Ethnic–racial identity content and the development of depressive symptoms among Latino adolescents

Cross, Fernanda L.; Hoffman, Adam J.; Constante, Kevin; Rivas‐Drake, Deborah

doi:10.1017/s0954579418001086

Cited by 16 publications

(15 citation statements)

References 79 publications

(153 reference statements)

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“…These findings are consistent with prior studies of typically developing populations, which demonstrate positive associations between individuals' positive feelings about their ethnic-racial group membership and varied adjustment measures (Rivas-Drake et al, 2014). Interestingly, the obtained relations between ERI centrality and youth adjustment were not consistent with prior studies (Cross et al, 2018;Yip et al, 2006), but instead mirrored empirical evidence suggesting that certain ERI processes may lead to negative adjustment outcomes in adversity-exposed populations (Beiser & Hou, 2006).…”

Section: Discussionsupporting

confidence: 84%

“…ERI centrality and ERI private regard were assessed using 14 items adapted from the Multidimensional Inventory of Black Identity (MIBI; Sellers, Rowley, Chavous, Shelton, & Smith, 1997). Although the MIBI was developed to assess ERI in African American samples, the measure has been adapted for use with other ethnic‐racial groups (Cross et al, 2018; Schwartz et al, 2014). ERI centrality was assessed using eight items (e.g., I have a strong attachment to other people from my ethnic‐racial group(s)) and ERI private regard was assessed using six items (e.g., I am proud to be a member of my ethnic‐racial group(s)).…”

Section: 2 Measuresmentioning

confidence: 99%

“…ERI process components include mechanisms by which ethnic and racial identities are formed and maintained, such as exploration (i.e., seeking information, knowledge, and understanding about one's ethnicity and race) and resolution/commitment (i.e., internalization and acceptance of one's ethnicity and race; Phinney, 1992; Umaña‐Taylor, Yazedjian, & Bámaca‐Gómez, 2004). Importantly, both ERI content and process components emerge across development as a function of cognitive maturation and social factors (Pahl & Way, 2006; Schwartz et al, 2014; Umaña‐Taylor et al, 2014), and, in turn, influence the quality of adaptation among ethnic‐racial minority youth (Cross, Hoffman, Constante, & Rivas‐Drake, 2018; Lee & Yoo, 2004; Rivas‐Drake et al, 2014; Syed & Azmitia, 2009; Umaña‐Taylor et al, 2014). Indeed, mounting evidence indicates that ERI is associated with a range of adaptive outcomes, such as academic achievement (Fuligni, Witkow, & Garcia, 2005), health (Settles, Navarrete, Pagano, Abdou, & Sidanius, 2010; Zapolski, Beutlich, Fisher, & Barnes‐Najor, 2018), and socioemotional functioning (Rivas‐Drake et al, 2014), among other positive adjustment outcomes (Ajibade, Hook, Utsey, Davis, & Van Tongeren, 2016).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Prospective associations between trauma, placement disruption, and ethnic‐racial identity among newly emancipated foster youth

Tyrell

Marcelo

Trang

et al. 2019

Journal of Adolescence

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Introduction: Ethnic-racial identity (ERI) is an important developmental process for ethnic-racial minority youth. However, little is known about how adverse life experiences may be related to ERI development. Thus, the current study evaluated prospective associations of emancipated foster youth's histories of childhood maltreatment and foster placement disruption with ERI centrality and ERI private regard, as well as the adaptive implications of ERI. Method: Participants were 144 emancipated foster youth (69.4% female) from ethnic-racial minority backgrounds (27.8% Black, 32.6% Latinx, 39.6% multiracial) who participated in a longitudinal study of youth's adaptation to aging out of the US child welfare system. Youth reported on their childhood maltreatment severity and child welfare placement history at wave 1 (M age_w1 = 19.62, SD = 1.11), and on their ERI centrality, ERI private regard, and socioemotional adjustment (i.e., social support, self-esteem, anxiety and depressive symptoms, and life satisfaction) five years later (M age_w2 = 24.15). Results: Path analyses revealed that childhood maltreatment severity and placement disruption were associated with lower ERI private regard, but not ERI centrality. Moreover, private regard was associated with better socioemotional adjustment (i.e., higher levels of self-esteem and social support), whereas centrality was related to poorer adjustment (i.e., lower levels of self-esteem and life satisfaction, and higher rates of anxiety and depressive symptoms), and these relations varied by ethnicity-race. Conclusions: The current findings suggest that efforts to promote positive feelings toward one's ethnic-racial group membership can support ethnic-racial minority foster youth's capacity to negotiate developmental challenges in and beyond the child welfare system.

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Section: Discussionsupporting

confidence: 84%

Section: 2 Measuresmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Prospective associations between trauma, placement disruption, and ethnic‐racial identity among newly emancipated foster youth

Tyrell

Marcelo

Trang

et al. 2019

Journal of Adolescence

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“…Cross, Hoffman, Constante, and Rivas-Drake (2018) investigated the concurrent and prospective associations of ethnic–racial identity content (i.e., centrality, private regard, and public regard) and depressive symptomatology with a longitudinal study of 148 Latino adolescents. Results showed that higher ethnic–racial centrality at Waves 1 and 2 predicted fewer depressive symptoms at Waves 2 and 3, respectively.…”

Section: Equifinality and Multifinality In Cultural Developmentmentioning

confidence: 99%

Cultural development and psychopathology

Causadías

Cicchetti

2018

Dev Psychopathol

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Culture plays a pivotal role in adaptive and maladaptive development. However, culture remains disconnected from theory, research, training, assessment, and interventions in developmental psychopathology, limiting our understanding of the genesis and epigenesis of mental health. Cultural development and psychopathology research can help overcome this limitation by focusing on the elucidation of cultural risk, protective, and promotive factors, at the individual and social levels, that initiate, derail, or maintain trajectories of normal and abnormal behavior. The goal of this Special Issue is to showcase research on the association between culture, development, and psychopathology that investigates equifinality and multifinality in cultural development, the interplay between culture and biology, cultural assessment and interventions, and cultural differences and similarities.

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“…When discussing adolescent identity development, we cannot go without examining ethnic-racial identity development in the context of a racialized society. Ethnic-racial identity is a developmental process where ethnic minority youth explore their ethnicity and race while forming an attachment to their ethnic-racial group [4,5]. The U.S. Census Bureau estimates that by the end of 2020 youth from ethnic-racial minority backgrounds will be half of the population under age 18.…”

Section: Ethnic-racial Identitymentioning

confidence: 99%

Who Am I: Considerations for Adolescent Development During A Pandemic

Khazvand¹,

Riley²,

Whitener³

et al. 2021

JMHSB

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Adolescence is a unique time in which cognitive, affective, and social abilities are at critical periods of development. The result is the discovery of “Who Am I?” or adolescent identity development. Identity development during adolescence includes determining one’s values and creating meaning in life, as well as integrating how one is viewed by others and identifying contradictions among these perspectives. By developing an identity that integrates various features of their sense of self, adolescents can better interpret their life experiences, therefore improving their general well-being and health [1]. There are several aspects of adolescent identity development, including participation in sociocultural contexts such as home, school, or work, internal and psychological processes of exploring aspects of identity, and social group membership [2].

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Ethnic–racial identity content and the development of depressive symptoms among Latino adolescents

Cited by 16 publications

References 79 publications

Prospective associations between trauma, placement disruption, and ethnic‐racial identity among newly emancipated foster youth

Prospective associations between trauma, placement disruption, and ethnic‐racial identity among newly emancipated foster youth

Cultural development and psychopathology

Who Am I: Considerations for Adolescent Development During A Pandemic

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