School context influences the ethnic identity development of immigrant children in middle childhood

2017 ◽  
Vol 26 (4) ◽  
pp. 797-812 ◽  
Author(s):  
Christia Spears Brown
Keyword(s):  
Ethnic Identity ◽  
Identity Development ◽  
Middle Childhood ◽  
School Context ◽  
Immigrant Children ◽  
Ethnic Identity Development

Emerging ethnic identity and interethnic group social preferences in middle childhood: Findings from the Children of Immigrants Development in Context (CIDC) study

2007 ◽  
Vol 31 (5) ◽  
pp. 501-513 ◽  
Author(s):  
Amy Kerivan Marks ◽  
Laura A. Szalacha ◽  
Meaghan Lamarre ◽  
Michelle J. Boyd ◽  
Cynthia García Coll
Keyword(s):  
Ethnic Identity ◽  
Identity Development ◽  
Middle Childhood ◽  
Social Preferences ◽  
Older Children ◽  
Ethnic Identity Development ◽  
Identity Exploration ◽  
Developmental Models ◽  
Positive Sense ◽  
Second Generation Children

This study characterizes several aspects of emerging ethnic identity in childhood and its associations with interethnic group social preferences. Understanding these processes is important, as early interethnic group social practices may form a foundation for later interethnic group attitudes and behaviors in adolescence. Children of Cambodian, Dominican, and Portuguese heritage (aged 6—12 years) consistently and accurately identified with labels of their family's nationality of origin across the three study years, and reported strong ethnic pride. In support of existing developmental models of ethnic identity in adolescence, older children demonstrated greater ethnic identity exploration than younger children. Importantly, for second-generation children, a positive sense of ethnic identity was not only associated with ingroup social preferences, but also ethnic outgroup social preferences. Findings are discussed with regard to existing models of ethnic identity development.

scholarly journals Theoretical and Methodological Contributions of Narrative Psychology to Ethnic Identity Research

2018 ◽  
Author(s):  
Moin Syed
Keyword(s):  
Ethnic Identity ◽  
Identity Development ◽  
Rating Scale ◽  
Ethnic Identity Development ◽  
Narrative Psychology ◽  
The Past ◽  
Methodological Tool ◽  
Quantitative Rating ◽  
Theoretical Issues

The purpose of this chapter is to showcase how narrative, or the stories that people tell about their experiences, is a useful theoretical and methodological tool for understanding ethnic identity development. Over the past two decades, research on ethnic identity development has primarily relied on quantitative, rating-scale instruments (Phinney, 1992; Sellers et al., 1998). While this methodology has contributed to a strong knowledge base regarding the correlates and developmental course of ethnic identity (Quintana, 2007), what has been lacking is an analysis of the lived experiences that constitute one’s ethnic identity and contribute to its development. To this end, the chapter includes a synthesis of published and ongoing studies to illustrate how a narrative approach can contribute to theoretical issues of major importance to the study of ethnic identity: how ethnic identity develops, the role of context in development, and the dimensionality of ethnic identity. These examples highlight the close connection between method and theory, as well as how narrative research can inform subsequent survey-based work.

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