School of Educational Foundations, Leadership, and Policy, Bowling Green State University, Bowling Green, Ohio, USA.
School of Human Development and Family Studies, Bowling Green State University, Bowling Green, Ohio, USA.
J Adolesc. 2022 Apr;94(3):366-379. doi: 10.1002/jad.12028. Epub 2022 Mar 17.
The study of adolescent perceptions of their ethnicity/race has been investigated from an ethnic-racial identity (measurement) perspective or through an ethnic-racial classification lens.
This study examines both, as it explores change in adolescents' ethnic-racial self-categorization; change in strength of ethnic-racial identity (ERI); and the relationship between change in self-categorization and strength of ERI. In so doing, it contributes to theorizing about the content and process of ERI formation.
The longitudinal and mixed-methods study followed 732 middle and high school students biannually in a semi-rural, ethnically diverse school district. All students completed the Multigroup Ethnic Identity Measure (MEIM) in fall and spring each year and interviewed annually for qualitative inquiry.
The four waves of data demonstrated that: (1) 22% of students changed their ethnic-racial classification at least once; (2) Multiracial youth, boys, and 8th graders were significantly more likely to change self-classification compared to White youth, girls, and 10 th graders; (3) strength of ERI did not change over time, however, African American and Hispanic youth had the strongest ERI over time compared to the others; (4) change in self-classification was significantly related to change in strength of ERI, however, its direction varied by race of students.
While adolescent ethnic-racial identity development (ERI) appears to be related to ethnic-racial categorization, the direction of the relationship varies depending on ethnic self-categorization.
Results contribute to theory building of ERI in relation to: content and process, group consciousness, certainty and clarity, and public regard.
青少年对自身族群/种族的认知研究，从族群/种族认同（测量）的角度或族群/种族分类的角度进行了探讨。
本研究从这两个角度进行了考察，探究了青少年的族群/种族自我分类的变化、族群/种族认同（ERI）强度的变化，以及自我分类变化与 ERI 强度之间的关系。这样做有助于构建关于 ERI 形成的内容和过程的理论。
这项纵向混合方法研究对一个半农村、种族多样化的学区内的 732 名中学生进行了为期两年的跟踪研究。所有学生在秋季和春季都完成了多元族群身份测量（MEIM），并每年进行一次访谈以进行定性研究。
四波数据表明：（1）22%的学生至少改变了一次族群/种族分类；（2）与白人青少年、女生和 10 年级学生相比，多种族青年、男生和 8 年级学生更有可能改变自我分类；（3）ERI 的强度并没有随时间而改变，然而，非洲裔美国人和西班牙裔青少年的 ERI 随着时间的推移而变得更强；（4）自我分类的变化与 ERI 强度的变化显著相关，但学生的种族不同，其方向也不同。
尽管青少年的族群/种族认同发展（ERI）似乎与族群/种族分类有关，但这种关系的方向因学生的族群自我分类而有所不同。
研究结果为 ERI 的理论构建做出了贡献，涉及内容和过程、群体意识、确定性和清晰度以及公众关注度。
