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Journal articles on the topic 'Ethnic-racial identity'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Bennett, M. Daniel. "Racial Socialization and Ethnic Identity." Journal of Human Behavior in the Social Environment 15, no. 2-3 (November 29, 2007): 137–61. http://dx.doi.org/10.1300/j137v15n02_09.

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2

Worrell, Frank C., Rodolfo Mendoza-Denton, and Amanda Wang. "Introducing a New Assessment Tool for Measuring Ethnic-Racial Identity: The Cross Ethnic-Racial Identity Scale–Adult (CERIS-A)." Assessment 26, no. 3 (March 18, 2017): 404–18. http://dx.doi.org/10.1177/1073191117698756.

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In this article, we examined the psychometric properties of scores on a new instrument, the Cross Ethnic-Racial Identity Scale-Adult (CERIS-A) for use across different ethnic and racial groups. The CERIS-A measures seven ethnic-racial identity attitudes—assimilation, miseducation, self-hatred, anti-dominant, ethnocentricity, multiculturalist inclusive, and ethnic-racial salience. Participants consisted of 803 adults aged 18 to 76, including African Americans (19.3%), Asian Americans (17.6%), European Americans (37.0%), and Latino/as (17.8%). Analyses indicated that CERIS-A scores were reliable, and configural, metric, and scalar invariance were supported for the seven factors across gender; however, Miseducation, Ethnic-Racial Salience, and Ethnocentricity scores achieved only metric invariance across ethnic-racial groups. Self-Hatred, Ethnic-Racial Salience, Anti-Dominant, and Ethnocentricity scores were significantly and meaningfully related to race-based rejection sensitivity scores, providing evidence of convergent validity. We concluded that the CERIS-A is a potentially useful instrument for examining ethnic-racial identity attitudes across multiple racial/ethnic subgroups in the United States.

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3

French, Sabine Elizabeth, Brett Russell Coleman, and Melissa Lee DiLorenzo. "Linking Racial Identity, Ethnic Identity, and Racial-Ethnic Socialization: A Tale of Three Race-Ethnicities." Identity 13, no. 1 (January 2013): 1–45. http://dx.doi.org/10.1080/15283488.2012.747438.

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4

Webber, Melinda. "Identity Matters: Racial-ethnic identity and Māori students." Set: Research Information for Teachers, no. 2 (August 1, 2012): 20–27. http://dx.doi.org/10.18296/set.0370.

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5

Corenblum, B., and Helen D. Armstrong. "Racial-ethnic identity development in children in a racial-ethnic minority group." Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement 44, no. 2 (April 2012): 124–37. http://dx.doi.org/10.1037/a0027154.

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6

Chávez, Alicia Fedelina, and Florence Guido-DiBrito. "Racial and Ethnic Identity and Development." New Directions for Adult and Continuing Education 1999, no. 84 (December 1999): 39–47. http://dx.doi.org/10.1002/ace.8405.

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7

Douglass, Sara, Yijie Wang, and Tiffany Yip. "The Everyday Implications of Ethnic-Racial Identity Processes: Exploring Variability in Ethnic-Racial Identity Salience Across Situations." Journal of Youth and Adolescence 45, no. 7 (December 10, 2015): 1396–411. http://dx.doi.org/10.1007/s10964-015-0390-1.

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8

Syed, Moin, Linda P. Juang, and Ylva Svensson. "Toward a New Understanding of Ethnic-Racial Settings for Ethnic-Racial Identity Development." Journal of Research on Adolescence 28, no. 2 (March 23, 2018): 262–76. http://dx.doi.org/10.1111/jora.12387.

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9

Croll, Paul R., and Joseph Gerteis. "Race as an Open Field: Exploring Identity beyond Fixed Choices." Sociology of Race and Ethnicity 5, no. 1 (December 24, 2017): 55–69. http://dx.doi.org/10.1177/2332649217748425.

