Considering Friends Within the Context of Peers in School for the Development of Ethnic/Racial Identity
详细信息 查看全文
- 作者：Sara Douglass ; Sheena Mirpuri ; Tiffany Yip
- 关键词：Adolescence ; Ethnic ; racial identity ; Friends ; Peers
- 刊名：Journal of Youth and Adolescence
- 出版年：2017
- 出版时间：February 2017
- 年：2017
- 卷：46
- 期：2
- 页码：300-316
- 全文大小：
- 刊物类别：Behavioral Science
- 刊物主题：Child and School Psychology; Clinical Psychology; Health Psychology; Law and Psychology; History of Psychology; Psychology, general;
- 出版者：Springer US
- ISSN：1573-6601
- 卷排序：46
文摘
The importance of ethnicity/race for adolescents’ identity (i.e., centrality), and how that importance changes over time, may in part be a function of the social contexts that they inhabit. Although centrality has shown to be an adaptive component of ethnic/racial identity, little is known about how centrality changes during adolescence in relation to these social contexts. The current study examined the role of same-ethnic/racial peers and friends in the longitudinal development of ethnic/racial identity centrality. Drawing on four waves of data over 2 years collected with a diverse sample of 350 adolescents (Mage at W1 = 15.2; 69 % female), the findings indicated that when adolescents had a greater proportion of same-ethnic/racial friends, they reported feeling that their ethnic/racial identity was more central to their sense of self six months later. However, this effect was strongest among adolescents with a low proportion of same-ethnic/racial peers in school, and weakest among adolescents with a high proportion of same-ethnic/racial peers in school. The implications of these findings for our understanding of the joint effects of peer and friend diversity in relation to ethnic/racial identity are discussed.