Examining Ethnic Identity and Self-Esteem Among Biracial and Monoracial Adolescents

The psychological well-being and ethnic identity of biracial adolescents are largely underrepresented topics in current scholarly literature, despite the growing population of biracial and multiracial individuals in the United States. This study examined self-esteem, ethnic identity, and the relationship between these constructs among biracial and monoracial adolescents (n = 3282). Using analysis of covariance, significant differences emerged between biracial and monoracial adolescents on both a measure of self-esteem and a measure of ethnic identity. Specifically, biracial adolescents showed significantly higher levels of self-esteem than their Asian counterparts, but significantly lower self-esteem than Black adolescents. Furthermore, biracial adolescents scored significantly higher than Whites on a measure of ethnic identity, but scored lower than their Black, Asian, and Latino peers on the same measure. Finally, correlational analyses revealed a significant and positive relationship between ethnic identity and self-esteem for all groups.     

Body Dissatisfaction and Physical Development Among Ethnic Minority Adolescents

The present study examined the association between body dissatisfaction and adjustment, and the role physical development plays in this association, in an ethnically diverse sample of over 1100 urban, ninth grade boys and girls (M age = 14). More similarities than differences were found across ethnic groups: Caucasian, African American, Latino, Asian, and multiethnic boys reported similar areas of body dissatisfaction, levels of body dissatisfaction, and associations between body dissatisfaction and psychosocial maladjustment. For girls, only mean level differences were found with African American girls reporting lower levels of body dissatisfaction than girls from other ethnic backgrounds. Higher levels of body dissatisfaction predicted more psychological and social maladjustment for both boys and girls. For boys, faster development predicted stronger associations between feeling overweight and peer victimization. Feeling too small only predicted victimization if boys were actually low in physical development. For girls, physical development directly predicted less peer victimization, while perceived faster development predicted more victimization. Thus, it appears that physical development can protect both girls (directly) and boys (buffering against the negative effects of body dissatisfaction) from peer victimization, whereas perceived faster timing of development can exacerbate peer victimization.Adrienne Nishina conducted this research as an NIH postdoctoral fellow in the UCLA Department of Education. She is currently an Assistant Professor in the Department of Human and Community Development at UC Davis. She received her PhD in clinical psychology from UCLA. Her major research interests include mental health in schools, adolescent peer relations, and ethnic diversity.Natalie Y. Ammon is a graduate student in the Department of Human Development and Family Sciences at the University of Texas, Austin. Her major research interests are at-risk youth and academic achievement.Amy D. Bellmore is an American Psychological Association/Institute of Educational Sciences Postdoctoral Education Research Training fellow at the University of California, Los Angeles. She received her PhD in developmental psychology from the University of Connecticut. Her research interests include peer-directed aggression, ethnicity and ethnic contexts, and the development of interpersonal perception.Sandra Graham is a Professor in the Department of Education at the University of California, Los Angeles. She received her PhD degree in educational psychology from UCLA. Her major research interests are the academic motivation and social behavior of ethnically diverse adolescents in urban schools.     

Intragroup Contact and Anxiety Among Ethnic Minority Adolescents: Considering Ethnic Identity and School Diversity Transitions

Everyday interactions with same-racial/ethnic others may confer positive benefits for adolescents, but the meaning of these interactions are likely influenced by individual differences and larger structural contexts. This study examined the situation-level association between contact with same-ethnic others and anxiety symptoms among a diverse sample of 306 racial/ethnic minority adolescents (Mage = 14 years; 66 % female), based on (1) individual differences in ethnic identity centrality and (2) developmental histories of transitions in diversity between elementary, middle, and high school. The results indicated that at the level of the situation, when adolescents interacted with more same-ethnic others, they reported fewer anxiety symptoms. Further, for adolescents who had experienced a transition in school diversity, the positive benefits of contact with same-ethnic others was only conferred for those who felt that their ethnicity was very important to them. The importance of examining individual differences within larger developmental histories to understand the everyday experiences of ethnic minority adolescents are discussed.     