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This paper uses new, nationally representative data to examine how Americans describe their own racial and ethnic identities when they are not constrained by conventional fixed categories. Recent work on shifting racial classifications and the fluidity of racial identities in the United States has questioned the subjective and cultural adequacy of fixed categorization schemes. Are traditional racial boundaries breaking down? We explore the possibility in three ways. First, we explore the relationship between open-field identification (asked at time of survey) with fixed-choice racial and ethnic identifications (asked upon panel entry). Despite changes in American racial and ethnic discourse, most people reproduce normative, categorical racial and ethnic descriptors to identify themselves. Yet racial and ethnic classification is more complex and fluid for some respondents, particularly those who had earlier described themselves as Hispanic or mixed race. Second, we investigate the social meaning of alternative racial labels. Within the standard racial and ethnic categories, there are both dominant labels (e.g., White, Black, Hispanic) and less dominant alternatives (e.g., Caucasian, African American, Latinx); in some cases, the differences come with important social distinctions. Third, we explore the ways that a small but important subset of respondents refuse or deny racial identification altogether. We conclude with a discussion of the future of racial and ethnic classifications, paying particular attention to plans for the 2020 U.S. census.

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10

Gennaro, Susan, Heidi Collins Fantasia, Tayra Keshinover, David Garry, Wendy Wilcox, and Elyse Uppal. "Racial and ethnic identity in nursing research." Nursing Outlook 61, no. 3 (May 2013): 174–80. http://dx.doi.org/10.1016/j.outlook.2012.07.009.

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11

Stephan, Cookie White, and Walter G. Stephan. "The measurement of racial and ethnic identity." International Journal of Intercultural Relations 24, no. 5 (September 2000): 541–52. http://dx.doi.org/10.1016/s0147-1767(00)00016-x.

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12

Smith, Timothy B., Joy Stratton, Christopher R. Stones, and Anthony Naidoo. "Ethnic Identity and Racial Attitudes in a Minority Group of Mixed Racial Origin." Psychological Reports 92, no. 1 (February 2003): 284–90. http://dx.doi.org/10.2466/pr0.2003.92.1.284.

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Limited information exists on the racial attitudes and ethnic identities of groups of mixed racial origin. The present research tested the hypotheses that the construct of ethnic identity is valid among such groups and that ethnic identity is related to out-group prejudice, as predicted by social identity theory. The Multigroup Ethnic Identity Measure, the Anti-White Scale, and the Subtle Racism Scale were administered to 70 South Africans of mixed racial descent, the so-called Coloureds. A factor analysis supported the structural validity of the 12-item measure of ethnic identity with this sample, but correlations between scales did not support the prediction that group identity would be positively associated with out-group prejudice. Group identity was positively related .27 to positive attitudes toward Whites consistent with the tenets of social dominance theory.

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13

Worrell, Frank C., and Donna L. Gardner-Kitt. "The Relationship Between Racial and Ethnic Identity in Black Adolescents: The Cross Racial Identity Scale and the Multigroup Ethnic Identity Measure." Identity 6, no. 4 (October 2006): 293–315. http://dx.doi.org/10.1207/s1532706xid0604_1.

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14

Cross, William E., Eleanor Seaton, Tiffany Yip, Richard M. Lee, Deborah Rivas, Gilbert C. Gee, Wendy Roth, and Bic Ngo. "Identity Work: Enactment of Racial-Ethnic Identity in Everyday Life." Identity 17, no. 1 (January 2, 2017): 1–12. http://dx.doi.org/10.1080/15283488.2016.1268535.

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15

Lazarevic, Vanja, Geneva Toledo, and Jillian Lee Wiggins. "Influence of maternal ethnic–racial identity on children’s internalizing symptom trajectories." Journal of Experimental Psychopathology 11, no. 1 (January 1, 2020): 204380871989802. http://dx.doi.org/10.1177/2043808719898024.

