Harvard University, Cambridge, USA.
The University of Oklahoma, Norman, USA.
J Youth Adolesc. 2024 Nov;53(11):2519-2533. doi: 10.1007/s10964-024-01955-2. Epub 2024 Feb 28.
Ethnic-racial identity formation has significant consequences for positive youth development. Existing findings support the efficacy of the Identity Project, a school-based ethnic-racial identity intervention, when delivered by researchers; however, effectiveness of the program when delivered by teachers is unknown. This study examined changes in adolescents' (N = 180; 42.2% male, 50.6% female, 6.7% another gender identity; M = 14.11, SD = 0.33; 38.3% Latinx, 33.9% White, 15.0% Black, 9.4% Asian American, 3.3% another ethnoracial background) ethnic-racial identity exploration as a function of their teachers' implementation of the Identity Project. Findings indicated that ethnic-racial identity exploration significantly increased from pretest to posttest, and this did not vary based on familial ethnic-racial socialization, student-teacher ethnoracial match/mismatch, gender, immigrant status, or ethnoracial background. This study provides preliminary evidence that U.S. educators can be trained to efficaciously implement the Identity Project with high school students and, furthermore, that this approach to program dissemination may not only facilitate scale-up but also result in greater gains for adolescents relative to research-led implementations.
民族种族认同的形成对青少年的积极发展有重大影响。现有研究结果支持“身份计划”的有效性，这是一种基于学校的民族种族认同干预措施，当由研究人员实施时；然而，当由教师实施该计划的效果尚不清楚。本研究考察了青少年（N=180；42.2%为男性，50.6%为女性，6.7%为其他性别认同；M=14.11，SD=0.33；38.3%为拉丁裔，33.9%为白人，15.0%为黑人，9.4%为亚裔美国人，3.3%为其他民族种族背景）的民族种族认同探索情况，以他们的教师实施“身份计划”为函数。研究结果表明，民族种族认同探索从前测到后测显著增加，且这与家庭民族种族社会化、学生-教师民族种族匹配/不匹配、性别、移民身份或民族种族背景无关。本研究初步证明，美国教育工作者可以接受培训，以便有效地向高中生实施“身份计划”，此外，这种方案传播方法不仅可以促进推广，而且相对于研究主导的实施，可能会为青少年带来更大的收益。
