were only associated with the beliefs of sons. Mothers' practices were associated with youths' practices, but the link was stronger when mothers' held moderately strong religious beliefs. Fathers' practices were also linked to youth practices, but the association was stronger for daughters than for sons. Findings highlight the understudied role of fathers in African American families, the importance of examining religiosity as a multidimensional construct, and the utility of ethnic homogeneous designs for illuminating the implications of sociocultural factors in the development of African American youth. (PsycINFO Database Record

Exploring the Ethnic Identity of Youth from Ethnic Minority and Majority Groups in Viet Nam

This paper aims to examine and compare the ethnic identity of youth from the ethnic minority and majoritygroups in Viet Nam. Students’ ethnic identity was assessed by applying Multigroup Ethnic Identity Measure(MEIM) (Phinney, 1992). The participants were conveniently selected from a total of 800 students in twocolleges and two high schools. The results indicated that for youth from ethnic minority groups, the level ofethnic identity search component (a developmental and cognitive component) was higher compared toaffirmation, belonging, and commitment component (an affective component). No significant difference wasfound between male and female students in these two components otherwise there was significant difference onthe ethnic identity search component between college and high school students. In contrast, the score of ethnicidentity search component of the majority group was lower compared to the score of affirmation, belonging, andcommitment component. Significant differences were found between genders for the affirmation, belonging, andcommitment component as well as between high school and college students for the ethnic identity searchcomponent. Overall, the scores of youth from ethnic minority and majority groups were high and similar, andthere was only one significant difference found in the ethnic identity search component between these twogroups.

Adolescents’ Experiences of Discrimination and Parent–Adolescent Relationship Quality

Grounded in a cultural-ecological perspective, the goals of this study were to examine the implications of young adolescents' experiences of racial discrimination for the quality of relationships with mothers and fathers and to test whether sociocultural processes, such as youth ethnic identity and parents' racial socialization strategies, moderated these linkages. Participants were older and younger adolescents in 176 two-parent African American families who completed questionnaires about their discrimination experiences, ethnic identities, and warmth and conflict in their relationships with parents. Mothers and fathers reported on cultural socialization and preparation for bias practices. Consistent with an emotional spillover hypothesis, discrimination was linked to poorer relationship quality with both mothers and fathers. Youth ethnic identity and mothers' racial socialization moderated discrimination-relationship linkages. Findings were consistent with prior research on discrimination and highlight the protective nature of some sociocultural processes for family relationships.

The Familial Socialization of Culturally Related Values in Mexican American Families

Research has documented a relation between parents' ethnic socialization and youth's ethnic identity, yet there has been little research examining the transmission of cultural values from parents to their children through ethnic socialization and ethnic identity. This study examines a prospective model in which mothers' and fathers' Mexican American values and ethnic socialization efforts are linked to their children's ethnic identity and Mexican American values, in a sample of 750 families (including 467 two-parent families) from an ongoing longitudinal study of Mexican American families (Roosa, Liu, Torres, Gonzales, Knight, & Saenz, 2008). Findings indicated that the socialization of Mexican American values was primarily a function of mothers' Mexican American values and ethnic socialization, and that mothers' Mexican American values were longitudinally related to children's Mexican American values. Finally, these associations were consistent across gender and nativity groups.

Youths of Mexican Descent of the Southwest: Exploring Differences in Ethnic Labels.

Knowledge of the factors that influence youths' choice of racial or ethnic labels will help us understand intragroup diversity, suggest ways in which school social workers can support youth's ethnic identity development, and learn if youth who choose different combinations of labels may be grouped together for research purposes. This study of 2,857 Mexican-origin youth in the U.S. Southwest found that linguistic acculturation, socioeconomic status, and educational aspirations are related to choice of ethnic labels. Implications for social work interventions in schools and for future research are offered.

Characteristics and correlates of sibling relationships in two-parent African American families.

The authors studied sibling relationships of African American youths and family and youth characteristics linked to sibling dynamics. Participants were fathers, mothers, and 2 siblings (M = 14.04 and M = 10.34 years of age) from 172 working-middle class 2-parent families. Cluster analyses of data collected in home interviews revealed 3 sibling relationship types: positive, negative, and distant. Parent education was lower, parent religiosity higher, and parent-child relationships more positive in the positive group; maternal discrimination experiences were higher in the negative group; youth ethnic identity was stronger in the positive group; and youth depression and risky behavior were higher in the negative group. The findings target sociocultural factors to consider in interventions for African American families.

Mothers' and Fathers' Racial Socialization in African American Families: Implications for Youth

Mothers' and fathers' cultural socialization and bias preparation with older (M=13.9 years) and younger (M=10.31 years) siblings were studied in 162 two-parent, African American families. Analyses examined whether parental warmth and offspring age and gender were linked to parental practices and whether parents' warmth, spouses' racial socialization, or youth age or gender moderated links between racial socialization and youth outcomes. Parental warmth was linked to parents' socialization. Mothers engaged in more socialization with older offspring, and fathers more with sons. Mothers' cultural socialization was positively related to youth ethnic identity and fathers' was negatively related to youth depression symptoms. Youth exhibited a lower locus of control when mothers were high but fathers were low in racial socialization.

Jewish Youth in Texas: Toward a Multi-Methodological Approach to Minority Identity

Qualitative and quantitative research methods are used to examine the religious and ethnic identity of youth attending a Jewish summer camp in Texas. A strong aspect of participants' Jewish identity is formulated in reaction to the surrounding Christian society, with which they negotiate a compromise to live relatively comfortably. The informal religious education and temporary community of the camp allow exploration of a proactive Jewish identity. A typology is developed with two sets of opposed concepts of identity: individual versus peoplehood and internal versus external. Sub-regions differentiate between fearful versus benevolent external identity and between psychological versus traditional internal identity.

Immigrant Associations in Europe.

This book is the 1st of a 3-part series which addresses aspects of the future of the new ethnic minorities in a changing European context. These studies were launched by the European Science Founation 1980. The other books in the series are entitled ENTERING THE WORKING WORLD: FOLLOWING THE DESCENDANTS OF EUROPES IMMIGRANT LABOUR FORCE and NEW IDENTITIES IN EUROPE: IMMIGRANT ANCESTRY AND THE ETHNIC IDENTITY OF YOUTH. This volume is the 1st publication on a European level to analyze the internal organization of the immigrant communities and to discuss the ideological alternatives they offer to the future generations. The studies show that immigrant associations are not transitional but gain renewed strength as they fulfill changing functions as communities become more established and settled. Specifically this book examines 1) Pakistani and Greek Cypriot migration to Britain 2) Turkish migration to West Germany 3) Italian and Portuguese immigration to France 4) Finnish migration to Sweden and 5) Spanish migration to Switzerland and the Netherlands. Common themes in the study of associations include 1) associational life exists within kinship structure 2) some have political or religious sources 3) some provide a link above the kinship level between migrant communities and their home villages or regions and 4) those associations with educational facilities are the most powerful. The governments of the countries of settlement seek to provide for the needs which immigrant associations exist to satisfy and they may well supervise and police the associations activities. The existence of migrant-oriented business may give rise to class differentiation within the migrant community and to the possibility of businessmen and workers forming alliances with their equivalents in the country of settlement. The process of incorporating the immigrant minority community into the state the transcendence of ethnic bonds by those of class has hardly begun and it is not certain that either process will be strong enough to destroy the resilient forms of ethnic community and association.