Ethnic and American Identity as Predictors of Self-Esteem Among African American,Latino, and White Adolescents

In order to examine ethnic and American identity as predictors of self-esteem among adolescents, we surveyed 669 American-born high school students (372 Latinos, 232 African Americans, and 65 Whites). Participants completed measures of self-esteem, ethnic identity, American identity, attitudes toward other groups, and demographic variables. Multiple regression analyses of self-esteem were carried out separately for each ethnic group, using ethnic and American identity, other-group attitudes, gender, age, socioeconomic status, and grade point average as predictors. Results indicated that for all groups ethnic identity was a significant predictor of self-esteem. For the White students only, American identity was a strong predictor of self-esteem and was highly correlated with ethnic identity. Other predictors varied across ethnic groups. Although ethnic identity was a significant predictor of self-esteem, it accounted for a relatively small proportion of the variance, suggesting the importance of other influences on self-esteem.     

The Role of Parental and Peer Attachment in the Psychological Health and Self-Esteem of Adolescents

This paper presents the results of 3 studies examining the relationships of parental attachment, peer attachment, and self-esteem to adolescent psychological health. A model is presented in which parental attachment directly influences both psychological health and self-esteem and the influence of peer attachment on psychological health is totally mediated by self-esteem. Using structural equation modeling, Study 1 evaluates the model on a sample of 1998 Norwegian high school students (aged 12–19 years). With some modifications it is found to be a satisfactory fit. Study 2 replicates Study 1 using a sample of 358 Australian high school students (aged 15–18 years). A multisample analysis revealed no significant differences between the model for Studies 1 and 2. Study 3 was a further successful replication employing alternative measures of the constructs considered with a sample of 345 Australian high school students (aged 15–19 years). The major finding from all 3 studies is that the role of peer and parental attachment on psychological health is primarily meditated by self-esteem. Implications for research elucidating the links between attachment and specific aspects of self-esteem are discussed.     

Peer Social Structure and Risk-Taking Behaviors Among African American Early Adolescents

This study investigated associations between peer status, peer group social influences, and risk-taking behaviors in an urban sample of 647 African American seventh-grade students. The highest rates of problem behaviors were seen in the controversial peer status group, or those youth who were both highly liked and highly disliked by other youth. Findings also revealed contrasting patterns of peer group leadership. The more conventional, positive leadership style predicted lower rates, and the less mainstream, unconventional style predicted higher rates of involvement in problem behaviors. Conventional leaders were most likely to be popular status youth, while unconventional leaders were mostly to be both controversial and popular status youth. Controversial status youth were also more likely to be involved in deviant peer groups. Results highlight the importance of controversial status students as key influence agents during early adolescence. We discuss the implications of these results for preventive interventions to reduce adolescent problem behaviors.     

Perceived Support and Internalizing Symptoms in African American Adolescents: Self-Esteem and Ethnic Identity as Mediators

Existing research leaves a gap in explaining why African American adolescents do not exhibit more anxiety and depression than other youth, at the same time that they experience more contextual risk factors. The current study examined the roles of social support as well as possible mediators self-esteem and ethnic identity (sense of belonging to one’s ethnic group) in reducing internalizing symptoms in 227 African American adolescents (mean age = 12.55). Structural equation models indicated that self-esteem and ethnic identity partially mediated the relation between social support and depression. For depression, ethnic identity accounted for more of the social support effect for males, whereas self-esteem had more impact for females. The mediation model for anxiety was supported in females, with self-esteem more important than ethnic identity. The results suggest that ethnic identity and self-esteem function as important links in how social support reduces internalizing symptoms in African American youth. Assistant Professor, Clinical Psychology, Loyola University Chicago. Received Ph.D. in Psychology from The University of Memphis. Current interests include coping and resilience in African American youth and the role of family characteristics in children and adolescents’ stress and coping processes. Teaching Associate, School of Education and Social Policy, Northwestern University. Received Ph.D. in Psychology from University of Rhode Island. Research interests include ethnic identity in African American youth and the effects of exposure to violence on well-being. Assistant Professor, Human Development and Social Policy, Northwestern University. Received Ph.D. in Psychology from University of California, Riverside. Primary research examines the nature and effects of socialization, father’s involvement, and how they interact with gender, race, and SES to impact youths’ academic and social development. Professor, Clinical and Developmental Psychology, Loyola University Chicago. Received Ph.D. in Human Development from the University of Chicago. Current research interests include the developmental stage of adolescence with a focus on the daily experience of urban African American young adolescents and how this relates to their psycho- social well being. Dr. Richards served as a Predoctoral Adolescent Fellow (1979–1981) and Postdoctoral Adolescent Fellow (1984–1985) at the Clinical Research Training Program in Adolescence in Chicago, IL, which was co-directed by Dr. Daniel Offer., Loyola University Chicago, 6525 N. Sheridan Rd., Chicago, IL, 60626 USA Visiting Professor, Humphrey Institute of Public Affairs; President, University of Minnesota and Global Philanthropy Alliance. Received Ph.D. in Measurement, Evaluation, and Statistical Analysis from the University of Chicago. Research interest is in adolescent development. Dr. Petersen served as Coordinator of the Clinical Research Training Program in Adolescence (1978–1982) and Associate Director (1976–80) and Director (1980–82) of the Laboratory for the Study of Adolescence at Michael Reese Hospital and Medical Center (Chicago, IL) where Dr. Daniel Offer served as Director of the Department of Psychiatry. Dr. Petersen and Dr. Offer collaborated on numerous research papers while working together at Michael Reese Hospital., University of Minnesota and Global Philanthropy Alliance USA     