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We investigate the impact of maternal ethnic–racial identity on child internalizing trajectories in immigrant and U.S.-born Latinx families. Data from N=1,076 Latinx mothers’ reports at child ages 1, 3, 5, and 9 years were used. For children of U.S.-born mothers, but not immigrant mothers, greater levels of maternal ethnic–racial identity were associated with lower levels of internalizing symptoms at age 3, yet attenuated decreases in internalizing symptoms over time. Thus, mother’s ethnic–racial identity was a protective factor for children at preschool age but became less protective through school age. Our results suggest that incorporating ethnic–racial identity elements, particularly for U.S.-born mothers of toddlers to preschoolers, may be an important consideration when designing interventions for Latinx families.

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16

Reynolds, Jamila E., Melinda A. Gonzales-Backen, Kimberly A. Allen, Eric A. Hurley, Roxanne A. Donovan, Seth J. Schwartz, Monika Hudson, Bede Agocha, and Michelle Williams. "Ethnic–Racial Identity of Black Emerging Adults: The Role of Parenting and Ethnic–Racial Socialization." Journal of Family Issues 38, no. 15 (February 2, 2016): 2200–2224. http://dx.doi.org/10.1177/0192513x16629181.

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Ethnic–racial identity (ERI) development is important for ethnic–racial minority youth because of its association with their positive adjustment. Guided by Garcia Coll’s ecocultural framework and using survey data from 729 Black college students, we examined the associations between relationships with parents (i.e., disrespect, psychological control, nurturance, and connection), ethnic–racial socialization (ERS), and ERI in hopes of understanding ways to promote ERI formation. Findings from two multiple group models suggested that, among men, nurturance from mothers and fathers was associated with ERI and these associations were mediated by ERS. For women, connection with mothers was associated with ERI through ERS and nurturance from fathers was indirectly and positively associated with ERI through ERS. Contrary to our hypothesis, disrespect from fathers was positively associated with ERI via ERS, but only for women. Findings suggest that both ERS and the parent–child relationship are important for ERI formation among Black emerging adults.

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17

Wantchekon, Kristia A., Adriana J. Umaña-Taylor, Michael R. Sladek, Elana R. McDermott, and Kimberly A. Updegraff. "Adolescents’ ethnic-racial centrality moderates effect of school-based intervention on ethnic-racial identity exploration." Developmental Psychology 57, no. 3 (March 2021): 432–42. http://dx.doi.org/10.1037/dev0001150.

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18

Rowe, Wayne, Sandra K. Bennett, and Donald R. Atkinson. "White Racial Identity Models." Counseling Psychologist 22, no. 1 (January 1994): 129–46. http://dx.doi.org/10.1177/0011000094221009.

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Existing models of White racial identity development (WRID) are challenged as being deficient in terms of: (a) being based on the oppression-adaptive models of minority identity development, (b) focusing primarily on attitudes toward racial/ethnic out-groups, not on White identity attitudes; and (c) depicting the process as developmental in nature. An alternative conceptualization, based on the construct of White racial consciousness, is presented as a more parsimonious explanation for the role of racially oriented attitudes. Three types of unachieved White racial consciousness (avoidant, dependent, and dissonant) are proposed along with four types of achieved White racial consciousness (dominative, conflictive, reactive, and integrative). Changes in attitudes characteristic of one type to those more representative of another are explained in terms of dissonance reduction. Information is provided regarding the availability of an assessment device designed to identify the types of White racial consciousness.

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19

Sladek, Michael R., Adriana J. Umaña-Taylor, Grace Oh, Mary Beth Spang, Liliana M. Uribe Tirado, Luz M. Tilano Vega, Elana R. McDermott, and Kristia A. Wantchekon. "Ethnic-racial discrimination experiences and ethnic-racial identity predict adolescents’ psychosocial adjustment: Evidence for a compensatory risk-resilience model." International Journal of Behavioral Development 44, no. 5 (March 19, 2020): 433–40. http://dx.doi.org/10.1177/0165025420912013.

