The Centrality of Gender and Ethnic Identities across Individuals and Contexts

Turner, Karin; Brown, Christia Spears

doi:10.1111/j.1467-9507.2007.00403.x

Cited by 73 publications

(81 citation statements)

References 47 publications

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“…This finding is important because prior work with ethnic-racial minority (i.e., Latino/a, African-American, Asian, and ethnic-racial majority (i.e., White) children indicated that children rated ethnicity-race as less central to their self-concept than other categories (e.g., after school activities; Turner & Brown, 2007); however, our findings suggest that ethnicity-race is central to girls with darker skin tones, a novel contribution of this study. Thus, future research focused on children’s ethnic-racial centrality should consider skin tone and gender.…”

Section: Discussionmentioning

confidence: 90%

Longitudinal relations among Mexican-origin mothers’ cultural characteristics, cultural socialization, and 5-year-old children’s ethnic–racial identification.

Derlan¹,

Umaña‐Taylor²,

Updegraff³

et al. 2017

Developmental Psychology

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The current longitudinal study examined the intergenerational transmission of ethnic-racial identity/identification and cultural orientation among Mexican-origin adolescent young mothers and their children (N = 161 dyads). Findings indicated that mothers’ ethnic-racial identity and their cultural involvement were significantly associated with children’s ethnic-racial identification via mothers’ cultural socialization; however, associations varied significantly by children’s gender and skin tone. For example, mothers’ ethnic-racial centrality was positively associated with cultural socialization efforts among mothers with sons (regardless of skin tone); but with daughters, a positive association only emerged among those with lighter skin tones. Associations between cultural socialization and children’s ethnic-racial identification also varied by children’s gender and skin tone. For example, the relation between mothers’ cultural socialization and children’s self-labeling as Mexican was positive for girls regardless of skin tone, and for boys with lighter skin tones, but was not significant for boys with darker skin tones. Findings highlight the critical role of children’s own characteristics, mothers’ ethnic-racial identity and mothers’ adaptive cultural characteristics, and mothers’ cultural socialization efforts in the formation of young Mexican-origin children’s ethnic-racial identification.

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Section: Discussionmentioning

confidence: 90%

Longitudinal relations among Mexican-origin mothers’ cultural characteristics, cultural socialization, and 5-year-old children’s ethnic–racial identification.

Derlan¹,

Umaña‐Taylor²,

Updegraff³

et al. 2017

Developmental Psychology

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show abstract

“…Future work that attempts to draw conclusions about the effectiveness of single-sex schooling for racial/ethnic groups should consider the groups' numeric majority or minority status within both the school and the broader society. Another possible explanation is that the relative importance of gender identity may vary based on ethnicity (Corby, Hodges, & Perry, 2007;Turner & Brown, 2007). The African American girls in this sample may have placed less emphasis on gender than other students, and thus felt less of a connection to the other students at the school based on their shared gender.…”

Section: Discussionmentioning

confidence: 94%

Student Characteristics Associated with Girls’ Success in a Single-sex School

Patterson

Pahlke

2010

Sex Roles

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Abstract:Given the mixed results of previous studies on the benefits of single-sex schooling, scholars have called for research on differences in the effects of single-sex schooling based on student and school characteristics. We sought to examine the associations of a range of student characteristics with attitudes and achievement among students attending an all-girls public middle school in the southwestern United States. Predictor variables included demographic factors (i.e., race, family income), prior academic achievement, gender stereotyping, and gender identity (i.e., gender typicality, peer preferences). Prior academic achievement predicted later achievement and persistence in the single-sex school. School-related stereotyping was associated with success in and connection to the single-sex school; school connection was also a significant moderator of the relation between stereotyping and academic performance. Gendertyped peer preferences were associated with school connection and persistence. Overall, results indicate that student characteristics, as well as issues of "fit" with the specific school, are associated with students' connection to and success in single-sex educational environments. . Student Characteristics Associated With Girls' Success in a Single-Sex School. Sex Roles, 65,[737][738][739][740][741][742][743][744][745][746][747][748][749][750]

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“…Some quantitative research on the topic has involved comparisons within samples that can be subdivided according to two overlapping groups, such as ethnicity and gender, to allow comparisons among, say, Black males, white males, Black females, and white females. Other research has looked at similar aspects of two types of identity; for example, Turner and Brown (2007) examined the centrality of gender and ethnicity in children along with other aspects of the self-concept. To take the study of intersectionality further, studies are needed that assess similar aspects (such as strength of attachment, extent of exploration, or centrality) of two or more identities and then follow participants longitudinally and examine the ways in which these aspects are related to each other and influence the development of each other over time.…”

Section: Intersectionalitymentioning

confidence: 98%

Bridging identities and disciplines: Advances and challenges in understanding multiple identities

Phinney

2008

New Directions for Child and Adolescent Development

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The chapters in this volume address the need for a better understanding of the development of intersecting identities over age and context. The chapters provide valuable insights into the development of identities, particularly group identities. They highlight common processes across identities, such as the role of contrast and comparison and the need for individual effort in identity formation. They suggest the value of studying multiple identities in interaction and using interdisciplinary approaches. However, research across identities and disciplines poses challenges for investigators. These challenges can be met and the field advanced by collaborative studies among scholars who represent different disciplines and have studied different identities.

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The Centrality of Gender and Ethnic Identities across Individuals and Contexts

Cited by 73 publications

References 47 publications

Longitudinal relations among Mexican-origin mothers’ cultural characteristics, cultural socialization, and 5-year-old children’s ethnic–racial identification.

Longitudinal relations among Mexican-origin mothers’ cultural characteristics, cultural socialization, and 5-year-old children’s ethnic–racial identification.

Student Characteristics Associated with Girls’ Success in a Single-sex School

Bridging identities and disciplines: Advances and challenges in understanding multiple identities

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