Relationship of Daily Hassles and Social Support to Depression and Antisocial Behavior Among Early Adolescents

The purpose of this study was to fill up a research gap by examining the relationship of particular daily hassles and specific social support with regard to parent, peer, and teacher relationship to depression and antisocial behavior among early adolescents. Three-hundred and thirty-eight 5th and 6th graders were examined for depression and 360 for antisocial behavior through self-report questionnaires. Findings showed that except for parental support, hassles alone affected the level of maladjustment. Social support had no main effects except for parental support. Early adolescents who perceived high parental support reported less maladjustment. Social support did not moderate daily hassles in emotional and behavioral adjustment. Additionally, hassles with friends and parents were the best predictors of depression whereas hassles with parents were the best predictor of antisocial behavior. These findings suggest that Korean early adolescents were having more daily hassles that contributed to maladjustment than they had social support from significant others.     

Positive and Negative Emotions: Differential Associations with Sleep Duration and Quality in Adolescents

Despite positive and negative emotions being equally important predictors of adolescent wellbeing, research examining positive emotions is limited. In 4582 adolescents (69.4% females; age M?±?SD?=?14.55?±?1.74 years), we used structural equation modelling to examine associations between self-reported sleep duration and quality with positive affect, negative affect, and happiness, controlling for age and sex. Overall, sleep quality displayed stronger associations with all measures of emotions compared to sleep duration. Shorter sleep was more specifically associated with lower positive emotions (happiness, followed by positive affect), whereas poorer sleep showed stronger associations with negative affect. Protecting sleep duration may promote positive emotions and enhancing sleep quality may reduce mood disturbances. Future research could incorporate both positive and negative emotions to better understand adolescents’ wellbeing.     

A Short-Term Longitudinal Study of Pubertal Change,Gender, and Psychological Well-Being of Mexican Early Adolescents

This study examined the role of pubertal development on depression, externalizing behavior problems, self-esteem, and body-image of 951 Mexican early adolescents. The 5th through 7th grade students were assessed at the beginning and end of the school year. The main finding of this study is that the acute experience of menarche adversely affected Mexican adolescent girls psychological well-being, most specifically in terms of depressive symptomatology. On the other hand, pubertal change in Mexican boys, as measured by voice-change, did not appear to adversely affect psychological well-being above and beyond a nonsignificant minimal and temporal readjustment and in fact had a positive effect on body-image. Results suggest that perceived maternal control, prior social–emotional adjustment, and menstrual attitudes may moderate the effects of pubertal change.     