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Theory and empirical evidence indicate that ethnic-racial discrimination serves as a risk factor for adolescents’ psychosocial adjustment, whereas ethnic-racial identity (ERI) development promotes positive youth adjustment and can mitigate the negative outcomes of discrimination-related risk. In Colombia, the legacies of an ethnic-racial hierarchy, mestizaje ideology (i.e., the assumption that everyone is racially mixed), and contemporary multiculturalism education reforms create a unique context for understanding adolescents’ experiences of ethnic-racial discrimination, ERI development, and their implications for psychosocial adjustment. In this study of Colombian adolescents ( N = 462; Mage = 15.90 years; 47.3% female), almost 40% of participants reported experiencing ethnic-racial-based discrimination. Experiencing more frequent ethnic-racial discrimination was associated with lower self-esteem and higher depressive symptoms, whereas higher ERI resolution (i.e., gaining sense of clarity about ethnic-racial group membership) and affirmation (i.e., feeling positively about ethnic-racial group membership) were associated with higher self-esteem and lower depressive symptoms. ERI exploration (i.e., learning history and gaining knowledge about ethnic-racial group membership) was also associated with higher self-esteem and moderated the association between discrimination and depressive symptoms, such that this association was stronger at higher compared to lower levels of ERI exploration. Findings provide novel evidence for ethnic-racial-related risk and resilience processes among Colombian youth.

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20

Capielo Rosario, Cristalis, Hector Y. Adames, Nayeli Y. Chavez-Dueñas, and Roberto Renteria. "Acculturation Profiles of Central Florida Puerto Ricans: Examining the Influence of Skin Color, Perceived Ethnic-Racial Discrimination, and Neighborhood Ethnic-Racial Composition." Journal of Cross-Cultural Psychology 50, no. 4 (March 21, 2019): 556–76. http://dx.doi.org/10.1177/0022022119835979.

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Evaluating sociocultural factors that may influence acculturation strategies rather than assuming homogeneity among different Latinx ethnic groups is important. A latent profile analysis with covariates was used to identify acculturation profiles in a sample of first-generation Central Florida Puerto Ricans ( N = 381) along bidimensional behavioral, values, and ethnic identity indicators. We examined whether three contextual covariates including (a) perceived ethnic-racial discrimination, (b) percentage of White Americans, and (c) percentage of Puerto Ricans residing in each participants’ zip code could help derive latent profile membership. Participants were categorized into three profiles. The first profile exhibited the highest levels of White American ethnic identity and high levels of Puerto Rican and White American cultural behaviors. The second profile described individuals with the lowest adherence to White American behaviors and ethnic identity. It also exhibited high attachment to Puerto Rican cultural values. The third profile exhibited high levels of Puerto Rican and White American cultural values and moderate levels of White American cultural behaviors and ethnic identity. An examination of covariates revealed that only perceived ethnic-racial discrimination had an influence on profile identification and membership, with likelihood of belonging to Profile 2 decreasing, and likelihood of belonging to Profile 1 increasing as perceived ethnic-racial discrimination increased. Perceived ethnic-racial discrimination did not influence the likelihood of Profile 3 membership. Results highlight the importance of contextualizing acculturation.

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21

Murayama, Hiroshi, Michael S. Spencer, Brandy R. Sinco, Gloria Palmisano, and Edith C. Kieffer. "Does Racial/Ethnic Identity Influence the Effectiveness of a Community Health Worker Intervention for African American and Latino Adults With Type 2 Diabetes?" Health Education & Behavior 44, no. 3 (December 9, 2016): 485–93. http://dx.doi.org/10.1177/1090198116673821.

