Ethnic-Racial Identity and Adolescents’ Positive Development in the Context of Ethnic-Racial Marginalization: Unpacking Risk and Resilience

Ethnic-racial discrimination experiences and ethnic-racial identity predict adolescents’ psychosocial adjustment: Evidence for a compensatory risk-resilience model

International Journal of Behavioral Development ◽

10.1177/0165025420912013 ◽

2020 ◽

Vol 44 (5) ◽

pp. 433-440

Author(s):

Michael R. Sladek ◽

Adriana J. Umaña-Taylor ◽

Grace Oh ◽

Mary Beth Spang ◽

Liliana M. Uribe Tirado ◽

...

Keyword(s):

Depressive Symptoms ◽

Racial Identity ◽

Racial Discrimination ◽

Psychosocial Adjustment ◽

Group Membership ◽

Self Esteem ◽

Racial Group ◽

Risk And Resilience ◽

Related Risk ◽

Racially Mixed

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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Multicultural Assessment of Personality and Psychopathology in the United States: Still Art, Not Yet Science, and Controversial

European Journal of Psychological Assessment ◽

10.1027/1015-5759.14.1.62 ◽

1998 ◽

Vol 14 (1) ◽

pp. 62-70 ◽

Cited By ~ 11

Author(s):

Richard H. Dana

Keyword(s):

United States ◽

Racial Identity ◽

The United States ◽

Therapeutic Assessment ◽

Culturally Competent ◽

Research Attention ◽

The Status ◽

Training Research ◽

Multicultural Assessment ◽

Personality Description

This paper describes the status of multicultural assessment training, research, and practice in the United States. Racism, politicization of issues, and demands for equity in assessment of psychopathology and personality description have created a climate of controversy. Some sources of bias provide an introduction to major assessment issues including service delivery, moderator variables, modifications of standard tests, development of culture-specific tests, personality theory and cultural/racial identity description, cultural formulations for psychiatric diagnosis, and use of findings, particularly in therapeutic assessment. An assessment-intervention model summarizes this paper and suggests dimensions that compel practitioners to ask questions meriting research attention and providing avenues for developments of culturally competent practice.

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