The purpose of this cross-sectional study was to investigate the multidimensional nature of ethnic identity exploration and its relevance for a broader sense of identity and well-being. Participants were 3,637 ethnic minority college students who completed survey measures of ethnic identity exploration, general identity coherence, general identity confusion, and well-being. Consistent with our 3 hypotheses, the results indicated that (a) ethnic identity exploration comprised 2 dimensions, participation and search; (b) participation was positively associated with well-being, whereas search was negatively associated with well-being; and (c) identity coherence and identity confusion mediated the associations between participation and search, respectively, and well-being. These findings have important theoretical implications for conceptualization and measurement of ethnic identity exploration and its association with well-being.

Background/Context Students of Color continue to be underrepresented at the undergraduate level. Recent research has demonstrated the importance of non-academic psychosocial factors for understanding college experiences. One factor, identity, is a broad, multidimensional construct that comprises numerous distinct domains, including political, religious, gender, ethnic, and academic identities. Two identity domains that are particularly relevant for college Students of Color are ethnic and academic identities. Purpose/Objective/Research Question/Focus of Study In the present study we focused on identity development processes in college and how they differ between Students of Color and White students. Specifically, our study examined four hypotheses: Compared with White students, Students of Color would 1) report higher levels of ethnic identity and 2) endorse higher levels of ethnic-academic identity integration, and that the group difference in ratings of ethnic-academic identity integration would be both 3) mediated and 4) moderated by ethnic identity. Research Design This study was a cross-sectional survey of 282 college students in the U.S. (69% women, M age = 19.65, SD =2.78, Range = 18-39; 90% born in the U.S.). Participants were categorized as either White (54%) or as a Student of Color (47%). Participants completed rating-scale measures of ethnic identity exploration and commitment, academic identity, and ethnic-academic identity integration. Findings/Results Findings in the study supported our four hypotheses: 1) Students of Color reported higher levels of ethnic identity than White students, 2) Students of Color reported greater integration between their ethnic and academic identities than White students, 3) this difference was partially explained by Students of Color having stronger ethnic identities than White students, and 4) ethnic identity moderated the relation between ethnicity and ethnic-academic identity integration, such that ethnic identity predicts greater ethnicity-academic identity integration for Students of Color and White students, but the association is stronger for Students of Color. Conclusions/Recommendations Ethnic minority college students endorse higher levels of integration between their ethnic background and academic major. The ability for students to integrate their ethnic and academic identities may provide students with a sense of belonging during their college years. Both ethnicity and the academic environment play a role in the ways in which students feel belonging and pursue their academic careers. Thus, it is important to examine experiences of belonging in an academic context.

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