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Background. Community health worker (CHW) interventions are known to be an effective strategy to improve health behaviors and outcomes in relation to diabetes, particularly for racial/ethnic communities. Although understanding the function of identity with same race/ethnicity among clients of CHW interventions could contribute to more effective program design, few studies have explored whether levels of racial/ethnic identity among participants can influence the effectiveness of CHW interventions. Aims. We tested the relationship between level of racial/ethnic identity and changes in hemoglobin A1c and diabetes self-efficacy among low-income African American and Latino adults with type 2 diabetes who participated in a CHW intervention. Methods. Data came from a randomized controlled trial of the CHW intervention with a 6-month delayed control group design for 164 African American and Latino adults in Detroit, Michigan. Racial/ethnic identity was created from two items and classified into high, moderate, and low. We combined the two arms (immediate and delayed) into one because there was no significant difference in baseline characteristics, other than age and postintervention self-efficacy, and multivariable linear regression models were applied in the analysis. Results. Possession of high racial/ethnic identity was associated with greater improvement both in hemoglobin A1c and diabetes self-efficacy at 6 months. Moreover, among those with high hemoglobin A1c at preintervention, higher racial/ethnic identity had a greater impact on hemoglobin A1c improvement, compared with those with lower identity. Conclusions. This study suggests the importance of considering racial/ethnic identity of the participants in designing and operating the CHW intervention for racial/ethnic minority population.

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22

Oyserman, Daphna. "Racial-ethnic self-schemas: Multidimensional identity-based motivation." Journal of Research in Personality 42, no. 5 (October 2008): 1186–98. http://dx.doi.org/10.1016/j.jrp.2008.03.003.

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23

Jungers, Christin M., Jocelyn Gregoire, and Leslie Slagel. "Racial/Ethnic Identity among Creole Peoples in Mauritius." Journal of Psychology in Africa 19, no. 3 (January 2009): 301–8. http://dx.doi.org/10.1080/14330237.2009.10820295.

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24

Deaux, Kay. "Ethnic/Racial Identity: Fuzzy Categories and Shifting Positions." ANNALS of the American Academy of Political and Social Science 677, no. 1 (April 25, 2018): 39–47. http://dx.doi.org/10.1177/0002716218754834.

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Demographic changes and increasing diversity in the United States bring about changes in how people define themselves and how they categorize others. I describe three issues that are relevant to the labeling and self-definition of ethnic groups in U.S. society: (1) the creation and definition of identity categories, (2) the subjectivity of self-definition, and (3) the flexibility of identity expression. In each case, substantial research from social psychology and related disciplines supports a socially constructed definition and use of ethnic categories, wherein identities are subject to the influence of local and national norms and are amenable to change across situations and over time.

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25

Byrd, Christy M. "The Measurement of Racial/Ethnic Identity in Children." Journal of Black Psychology 38, no. 1 (February 7, 2011): 3–31. http://dx.doi.org/10.1177/0095798410397544.

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26

Quintana, Stephen M. "Racial and ethnic identity: Developmental perspectives and research." Journal of Counseling Psychology 54, no. 3 (July 2007): 259–70. http://dx.doi.org/10.1037/0022-0167.54.3.259.

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27

Wakefield, W. David, and Cynthia Hudley. "Ethnic and Racial Identity and Adolescent Well-Being." Theory Into Practice 46, no. 2 (April 30, 2007): 147–54. http://dx.doi.org/10.1080/00405840701233099.

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28

Rivas-Drake, Deborah, Adriana J. Umaña-Taylor, David R. Schaefer, and Michael Medina. "Ethnic-Racial Identity and Friendships in Early Adolescence." Child Development 88, no. 3 (March 21, 2017): 710–24. http://dx.doi.org/10.1111/cdev.12790.

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29

Pizarro, Marc, and Elizabeth M. Vera. "Chicana/o Ethnic Identity Research." Counseling Psychologist 29, no. 1 (January 2001): 91–117. http://dx.doi.org/10.1177/0011000001291004.

