Mexican-Origin Early Adolescents’ Ethnic Socialization, Ethnic Identity, and Psychosocial Functioning

Abstract

The current study examined how parental ethnic socialization informed adolescents’ ethnic identity development and, in turn, youths’ psychosocial functioning (i.e., mental health, social competence, academic efficacy, externalizing behaviors) among 749 Mexican-origin families. In addition, school ethnic composition was examined as a moderator of these associations. Findings indicated that mothers’ and fathers’ ethnic socialization were significant longitudinal predictors of adolescents’ ethnic identity, although fathers’ ethnic socialization interacted significantly with youths’ school ethnic composition in 5th grade to influence ethnic identity in 7th grade. Furthermore, adolescents’ ethnic identity was significantly associated with increased academic self-efficacy and social competence, and decreased depressive symptoms and externalizing behaviors. Findings support theoretical predictions regarding the central role parents play in Mexican-origin adolescents’ normative developmental processes and adjustment and, importantly, underscore the need to consider variability that is introduced into these processes by features of the social context such as school ethnic composition.

Discrimination and Ethnic–Racial Identity: Understanding Direction of Effects Using Within‐ and Between‐Person Analyses

“…For girls, one possible explanation for the null findings is that they may have other salient experiences at play that inform their engagement in ERI exploration. For example, research has shown that adolescents’ ERI exploration is related to the cultural socialization messages they receive from their families (Supple, Ghazarian, Frabutt, Plunkett, & Sands, ; Umaña‐Taylor, O'Donnell, et al., ), and that this relation is particularly strong among women (Juang & Syed, ), and may be especially salient among Mexican‐origin adolescent mothers who are relying heavily on their own mothers for support during early parenthood (Contreras, Narang, Ikhlas, & Teichman, ).…”

“…Discrimination is a common experience for ethnic–racial minority youth in the United States (Umaña‐Taylor, ) and has been consistently linked to adverse mental and physical health outcomes (Pascoe & Smart Richman, ). Ethnic–racial identity (ERI) formation, a central aspect of positive youth development that is particularly salient during adolescence (Spencer, ; Swanson, Spencer, dell'Angelo, Harpalani, & Spencer, ; Umaña‐Taylor, O'Donnell, et al., ; Umaña‐Taylor, Quintana, et al., ; Williams, Tolan, Durkee, Francois, & Anderson, ), has been found to relate to adolescent well‐being and, in some instances, has been found to buffer the adverse effects of discrimination (see Marks, Ejesi, McCullough, & García Coll, for an overview). Few studies, however, have focused on the interrelation and bidirectional associations of ERI and discrimination, limiting our knowledge about how these two salient constructs may co‐occur and affect one another over time.…”

Mexican-origin parents’ differential treatment and siblings’ adjustment from adolescence to young adulthood.

“…This pattern suggests that growing up in a family with higher levels of cultural socialization may have sensitized youth to differential treatment, making them more reactive to its effects. In prior research, cultural socialization has proven to promote Mexican-origin youth’s well-being, as youth build stronger identities with and see themselves as members of their cultural group (Umaña-Taylor, O’Donnell, Knight, Roosa, Berkel, & Nair, 2014). Siblings with less favored status (i.e., more conflict/less warmth relative to siblings) from families high in cultural socialization may be most negatively affected by PDT because they see themselves as devalued—by someone who is an important figure for their identity formation.…”

Ethnic socialization, ethnic identity, life satisfaction and school achievement of Roma ethnic minority youth

“…Related research findings suggest that the promotive effect of ethnic socialization on youth outcomes is mediated by a strong ethnic identity (Gartner, Kiang, & Supple, 2014;Mohanty, 2013;Umaña-Taylor et al, 2014). They also highlight the promotive benefit of ethnic identity that provides youth with confidence and a positive self-concept, which contribute to improved school achievement and life satisfaction.…”