Daily Intragroup Contact in Diverse Settings: Implications for Asian Adolescents' Ethnic Identity

Abstract

This study examined the daily-level association between contact with same-ethnic others and ethnic private regard among 132 Asian adolescents (mean age 14) attending 4 high schools ranging in ethnic composition diversity. The data suggest a positive daily-level association between contact with same-ethnic others and ethnic private regard for adolescents who were highly identified with their ethnic group and who attended predominantly White or ethnically heterogeneous schools. In addition, using time lag analyses, contact with same-ethnic others yesterday was positively related to ethnic private regard today, but ethnic private regard yesterday was unrelated to contact with same-ethnic others today, suggesting that adolescents' identity is responsive to their environments. The implications of these findings for the development of ethnic identity are discussed.

Same‐Ethnic, Interethnic, and Interracial Friendships Among Asian Early Adolescents

“…Studies with Latino and African American adolescents showed that friendships with same-ethnic peers were associated with stronger sense of ethnic identity (e.g., Graham et al, 2014; Syed & Juan, 2012). Perhaps the shared experiences of being an ethnic minority in American society, such as similar encounters with discrimination, that are discussed among same-ethnic friends can heighten adolescents’ sense of who they are and their identification with their ethnic group (Phinney, Romero, Nava, & Huang, 2001; Yip, Douglass, & Shelton, 2013). …”

Feeling (Mis)Understood and Intergroup Friendships in Interracial Interactions

“… 2 Findings from this data set have been published (Yip, Douglass, & Shelton, 2013), but there is no overlap with this article. …”

Intragroup Contact and Anxiety Among Ethnic Minority Adolescents: Considering Ethnic Identity and School Diversity Transitions

“…Individual differences such as the importance of one’s race/ethnicity (e.g., racial/ethnic identity centrality) likely influence how meaningful interactions with same-racial/ethnic others are by making the interactions more or less relevant to one’s self-views and well-being (Yip et al 2013). Further, for youths, schools are important structural contexts offering varying opportunities for contact with same- and different- racial/ethnic others, depending on the diversity of the school.…”

“…Furthermore, Asian American college students who have high levels of centrality report being more aware of their race/ethnicity on days they are surrounded by more Asians (Yip 2005). Similarly, Asian American adolescents who have high levels of centrality report feeling more positive about their racial/ethnic group than their peers with low centrality on days that they were surrounded by more Asians, particularly when they are underrepresented in their school settings (Yip et al 2013). However, research has not yet considered how centrality may influence the relationship between intragroup contact and non-identity outcomes, such as anxiety symptoms.…”

“…Indeed, schools are one of the most influential non-familial settings for youth development (Duncan and Raudenbush 1999). Research suggests that individuals are sensitive to the racial/ethnic composition of their schools, an effect observed across all primary school settings (Juvonen et al 2006; McGlothlin and Killen 2005; Tatum 2004; Umaña-Taylor 2004; Yip et al 2013, 2010). The racial/ethnic composition of a student body affords different opportunities for contact with same- and other-ethnic individuals (Blau 1977; Fitzpatrick and Hwang 1992); for example, a Black youth in a predominantly White high school would have less opportunity for contact with other Blacks than a Black youth in a predominantly Black school.…”