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Although Chicana/o ethnic identity has been studied extensively, the process of ethnic identity development and the relationship between ethnic identity and other aspects of social identity (such as racial identity) are still not well understood. This article presents a review of the research on Chicana/o ethnic identity, focusing on the early work on the National Chicano Survey, as well as more recent research with Chicana/o children, adolescents, and young adults. Important advances and shortcomings of this work are identified. The findings are discussed in the context of implications for researchers and counselors.

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30

Syler, Claire, and Anna Chen. "Casting youth/Developing identity: Casting and racial and ethnic identity development." Youth Theatre Journal 31, no. 2 (July 3, 2017): 92–104. http://dx.doi.org/10.1080/08929092.2017.1370758.

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31

Rivas-Drake, Deborah, Fantasy T. Lozada, Bernardette J. Pinetta, and Robert J. Jagers. "School-Based Social-Emotional Learning and Ethnic-Racial Identity Among African American and Latino Adolescents." Youth & Society 52, no. 7 (July 9, 2020): 1331–54. http://dx.doi.org/10.1177/0044118x20939736.

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This study sheds light on the interrelations of universal, school-based social-emotional learning strategies and ethnic-racial identity over time. We assessed exposure to social-emotional learning practices and ethnic-racial identity exploration and resolution among 367 middle school students (70% African American, 30% Latinx; 51% girls) across 3 years. The results of a latent growth model with social-emotional learning practices as a time-varying covariate suggest that practices that afford youth opportunities for autonomy, prosocial behavioral routines, and collaboration in the context of homerooms (advisories) and classrooms were consistently associated with greater ethnic-racial identity exploration and resolution across the middle school years. Theoretical and practical implications for the potential of school-based social-emotional learning to support the development of cultural assets such as ethnic-racial identity are discussed.

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32

Tronvoll, Kjetil. "Human Rights Violations in Federal Ethiopia: When Ethnic Identity is a Political Stigma." International Journal on Minority and Group Rights 15, no. 1 (2008): 49–79. http://dx.doi.org/10.1163/138548708x272528.

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AbstractThe objective of this paper is to probe the critique against Ethiopia regarding human rights violations along ethnic and racial lines recently raised by the UN Committee on the Elimination of Racial Discrimination (CERD). The article compares the Ethiopian government's stated policy on human and group rights with reported human rights violations in Ethiopia per ethnic regional-state for the purpose of identifying possible "ethnic" patterns of violations. The findings of this article partly question, from a methodological perspective, the categorical classification of "human rights violations along ethnic and racial lines" as expressed by CERD. Violations may certainly be interpreted within an ethnic framework; however, one should also make allowances for a non-ethnic approach to human rights abuses and view the two perspectives as mutually complimentary.

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33

Campbell, Erica L. "Exploring sense of ethnic identity among a small Midwest sample of social work and counseling practitioners." International Journal for Innovation Education and Research 2, no. 12 (December 31, 2014): 48–57. http://dx.doi.org/10.31686/ijier.vol2.iss12.284.

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The U.S. is transforming into a multi-racial and multi-ethnic society in which factors such as ethnicity and race are important variables to consider in social work practice and service provision to racial and ethnic minority populations. This multi-ethnic and multi-racial transformation presents many challenges for professional social work and counseling practitioners. It is important for practitioners to have a clear and concise definition of key concepts such as ethnicity and race in order to develop a sense of self-ethnic identity. This research study examines self-ethnic identity among a small sample of Midwest social work and counseling practitioners.

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Sellers, Robert M., Mia A. Smith, J. Nicole Shelton, Stephanie A. J. Rowley, and Tabbye M. Chavous. "Multidimensional Model of Racial Identity: A Reconceptualization of African American Racial Identity." Personality and Social Psychology Review 2, no. 1 (February 1998): 18–39. http://dx.doi.org/10.1207/s15327957pspr0201_2.

