Harvard Graduate School of Education, Cambridge, MA, 02138, USA.
Arizona State University, Tempe, AZ, USA.
Prev Sci. 2021 Apr;22(3):378-385. doi: 10.1007/s11121-020-01166-8.
Ethnic-racial identity (ERI) formation is a key developmental competency that contributes to adolescents' sense of self and psychosocial adjustment. A randomized controlled trial (RCT) has demonstrated the efficacy of a universal school-based health promotion intervention program to positively influence adolescents' ERI exploration and ERI resolution, compared to an attention control curriculum that was delivered by the same facilitators, had equivalent contact hours, and focused on post-secondary career and educational options. The current study extended prior tests of the RCT to better understand (a) how intervention-based ERI changes unfolded over two phases-temporally proximal pre- to post-test effects and long-term post-test effects across a 1-year follow-up period, and (b) identify for whom the intervention was more effective by testing theorized contextual moderators-baseline family ethnic socialization practices and youth ethnic-racial background (i.e., White majority vs. ethnic-racial minority). Bilinear spline growth models were used to examine longitudinal ERI trajectories in intervention and control groups across four survey assessments (baseline, 12 weeks, 18 weeks, 67 weeks; N = 215; M = 15.02; 49.1% female; 62.6% ethnic-racial minority). In support of an additive effect for the role of families in school-based interventions, post-test ERI exploration significantly increased (relative to the control group) to a greater extent for youth with higher (compared to lower) baseline levels of family ethnic socialization. ERI resolution significantly increased from pre- to post-test for ethnic-racial minority youth and also increased across the 1-year follow-up period for White youth in the intervention. These results highlight family ethnic socialization as a developmental asset for school-based ERI interventions and demonstrate differential pathways by which such interventions support ERI development for ethnic-racial minority and majority adolescents.
种族认同（ERI）的形成是一项关键的发展能力，有助于青少年的自我意识和社会心理调整。一项随机对照试验（RCT）表明，与由同一促进者提供的、具有同等接触时间且侧重于中学后职业和教育选择的注意力控制课程相比，基于学校的普遍健康促进干预方案能够积极影响青少年的 ERI 探索和 ERI 解决，从而对 ERI 产生影响。目前的研究扩展了对 RCT 的先前测试，以更好地了解（a）干预型 ERI 变化如何在两个阶段展开——从接近前测到后测的短期效果，以及在为期一年的随访期间的长期后测效果，以及（b）通过测试理论上的情境调节因素（基线家庭民族社会化实践和青年民族种族背景，即白人多数与民族种族少数）来确定干预对谁更有效。双线性样条增长模型用于在四个调查评估（基线、12 周、18 周、67 周）中检查干预组和对照组的 ERI 纵向轨迹（N=215；M=15.02；49.1%女性；62.6%民族种族少数）。支持家庭在基于学校的干预中的作用的附加效应，与对照组相比，基线家庭民族社会化水平较高（与较低水平相比）的青少年的后测 ERI 探索显著增加。对于少数族裔青少年，ERI 解决从前测到后测显著增加，而对于干预组中的白人青少年，ERI 解决在为期一年的随访期间也有所增加。这些结果突出了家庭民族社会化作为基于学校的 ERI 干预的发展资产的作用，并展示了此类干预如何为少数族裔和多数族裔青少年的 ERI 发展提供不同的途径。
