An Examination of Family and Individual Factors on Ethnic/Racial Identity Exploration and Ethnic/Racial Self-Labeling among Asian Adolescents
Ethnic/racial identity (ERI) development may be an important task for many ethnic/racial minority individuals during adolescence (Phinney, 1990). As adolescents begin exploring different identities, they also begin to establish a sense of belongingness and self-concept. During this process, family and individual factors can influence the development of ERI (Vélez-Agosto et al., 2017). Although previous studies have investigated the relationships between different family factors, individual factors, ERI, and ethnic/racial self-labeling among ethnic/racial minority adolescents, limited studies focused on Asians, the fastest-growing ethnic/racial minority group in the U.S. Thus, the present study examined the relationships between ethnic/racial discrimination, family ethnic/racial socialization, heritage language proficiency, ERI exploration, and ethnic/racial self-labeling changes that may occur in Asian adolescents during the first two years of high school. Findings indicated that Asian adolescents who were more proficient in their heritage language were more likely to actively explore their ethnic/racial identity and experience ethnic/racial self-labeling changes one year later. These findings further contribute to the existing literature on understanding the process of ERI development and ethnic/racial self-labeling during adolescence.
Developmental psychology|Asian American Studies|Ethnic studies|Individual & family studies
Ip, Pak See, "An Examination of Family and Individual Factors on Ethnic/Racial Identity Exploration and Ethnic/Racial Self-Labeling among Asian Adolescents" (2021). ETD Collection for Fordham University. AAI28490115.