Ethnic Socialization, Family Cohesion, and Ethnic Identity Development Over Time among Latinx Adolescents

Constante, Kevin; Cross, Fernanda L.; Medina, Michael; Rivas‐Drake, Deborah

doi:10.1007/s10964-019-01139-3

Cited by 10 publications

(9 citation statements)

References 42 publications

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“…In addition, although resolution is theorized to increase with age, centrality is thought to shift as a function of ecological characteristics (e.g., composition) and experiences (e.g., discrimination), which change in nature and quality during adolescence (Umaña‐Taylor et al., 2014). Among Latinx youth, centrality tends to be stable (e.g., Stein et al., 2017), whereas resolution increases over the course of adolescence (e.g., Bañales et al., 2020; Constante et al., 2020; Gonzales‐Backen et al., 2016).…”

Section: (Politicized) Ethnic/racial Identity: a Developmental Piece ...mentioning

confidence: 99%

Showing Up: A Theoretical Model of Anti‐Racist Identity and Action for Latinx Youth

Bañales¹,

Rivas‐Drake

2022

J of Research on Adolesc

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Historical and contemporary political events underscore that Latinx people do not necessarily view race and racism in the United States through a shared lens with other Latinx people and other communities of color. Thus, it is critical to understand how Latinx youth develop attitudes, beliefs, and behaviors that challenge white supremacy-or anti-racist identities and behaviors-that actively disrupt racial oppression communities of color face as well as their own communities. In this paper, we review theoretical mechanisms by which Latinx youth may develop anti-racist identities and actions on behalf of their own ethnic/racial communities and other communities oppressed by white supremacy. We conclude by offering suggestions for how institutions may support Latinx youth's anti-racist identities and actions.

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Section: (Politicized) Ethnic/racial Identity: a Developmental Piece ...mentioning

confidence: 99%

Showing Up: A Theoretical Model of Anti‐Racist Identity and Action for Latinx Youth

Bañales¹,

Rivas‐Drake

2022

J of Research on Adolesc

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“…They affirmed that their "blood" was Brazilian, emphasizing that their identity was rooted in family heritage rather than in official designations or citizenship, and their wish to perpetuate their culture and HL in the future (Nesteruk et al, 2015;Sales, 2007;Sales & Loureiro, 2008). Consistent with research on ethnic identity development, the participants' connections to the Brazilian culture, the positive support of their family and Brazilian friends, and the sense of belonging to the Brazilian ethnic community contributed to their identity formation (Cho et al, 2004;Constante et al, 2020;DeCapua & Wintergerst, 2009;González et al, 2017;Huguley et al, 2019;Lee, 2013;Rivas-Drake et al, 2014;Rivas-Drake et al, 2017;Umaña-Taylor et al, 2014).…”

Section: Discussionmentioning

confidence: 52%

“…In fact, ethnic identity and socialization in minority group adolescents are strengthened by exploration, positive perceptions of in-group norms, and quality contact with peers, family, and minority group community members (González et al, 2017;Rivas-Drake et al, 2014;Rivas-Drake et al, 2017). Furthermore, positive family ethnic socialization increases adolescents' ethnic exploration, resolution, and identity development over time (Constante et al 2020;Douglass & Umaña-Taylor, 2015;Huguley et al, 2019).…”

Section: Ethnic Identity Developmentmentioning

confidence: 99%

“…Nonetheless, because adolescence is a critical period of ego identity formation, Erikson (1968) called for attention to identity development in adolescent minority groups, as they are likely to internalize the dominant society's negative views. In sum, ethnic identity development among youth is a combination of their positive attitudes, beliefs, exploration, sense of affirmation, pride, and belonging related to their ethnic group (Constante et al 2020;Huguley et al, 2019;Rivas-Drake et al, 2014;Umaña-Taylor et al, 2009. Moreover, it is crucial to understand how minority groups negotiate their ethnic identity development alongside their national (American) identities (Phinney & Ong, 2007).…”

Section: Ethnic Identity Developmentmentioning

confidence: 99%

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“I’m Brazilian, Not Brazilian American”: The Experiences of Second-Generation Brazilian Adolescents Preserving Their Heritage Language and Resisting Assimilation

Halpern

Ward

Aydın

2022

IJME

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Culture and heritage language (HL) preservation are crucial to developing children of immigrants’ ethnic and social identity, creating a sense of belonging, and fostering family and ethnic community support. However, numerous challenges permeate the experiences of underrepresented ethnolinguistic groups like Brazilian immigrants who are largely invisible in the United States. Therefore, this study investigated the lived experiences of second-generation Brazilian adolescents with culture and HL preservation. In-depth interviews and a focus group were conducted with 13 participants. The findings highlighted the participants’ embrace of their Brazilian ethnic identity and rejection of their American citizenship, and emphasized HL in affirming their identities and confronting discrimination.

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“…Children exposed to ERS are shown to exhibit numerous beneficial outcomes, including positive ethnic identity development, increased engagement with school, and improved mental health (e.g., Constante et al, 2019;McDermott et al, 2018). In a longitudinal study with 323 Latinx youth, Douglass and Umaña-Taylor (2016) demonstrated the positive influence of cultural socialization across adolescence with ethnic identity exploration becoming stronger as the children aged.…”

Section: Ers and Children's Outcomesmentioning

confidence: 99%

Documentation Status Socialization as an Ethnic-racial Socialization Dimension: Incorporating the Experience of Mixed-status Latinx Families

Cross

2022

SSJ

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Ethnic-racial socialization (ERS) serves as a protective factor in the development of minority children. However, few studies have focused on mixed-status Latinx families to include the broad expression of their ethnic-racial socialization practices centering on their immigration experiences as they teach their children the risks and restrictions of having undocumented status. These parents adapt their ERS in accordance with their experiences of stress, fear, and discrimination, all of which shape the type and frequency of their socialization messages. Through documentation status socialization, Latinx parents forewarn their children of the inequities associated with their ethnic-racial group and undocumented status, including possible family separation. They also teach children about nativity differences and the attendant privilege of having documented status. This manuscript highlights insights to be gained by considering documentation status socialization as an ERS dimension within Latinx families. Learning about the specific ERS practices of such an understudied group is a social justice issue with important implications for understanding how these families might adapt and respond to their social context, especially amidst a political environment that engenders fear and isolation throughout their community. Including documentation status socialization in the ERS literature is a crucial step towards developing a deeper understanding of how the structural and social forces operating within the lives of undocumented immigrants impact normative family processes that ultimately exert an influence on their children’s development. A discussion on implications for practitioners and service providers working with this population is also included.

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Ethnic Socialization, Family Cohesion, and Ethnic Identity Development Over Time among Latinx Adolescents

Cited by 10 publications

References 42 publications

Showing Up: A Theoretical Model of Anti‐Racist Identity and Action for Latinx Youth

Showing Up: A Theoretical Model of Anti‐Racist Identity and Action for Latinx Youth

“I’m Brazilian, Not Brazilian American”: The Experiences of Second-Generation Brazilian Adolescents Preserving Their Heritage Language and Resisting Assimilation

Documentation Status Socialization as an Ethnic-racial Socialization Dimension: Incorporating the Experience of Mixed-status Latinx Families

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