Department of Psychology, Fordham University, Bronx, NY 10458, USA.
Child Dev. 2010 Sep-Oct;81(5):1431-44. doi: 10.1111/j.1467-8624.2010.01483.x.
Among 224 African American adolescents (mean age=14), the associations between interracial and intraracial contact and school-level diversity on changes in racial identity over a 3-year period were examined. Youths were determined to be diffused, foreclosed, moratorium, or achieved, and change or stability in identity status was examined. Contact with Black students, Black friends, and White friends predicted change in identity status. Furthermore, in racially diverse schools, having more Black friends was associated with identity stability. Students reporting low contact with Black students in racially diverse schools were more likely to report identity change if they had few Black friends. In students reporting high contact with Blacks in predominantly White schools, their identity was less likely to change for students with fewer White friends.
在 224 名非裔美国青少年（平均年龄=14 岁）中，研究了跨种族和同种族接触以及学校层面的多样性与三年内种族认同变化之间的关系。通过确定青少年处于弥散、封闭、延缓还是达成状态，来检验身份认同状态的变化或稳定。与黑人学生、黑人朋友和白人朋友的接触预测了身份认同状态的变化。此外，在种族多样化的学校中，拥有更多的黑人朋友与身份稳定相关。在种族多样化的学校中，报告与黑人学生接触较少的学生，如果他们黑人朋友较少，则更有可能报告身份变化。在报告与白人学校中黑人接触较多的学生中，如果他们白人朋友较少，他们的身份不太可能发生变化。