Self-Esteem and Family Challenge: An Investigation of Their Effects on Achievement

This study uses longitudinal data on a sample of 10th graders to investigate the associations between self-esteem, family challenge, and 2 indicators of adolescent achievement: high school grades and extracurricular involvement. Research on self-esteem and on family challenge has linked both of these factors to achievement in adolescents, but studies have not simultaneously examined the effects of these factors on achievement. The present study finds that family challenge and self-esteem are correlated with one another, and examines the effects of each of these factors on achievement while controlling on the other factor. Controlling on self-esteem, family challenge was positively associated with grades in school, and was marginally associated with extracurricular participation. Controlling on family challenge, we did not find self-esteem to be predictive of grades or extracurricular involvement in longitudinal analyses, but we did find some evidence for a relationship in the opposite direction, with grades in 10th grade predicting self-esteem in 12th grade. Results also suggest differences in academic achievement and extracurricular participation by race/ethnicity. Implications of these findings for the role of family challenge and self-esteem in the positive development of adolescents are discussed.     

Cultural Attributes and Adaptations Linked to Achievement Motivation Among Latino Adolescents

This exploratory study examined whether associations between perceived school experiences and achievement motivation varied by language acculturation and generational status among a sample of immigrant and U.S. born Latino adolescents (n = 129). Ogbu's (1993) notion of primary and secondary cultural differences was adapted to better suit comparisons within this Latino group using the terms cultural attributes and cultural adaptations. Academic competence, school belonging, and parent involvement were positively related to achievement motivation. Academic competence and parent involvement were strongly related to achievement motivation among students who spoke English or were born in the U.S., suggesting that these associations may be cultural adaptations. Future intervention programs for Latino students, regardless of acculturation or generational status, should focus on making them feel supported and included. Acculturated Latino youth and youth who have lived in the U.S. for a long time should be targeted for programs that enhance academic competence and parent involvement.     

Bullying and Victimization Among Adolescents: The Role of Ethnicity and Ethnic Composition of School Class

The present study examined the relationships between ethnicity, peer-reported bullying and victimization, and whether these relationships were moderated by the ethnic composition of the school classes. Participants were 2386 adolescents (mean age: 13 years and 10 months; 51.9% boys) from 117 school classes in the Netherlands. Multilevel analyses showed that, after controlling for the ethnic composition of school class, ethnic minority adolescents were less victimized, but did not differ from the ethnic majority group members on bullying. Victimization was more prevalent in ethnically heterogeneous classes. Furthermore, the results revealed that ethnic minority adolescents bully more in ethnically heterogeneous classes. Our findings suggest that, in order to understand bullying and victimization in schools in ethnically diverse cultures, the ethnic background of adolescents and the ethnic composition of school classes should be taken into account.     

Resilience in Adolescents: Protective Role of Social Support,Coping Strategies,Self-Esteem,and Social Activities on Experience of Stress and Depression

In this study, 297 adolescents (141 eighth graders and 156 eleventh graders) were classified into 3 groups created from crossing scores of depressive symptoms and frequency of daily hassles: well adjusted, resilient, and vulnerable. A discriminant function analysis was performed to investigate group differences on self-esteem, social support, different strategies of coping, and different aspects of social life. The analysis revealed that self-esteem, problem-solving coping strategies, and antisocial and illegal activities with peers helped to discriminate groups: Well-adjusted adolescents had higher self-esteem than adolescents in the 2 other groups; in addition, resilient adolescents had higher self-esteem than vulnerable adolescents. For the second significant discriminating variables, antisocial and illegal activities with peers, both resilient and vulnerable adolescents had higher scores than well-adjusted adolescents. Finally, resilient adolescents had higher scores on problem-solving coping strategies than adolescents in the 2 other groups.     

Peer Victimization,Social Support,and Psychosocial Adjustment of Sexual Minority Adolescents

