Santos Carlos E, Kornienko Olga, Rivas-Drake Deborah
Arizona State University.
University of Michigan.
Child Dev. 2017 May;88(3):725-742. doi: 10.1111/cdev.12789. Epub 2017 Mar 23.
The peer context features prominently in theory, and increasingly in empirical research, about ethnic-racial identity (ERI) development, but no studies have assessed peer influence on ERI using methods designed to properly assess peer influence. We examined peer influence on ERI centrality, private, and public regard using longitudinal social network analysis. Data were drawn from two sites: a predominantly Latina/o Southwestern (SW) school (N = 1034; Mage = 12.10) and a diverse Midwestern (MW) school (N = 513; Mage = 11.99). Findings showed that peers influenced each other's public regard over time at both sites. However, peer influence on centrality was evident in the SW site, whereas peer influence on private regard was evident in the MW site. Importantly, peer influence was evident after controlling for selection effects. Our integration of developmental, contextual, and social network perspectives offers a fruitful approach to explicate how ERI content may shift in early adolescence as a function of peer influence.
在关于种族-民族认同（ERI）发展的理论中，以及在越来越多的实证研究中，同伴背景都占据显著地位，但尚无研究使用旨在恰当评估同伴影响的方法来评估同伴对ERI的影响。我们运用纵向社会网络分析，考察了同伴对ERI中心性、个人认同和公众认同的影响。数据来自两个地点：一所主要为拉丁裔的西南（SW）学校（N = 1034；平均年龄= 12.10岁）和一所多元化的中西部（MW）学校（N = 513；平均年龄= 11.99岁）。研究结果表明，在这两个地点，同伴随着时间推移会相互影响彼此的公众认同。然而，同伴对中心性的影响在SW学校很明显，而同伴对个人认同的影响在MW学校很明显。重要的是，在控制了选择效应后，同伴影响依然明显。我们将发展、背景和社会网络视角相结合，为阐释在青春期早期ERI内容如何因同伴影响而发生变化提供了一种富有成效的方法。
