Ethnic identity affirmation as a strength for Mexican descent academic outcomes: Psychological functioning and academic attitudes as mediators

2018 ◽  
Vol 55 (10) ◽  
pp. 1155-1170 ◽  
Author(s):  
Brandy Piña-Watson ◽  
Ashley J. Martinez ◽  
Lauren N. Cruz ◽  
Jasmín D. Llamas ◽  
Belem G. López
Keyword(s):  
Ethnic Identity ◽  
Academic Outcomes ◽  
Psychological Functioning ◽  
Mexican Descent ◽  
Academic Attitudes

Ethnic Identity, Life Satisfaction, and Depressive Symptoms of Mexican Descent Adolescents: Self-Esteem as a Mediating Mechanism

2017 ◽  
Vol 39 (3) ◽  
pp. 283-296 ◽  
Author(s):  
Brandy Piña-Watson ◽  
Mandrila Das ◽  
Lourdes Molleda ◽  
Carla Camacho
Keyword(s):  
Life Satisfaction ◽  
Ethnic Identity ◽  
Depressive Symptoms ◽  
Psychological Functioning ◽  
Self Esteem ◽  
Mexican Descent ◽  
Identity Exploration ◽  
Mediating Role ◽  
Acceptable Model

The present study investigates the mediating role of self-esteem and the moderating role of gender in the relationship between ethnic identity components (i.e., exploration, resolution, affirmation) and depressive symptoms and life satisfaction. Participants were 294 Mexican descent adolescents (55.4% female) ages 14 to 18 years ( M = 15.27 years; SD = 1.00 years). A mediated multigroup path analysis was conducted. The final model indicated that self-esteem is a potential mediator between ethnic identity affirmation and resolution with depressive symptoms and life satisfaction due to significant indirect relationships. The full model achieved acceptable model fit. Ethnic identity exploration was not significantly related to self-esteem, and no gender differences were present in the model. This study helps those working with Mexican descent youth come to a better understanding of self-esteem as a potential mechanism through which ethnic identity is related to psychological functioning (i.e., life satisfaction and depressive symptoms). Implications for practice and suggestions for future directions are discussed.

What Does It Mean To Be Mexican (American)? Exploring Youth Ethnic Identity

2021 ◽  
pp. 001100002098530
Author(s):  
Halleh Hashtpari ◽  
Karen W. Tao ◽  
Kritzia Merced ◽  
Joél Arvizo-Zavala ◽  
James Hernández
Keyword(s):  
Ethnic Identity ◽  
Thematic Analysis ◽  
Perspective Taking ◽  
Academic Outcomes ◽  
Mexican American ◽  
Interview Protocol ◽  
Ethnic Pride ◽  
Mexican American Youth ◽  
Racial Ethnic ◽  
Minimal Research

Children’s racial (e.g., Black, White, Indigenous) and ethnic (e.g., Mexican) identity can influence psychological, social, and academic outcomes. Despite evidence that awareness of racial–ethnic marginalization begins during preadolescence, there is minimal research examining how children talk about identity at this age. The purpose of this study was to examine how preadolescent Mexican American youth conceptualize “who they are.” Specifically, we used the Ethnic-Perspective Taking Ability interview protocol to explore how Mexican American youth, ages 9–11, understand their ethnicity. Thematic analysis revealed four themes: Self as “Other,” Self as Invisible, Self as a Politicized Being, and Self as Community. Participants discussed feeling out of place, often feeling excluded by Whiteness, and needing to code switch. These experiences also were juxtaposed with a sense of ethnic pride and comfort. Implications for practice, advocacy, education, and research are offered.