The present study examined the link between sexual orientation and adjustment in a community sample of 97 sexual minority (gay male, lesbian, bisexual, and questioning) high school students, taking into account their experiences of peer victimization and social support within peer and family contexts. Adolescents were identified in a large-scale survey study conducted at 5 high schools. They were matched to a comparison sample of their heterosexual peers. Sexual minority adolescents reported more externalizing behaviors and depression symptoms than heterosexual youth. Compared to their heterosexual peers, sexual minority youth reported more sexual harassment, more bullying, less closeness with their mothers, and less companionship with their best friends. There were no significant differences between gay male, lesbian, bisexual, and questioning adolescents. Overall, both victimization and social support mediated the link between sexual orientation and psychosocial symptoms. Among sexual minority youth, the link between social support and externalizing was mediated by experiences of peer victimization. These findings highlight the contextual risk and protective factors associated with non-heterosexual sexual orientation in accounting for the emotional and behavioral problems in this population. Ms. Williams completed her M.A. in Clinical-Developmental Psychology at York University in Toronto, Ontario. She is currently working on her Ph.D. Her research interests include adolescent sexual orientation, adolescent romantic relationships, and dating violence. Dr. Connolly is a Professor of Psychology at York University. She received her Ph.D. from Concordia University and is a Registered Psychologist in the Province of Ontario. Her current research examines adolescent romantic relationships and the peer context. Dr. Pepler is a Professor of Psychology at York University and Psychologist at the Hospital for Sick Children in Toronto. She received her Ph.D. from the University of Waterloo and is a Registered Psychologist in the Province of Ontario. Her current research examines aggression and victimization among adolescents with a concern to the processes related to these problems over the lifespan. Dr. Craig is a Professor of Psychology at Queen's University. She received her Ph.D. from York University and is a Registered Psychologist in the Province of Ontario. Her current research examines bullying, victimization, aggression, juvenile delinquency, peer relations, and the development of intervention programs.     

Social Orientation: Problem Behavior and Motivations Toward Interpersonal Problem Solving Among High Risk Adolescents

A model of problematic adolescent behavior that expands current theories of social skill deficits in delinquent behavior to consider both social skills and orientation toward the use of adaptive skills was examined in an ethnically and socioeconomically diverse sample of 113 male and female adolescents. Adolescents were selected on the basis of moderate to serious risk for difficulties in social adaptation in order to focus on the population of youth most likely to be targeted by prevention efforts. Structural equation modeling was used to examine cross-sectional data using multiple informants (adolescents, peers, and parents) and multiple methods (performance test and self-report). Adolescent social orientation, as reflected in perceived problem solving effectiveness, identification with adult prosocial values, and self-efficacy expectations, exhibited a direct association to delinquent behavior and an indirect association to drug involvement mediated by demonstrated success in using problem solving skills. Results suggest that the utility of social skill theories of adolescent problem behaviors for informing preventive and remedial interventions can be enhanced by expanding them to consider adolescents' orientation toward using the skills they may already possess.     

Ethnic Identity and Family Processes Among Adolescents from Latin American,Asian, and European Backgrounds

Ninth graders (N = 679; 50% male, 50% female) from Latin American (41%), Asian (38%), and European (21%) backgrounds reported on their ethnic identity and family attitudes and relationships. Adolescents also completed daily checklists of family interactions over a two-week period. Results indicated that ethnic identity, measured through exploration and belonging was more strongly associated with family obligation and assistance than with parent–child closeness and family leisure time. Adolescents from Latin American and Asian backgrounds reported significantly higher levels of obligation and assistance as compared to adolescents with European backgrounds, and these ethnic differences were mediated by ethnic identity. Longitudinal analyses indicated ongoing associations, with ethnic identity predicting respect and obligation one year later. The discussion focuses on the role of ethnic identity in children’s family connectedness during adolescence.

Profiles of Ethnic-Racial Identity,Socialization, and Model Minority Experiences: Associations with Well-Being Among Asian American Adolescents

Journal of Youth and Adolescence - Ethnic-racial identity, ethnic-racial socialization, and racialized experiences are fundamental to the development of youth of color. However, most prior studies...     

Identity Formation in Early and Middle Adolescents From Various Ethnic Groups: From Three Dimensions to Five Statuses

We used three identity processes (i.e., commitment, in-depth exploration, and reconsideration of commitment) from a recently developed model of identity formation to derive empirically identity statuses in a sample of 1952 early and middle adolescents. By means of cluster analysis, we identified five statuses: achievement, foreclosure, moratorium, searching moratorium, and diffusion. Specifically, we found an intra-status differentiation within moratorium, unraveling the positive and negative facets of this status documented in prior literature. The five clusters could be meaningfully distinguished on a number of variables, such as personality features, psychosocial problems, and parental relationships. These findings indicated that a valid distinction in identity statuses could be made in early and middle adolescence. Finally, age and ethnic background strongly affected the distribution of the participants among the five identity statuses. Implications and suggestions for future research are discussed.