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Research on African American racial identity has utilized 2 distinct approaches. The mainstream approach has focused on universal properties associated with ethnic and racial identities. In contrast, the underground approach has focused on documenting the qualitative meaning of being African American, with an emphasis on the unique cultural and historical experiences of African Americans. The Multidimensional Model of Racial Identity (MMRI) represents a synthesis of the strengths of these two approaches. The underlying assumptions associated with the model are explored. The model proposes 4 dimensions of African American racial identity: salience, centrality, regard, and ideology. A description of these dimensions is provided along with a discussion of how they interact to influence behavior at the level of the event. We argue that the MMRI has the potential to make contributions to traditional research objectives of both approaches, as well as to provide the impetus to explore new questions.

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35

Urzúa, Alfonso, Alejandra Caqueo-Urízar, Diego Henríquez, Marcos Domic, Daniel Acevedo, Sebastian Ralph, Gonzalo Reyes, and Diego Tang. "Ethnic Identity as a Mediator of the Relationship between Discrimination and Psychological Well-Being in South—South Migrant Populations." International Journal of Environmental Research and Public Health 18, no. 5 (February 28, 2021): 2359. http://dx.doi.org/10.3390/ijerph18052359.

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There is abundant evidence about the negative impact of discrimination on well-being, but less research on factors that can reduce this negative effect, mainly focused on North American samples and with incipient development on South–South migration. The objective of this research was to analyze the effect of ethnic identity on the relationship between the experience of racial and ethnic discrimination and psychological well-being in Colombian immigrants living in Chile. A total of 962 immigrants over the age of 18 from three cities in Chile participated. Of these, 50.7% were women. The average age was 35 years (SD = 10.23). Participants were evaluated using Ryff’s Psychological Well-Being Scales, Phinney’s adapted version of the Multigroup Ethnic Identity Scale, and Krieger’s Discrimination Experience Scale. After the analysis of the measurement models, a mediation model was analyzed using structural equations. The results provide evidence that ethnic and racial discrimination have negative effects on psychological well-being, with the effect of racial discrimination being greater. Likewise, ethnic identity has positive effects on psychological well-being and partially and completely mediates the effects of ethnic and racial discrimination on psychological well-being. The full effect of discrimination on psychological well-being, mediated by ethnic identity, is exercised only by racial discrimination and not by ethnic discrimination.

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Hittner, Emily Francine, Sara Elizabeth Thomas, and Emma Kristine Adam. "Racial/Ethnic identity reduces effects of adolescent racial discrimination on adult cortisol." Psychoneuroendocrinology 71 (September 2016): 49. http://dx.doi.org/10.1016/j.psyneuen.2016.07.129.

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37

Neblett, Enrique W., Kira Hudson Banks, Shauna M. Cooper, and Ciara Smalls-Glover. "Racial identity mediates the association between ethnic-racial socialization and depressive symptoms." Cultural Diversity and Ethnic Minority Psychology 19, no. 2 (April 2013): 200–207. http://dx.doi.org/10.1037/a0032205.

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38

Medina, José. "Tongues United: Polyphonic Identities and the Hispanic Family." Ethnic Studies Review 29, no. 1 (January 1, 2006): 1–21. http://dx.doi.org/10.1525/esr.2006.29.1.1.

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In this paper I will use the Bakhtinian notion of polyphony,1 of a choral dialogue of multiple and heterogeneous voices, to elaborate a pluralistic account of cultural identity in general and of Hispanic identity in particular. I will complicate and further pluralize the Bakhtinian notion by talking about the overlapping and criss-crossing dialogues of heterogeneous voices that go into the formation of cultural identities. My pluralistic view emphasizes that cultural identity is bound up with differences and opposes those homogeneous models that try to impose a unique articulation of collective identity on the members of a group. Although I will not explicitly discuss the complex relations between cultural identity and racial and ethnic identity,2 my pluralistic view underscores that racial and ethnic elements are crucial components of cultural identity and of its heterogeneous nature; and I oppose those contemporary views that talk about “post-ethnic” and “post-racial” identities, trying to purify individual and collective identities of racial and ethnic meanings.3

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Mitchell, Lauren L., Ummul-Kiram Kathawalla, Alex A. Ajayi, Jillian Fish, Sarah C. Nelson, Lovey H. M. Peissig, and Moin Syed. "Ethnic-racial typicality and its relation to ethnic identity and psychological functioning." Cultural Diversity and Ethnic Minority Psychology 24, no. 3 (July 2018): 400–413. http://dx.doi.org/10.1037/cdp0000193.

