Wellesley Centers for Women, Wellesley College, Wellesley, MA, USA.
J Youth Adolesc. 2009 Feb;38(2):139-52. doi: 10.1007/s10964-008-9330-7. Epub 2008 Aug 22.
This mixed-methods exploratory study examined the diverse content and situated context of White adolescents' racial-ethnic identities. The sample consisted of 781 9th-12th grade White adolescents from three New England schools, which varied in racial and economic make-up. Open-ended responses provided a range of thematic categories regarding the importance of race-ethnicity to the adolescents' identities, representing the diverse ideologies of White adolescents' explanations, ranging from colorblind claims to ethnic pride. This study also found significant relationships between racial-ethnic identity importance (centrality) and parents' education for White adolescents. These findings highlight the diversity of White adolescents' understanding of their racial-ethnic identities and the importance of context in shaping racial-ethnic centrality.
本混合方法探索性研究考察了白人青少年种族-族裔认同的多样化内容和情境背景。该样本由来自三所新英格兰学校的 781 名 9 至 12 年级的白人青少年组成，这些学校在种族和经济构成上存在差异。开放式回答提供了一系列主题类别，涉及种族和族裔对青少年身份的重要性，代表了白人青少年对其解释的多样性意识形态，从色盲主张到民族自豪感。本研究还发现，种族-族裔认同重要性（中心性）与白人青少年父母的教育程度之间存在显著关系。这些发现强调了白人青少年对其种族-族裔身份的理解的多样性，以及背景在塑造种族-族裔中心性方面的重要性。
