Harvard Graduate School of Education, Harvard University, Cambridge, MA, USA.
T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, AZ, USA.
J Youth Adolesc. 2018 Jan;47(1):1-15. doi: 10.1007/s10964-017-0766-5. Epub 2017 Oct 14.
Ethnic-racial identity formation represents a key developmental task that is especially salient during adolescence and has been associated with many indices of positive adjustment. The Identity Project intervention, which targeted ethnic-racial identity exploration and resolution, was designed based on the theory that program-induced changes in ethnic-racial identity would lead to better psychosocial adjustment (e.g., global identity cohesion, self-esteem, mental health, academic achievement). Adolescents (N =215; Mage =15.02, SD =.68; 50% female) participated in a small-scale randomized control trial with an attention control group. A cascading mediation model was tested using pre-test and three follow-up assessments (12, 18, and 67 weeks after baseline). The program led to increases in exploration, subsequent increases in resolution and, in turn, higher global identity cohesion, higher self-esteem, lower depressive symptoms, and better grades. Results support the notion that increasing adolescents' ethnic-racial identity can promote positive psychosocial functioning among youth.
种族认同形成是一项关键的发展任务，在青少年时期尤为突出，与许多积极适应的指标有关。基于理论，“身份项目”干预措施旨在探索和解决种族认同问题，该理论认为，种族认同的项目诱导变化将导致更好的社会心理调整（例如，整体身份凝聚力、自尊、心理健康、学业成绩）。青少年（N=215；Mage=15.02，SD=.68；50%为女性）参与了一项小型随机对照试验，设有对照组。使用前测和三个随访评估（基线后 12、18 和 67 周）检验了级联中介模型。该项目导致探索的增加，随后导致解决的增加，进而导致更高的整体身份凝聚力、更高的自尊、更低的抑郁症状和更好的成绩。结果支持这样一种观点，即增加青少年的种族认同可以促进年轻人的积极社会心理功能。
