Cheon et al_2020_profiles of adolescent idetnity of ERI, American, and Social Status

Overview of Study

This research assesses the identity development of ethnic/racial minority adolescents, focusing on their ethnic/racial identity (ERI), American identity, and subjective social status (SSS).

Key Findings

• Profiles Identified: Three distinct identity profiles were identified:

  • Weakly Identified: Characterized by low levels of both ERI and American identity, and high discrimination experiences and depressive symptoms.

  • High ERI Moderate AI: High ERI with moderate American identity; reported lower discrimination and depressive outcomes.

  • Moderate ERI and AI: Moderate levels of both ERI and American identity; lowest school engagement.

• Developmental Implications: The profiles have unique associations with discrimination experiences, mental health outcomes, and academic involvement. The weakly identified group faced the greatest challenges, highlighting vulnerabilities when ethnic/racial identities are under-developed.

Social Identity Development

• Theoretical Background: The study references social identity theory (Tajfel & Turner, 1979), emphasizing how social group memberships influence self-image and well-being.

• Identity Formation Stages (Sue & Sue, 2013):

  • Conformity

  • Dissonance

  • Resistance and Immersion

  • Introspection

  • Integrative Awareness

• Significance of Subjective Social Status (SSS): SSS, representing personal perceptions of one's societal standing, plays a crucial role in overall health and well-being, affecting adolescents’ mental health and academic performance.

Methodology

• Participants: 350 ninth-grade students from diverse New York City public high schools, primarily Asian, Black, and Latinx.

• Data Collection: Utilized online surveys over three time points within the first year of the study to assess various dimensions of identity and outcomes.

Conclusion

The study underscores the importance of considering intersectionality in adolescent identity development, suggesting unique combinations of ERI, American identity, and SSS can lead to varied developmental outcomes. Understanding these configurations can inform support and intervention strategies to aid ethnic/racial minority adolescents.