A Small‐Scale Randomized Efficacy Trial of the Identity Project: Promoting Adolescents’ Ethnic–Racial Identity Exploration and Resolution

Abstract

Adolescents' ethnic-racial identity (ERI) formation represents an important developmental process that is associated with adjustment. The Identity Project intervention, grounded in developmental theory, was designed to engage adolescents in the ERI processes of exploration and resolution. The current small-scale efficacy trial involved an ethnic-racially diverse sample of adolescents (N = 215; M = 15.02, SD = .68) from eight classrooms that were randomly assigned by classroom to the intervention or attention control group. Differences between conditions in ERI exploration at Time 2 were consistent with desired intervention effects; furthermore, higher levels of ERI exploration at Time 2 predicted increases in ERI resolution at Time 3 only for youth in the treatment condition. Findings provide preliminary evidence of program efficacy.

TheIdentity Projectintervention in Germany: Creating a climate for reflection, connection, and adolescent identity development

“…One reason may be the short-term follow-up with only one post-test. A chain reaction from heritage identity exploration, to resolution, to global identity resolution may only show with a longer-term follow-up, such as across one year in the U.S. study (Umaña-Taylor, Douglass, Updegraff, & Marsiglia, 2017).…”

Peer cultural socialisation: a resource for minority students’ cultural identity, life satisfaction, and school values

“…As a practical implication, intercultural education in schools may help address cultural labels to enhance a mutual understanding for cultural differences (Stevick 2017), to prepare for participation in a culturally diverse world (Vedder and van Geel 2017), and to stimulate cultural socialisation with friends. Cultural identity interventions in school have shown that students who explored their identity have higher self-esteem and do better in school one year later (Umaña-Taylor et al 2017). Importantly, addressing cultural labels may illustrate the existing cultural heterogeneity and bring experiences of cultural inclusion or exclusion to the foreground of explaining educational disparities (Hüpping and Büker 2014).…”

Discrimination and Sleep Mediate Ethnic/Racial Identity and Adolescent Adjustment: Uncovering Change Processes With Slope‐as‐Mediator Mediation

“…In addition, the data also suggest that increasing ERI may lead to more positive developmental outcomes. Recent research finds that interventions focused on helping adolescents to explore the history, symbols, and traditions of their ethnic/racial group have resulted in higher levels of ERI (Umaña‐Taylor, Douglass, Updegraff, & Marsiglia, ).…”