Examining ethnic-racial identity development and adjustment among Colombian adolescents

IF 4.6 Q2 MATERIALS SCIENCE, BIOMATERIALS ACS Applied Bio Materials Pub Date : 2024-07-01 DOI:10.1016/j.appdev.2024.101672

Adriana J. Umaña-Taylor , Michael R. Sladek , M. Dalal Safa , Liliana M. Uribe Tirado , Luz Magnolia Tilano Vega

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Abstract

The current study examined ethnic-racial identity (ERI) development and adjustment among Colombian adolescents (N = 462, M_age = 15.90, SD = 1.15, 47% female) from six schools in Medellín, Colombia. Findings from chain sequential mediation analyses with bias-corrected bootstrapping indicated that ERI exploration was positively associated with ERI resolution (β = 0.48), which was positively associated with global identity cohesion (β = 0.29); in turn, higher global identity cohesion was associated with higher academic engagement (β = 0.26), higher self-esteem (β = 0.50), lower GPA (β = −0.12), and lower depressive symptoms (β = −0.35). ERI exploration (β = 0.14) and resolution (β = 0.11) were each positively associated with other group orientation. Findings provide preliminary evidence for the promotive role of ERI among Colombian adolescents, supporting a conceptualization of ERI as a developmental competency.

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考察哥伦比亚青少年的民族-种族身份发展和适应情况

本研究调查了哥伦比亚麦德林六所学校的哥伦比亚青少年（人数=462，年龄=15.90，标准差=1.15，47%为女性）的民族-种族认同（ERI）发展和适应情况。采用偏差校正引导法进行的链式序列中介分析结果表明，ERI探索与ERI解决（β = 0.48）呈正相关，而ERI解决与全球身份认同凝聚（β = 0.29）呈正相关；反过来，全球身份认同凝聚越高，学业参与度越高（β = 0.26），自尊心越强（β = 0.50），GPA越低（β = -0.12），抑郁症状越轻（β = -0.35）。ERI 探索（β = 0.14）和解决（β = 0.11）与其他群体取向均呈正相关。研究结果为 ERI 在哥伦比亚青少年中的促进作用提供了初步证据，支持将 ERI 概念化为一种发展能力。

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