Ethnic Identity and Bilingualism Attitudes

1987 ◽  
Vol 9 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Aida Hurtado ◽  
Patricia Gurin
Keyword(s):  
Ethnic Identity ◽  
Political Attitudes ◽  
National Sample ◽  
Mexican Descent ◽  
Social Psychological ◽  
Political Consciousness ◽  
Spanish Speaking ◽  
Structural Integration ◽  
Environment Influence

Attitudes toward bilingualism among a national sample of persons of Mexican descent are cast in a set of social psychological forces in which structural integration and childhood linguistic environment influence ethnic identity, which in turn influences bilingualism attitudes through its impact on political consciousness. Support is provided by evidence that ethnic identity, specifically a politically-framed conception of self as Chicana/Chicano and as part of la raza, fosters positive views of bilingualism both directly and indirectly through political consciousness. Ethnic identity also influences bilingualism attitudes through a different and contradictory path. Traditional self-conceptions as Mexican and Spanish-speaking directly encourage support of bilingualism but, at the same time, engage conservative political attitudes that discourage it.

Problematizing heritage language identities

2021 ◽  
Vol 6 (2) ◽  
pp. 189-213
Author(s):  
Rebecca Pozzi ◽  
Lina Reznicek-Parrado
Keyword(s):  
Ethnic Identity ◽  
Study Abroad ◽  
Qualitative Analysis ◽  
Heritage Language ◽  
Mexican Descent ◽  
Heritage Speakers ◽  
Language Pedagogy ◽  
Heritage Speaker ◽  
Linguistic Awareness ◽  
Relevant Topic

Abstract Heritage speaker identities have traditionally been a relevant topic of inquiry among scholars of heritage language pedagogy. Nevertheless, there is little research on Spanish heritage language identities in a study abroad context. Additionally, most existing studies on this topic focus on heritage speakers of Mexican descent studying in Mexico (e.g., de Félix & Cavazos Peña, 1992; McLaughlin, 2001; Riegelhaupt & Carrasco, 2000). This study examines heritage language identities in a non-heritage context by exploring the experiences of three heritage speakers of Mexican descent studying in Mendoza, Argentina. By focusing on a non-heritage context, we move away from the presumption that all heritage speakers seek to (re)claim a specific ethnic identity through language study (see Leeman, 2015). Instead, our qualitative analysis illustrates the diverse ways heritage speakers in a non-heritage context construct, contest, and negotiate their identities with respect to linguistic awareness, negotiation between varieties, and perceptions of their abilities.

scholarly journals Contextual Influences on Latino Adolescent Ethnic Identity and Academic Outcomes

2006 ◽  
Vol 77 (5) ◽  
pp. 1427-1433 ◽  
Author(s):  
Andrew J. Supple ◽  
Sharon R. Ghazarian ◽  
James M. Frabutt ◽  
Scott W. Plunkett ◽  
Tovah Sands
Keyword(s):  
Ethnic Identity ◽  
Academic Outcomes ◽  
Contextual Influences ◽  
Latino Adolescent

Too Pretty for Homework: Sexualized Gender Stereotypes Predict Academic Attitudes for Gender-Typical Early Adolescent Girls

2018 ◽  
Vol 39 (4) ◽  
pp. 603-617 ◽  
Author(s):  
Andrew A. Nelson ◽  
Christia Spears Brown
Keyword(s):  
Adolescent Girls ◽  
Gender Stereotypes ◽  
Academic Outcomes ◽  
Early Adolescent ◽  
Gender Typicality ◽  
Academic Attitudes ◽  
Educational Implications ◽  
Academic Motivations ◽  
And Gender ◽  
The Relationship

Sexualized gender stereotypes (SGS) are commonly endorsed by adolescent girls. These stereotypes include the notion that girls can enhance their social status by prioritizing their sexualized attractiveness, which necessitates downplaying other traits such as intelligence. According to the stereotype emulation hypothesis, a girl will be more likely to “emulate” SGS if she also identifies as a typical girl. Based on this hypothesis, the current study examined the relationship between girls’ SGS endorsement and their academic motivations, beliefs, and motivations—and whether this relationship was moderated by gender typicality. Girls ( N = 99), aged 11 years to 14 years ( Meanage = 12.4 years, SD = .57 years), completed a survey assessing their academic outcomes, SGS endorsement, and gender typicality. As hypothesized, results indicated that higher endorsement of SGS was generally associated with maladaptive academic outcomes, and this association was the strongest for highly gender-typical girls. Theoretical and educational implications are discussed.

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