Rivas-Drake Deborah, Umaña-Taylor Adriana J, Schaefer David R, Medina Michael
University of Michigan.
Arizona State University.
Child Dev. 2017 May;88(3):710-724. doi: 10.1111/cdev.12790. Epub 2017 Mar 21.
The current study examined how adolescents' ethnic-racial identity (ERI) informed the demographic diversity of their friendship network (Goal 1) and the extent of similarity between adolescents' and their friends' ERI (Goal 2). Participants were sixth and seventh grade students (N = 353; M = 11.88, SD = .73; 50% girls; 29% African American, 31% White, 13% Latino) in the Midwestern U.S. Results from longitudinal cross-lagged models (Goal 1) indicated that having more diverse friendships at T2 was associated with greater T3 ERI exploration among all youth. In addition, boys who reported higher ERI resolution at T1 had more diverse friendships at T2. Furthermore, findings from longitudinal social network analyses (SNA; Goal 2) suggested that influence drove similarity between adolescents and their friends in ERI exploration and resolution.
当前的研究考察了青少年的种族身份认同（ERI）如何影响其友谊网络的人口统计学多样性（目标1），以及青少年与其朋友的ERI之间的相似程度（目标2）。参与者是美国中西部地区六年级和七年级的学生（N = 353；M = 11.88，SD = 0.73；50%为女生；29%为非裔美国人，31%为白人，13%为拉丁裔）。纵向交叉滞后模型的结果（目标1）表明，在T2拥有更多样化的友谊与所有青少年在T3进行更多的ERI探索相关。此外，在T1报告更高ERI解决水平的男孩在T2有更多样化的友谊。此外，纵向社会网络分析（SNA；目标2）的结果表明，在ERI探索和解决方面，影响推动了青少年与其朋友之间的相似性。