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40

Loftsdóttir, Kristín. "Never forgetting? Gender and racial-ethnic identity during fieldwork." Social Anthropology 10, no. 3 (January 19, 2007): 303–17. http://dx.doi.org/10.1111/j.1469-8676.2002.tb00061.x.

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Adam, Emma K., Emily Hittner, Sara Thomas, Ednah Nwafor, Jacquelyn Stephens, and Sarah Collier. "Supporting ethnic-racial identity: Implications for diurnal cortisol activity." Psychoneuroendocrinology 107 (September 2019): 56. http://dx.doi.org/10.1016/j.psyneuen.2019.07.160.

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Gfellner, Barbara M., and Helen D. Armstrong. "Racial-Ethnic Identity and Adjustment in Canadian Indigenous Adolescents." Journal of Early Adolescence 33, no. 5 (September 5, 2012): 635–62. http://dx.doi.org/10.1177/0272431612458036.

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Supple, Andrew J., Angel S. Dunbar, Lisa Kiang, and Gabriela L. Stein. "Parental influences on Hmong American adolescents’ ethnic–racial identity." Asian American Journal of Psychology 9, no. 3 (September 2018): 217–26. http://dx.doi.org/10.1037/aap0000113.

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McDermott, Monica, and Frank Samson. "White Racial and Ethnic Identity in the United States." Annual Review of Sociology 31, no. 1 (August 2005): 245–61. http://dx.doi.org/10.1146/annurev.soc.31.041304.122322.

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Hughes, Diane L., Juan Del Toro, and Niobe Way. "Interrelations among dimensions of ethnic-racial identity during adolescence." Developmental Psychology 53, no. 11 (November 2017): 2139–53. http://dx.doi.org/10.1037/dev0000401.

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Macedo, Davi Manzini, Pedro Ribeiro Santiago, Rachel M. Roberts, Lisa G. Smithers, Yin Paradies, and Lisa M. Jamieson. "Ethnic-racial identity affirmation: Validation in Aboriginal Australian children." PLOS ONE 14, no. 11 (November 7, 2019): e0224736. http://dx.doi.org/10.1371/journal.pone.0224736.

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Corenblum, Barry. "Development of Racial–Ethnic Identity Among First Nation Children." Journal of Youth and Adolescence 43, no. 3 (August 28, 2013): 356–74. http://dx.doi.org/10.1007/s10964-013-0007-5.

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Kiang, Lisa, N. Keita Christophe, and Gabriela L. Stein. "Differentiating Pathways between Ethnic-Racial Identity and Critical Consciousness." Journal of Youth and Adolescence 50, no. 7 (May 27, 2021): 1369–83. http://dx.doi.org/10.1007/s10964-021-01453-9.

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Sladek, Michael R., Adriana J. Umaña-Taylor, Elana R. McDermott, Deborah Rivas-Drake, and Stefanie Martinez-Fuentes. "Testing invariance of ethnic-racial discrimination and identity measures for adolescents across ethnic-racial groups and contexts." Psychological Assessment 32, no. 6 (June 2020): 509–26. http://dx.doi.org/10.1037/pas0000805.

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Aldana, Adriana, Stephanie J. Rowley, Barry Checkoway, and Katie Richards-Schuster. "Raising Ethnic-Racial Consciousness: The Relationship Between Intergroup Dialogues and Adolescents’ Ethnic-Racial Identity and Racism Awareness." Equity & Excellence in Education 45, no. 1 (January 2012): 120–37. http://dx.doi.org/10.1080/10665684.2012.641863.

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