Relating Profiles of Ethnic–Racial Identity Process and Content to the Academic and Psychological Adjustment of Black and Latinx Adolescents
Abstract
Ethnic-racial identity (i.e., individuals' beliefs about their ethnic-racial group membership and the processes through which they develop those beliefs) is a developmental competency that can promote adolescents' adjustment; however, the extant literature has largely focused on how distinct dimensions of ethnic-racial identity are associated with adjustment (i.e., variable-centered approaches), potentially obscuring a more holistic understanding of this developmental competency. The current study utilized latent profile analysis, a person-centered approach, to examine profiles of ethnic-racial identity among Black (n = 325; M age = 15.94, SD = 1.14) and Latinx (n = 370; M age = 16.13, SD = 1.10) adolescents as well as links between profile membership and adjustment. Three ethnic-racial identity profiles emerged: Diffuse & Low Regard (n = 55; lower development, lower self-concept); Diffuse & High Regard (n = 160; lower development, higher self-concept); and Developed & Idealized (n = 477; higher development, higher self-concept). The profile highest in ethnic-racial identity across all indicators reported the highest levels of adjustment. The findings highlight the synergistic benefits of ethnic-racial identity development and positive self-concept for adolescents' psychosocial and academic adjustment.
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More adaptive identity processes predict positive outcomes, such as life satisfaction and self-esteem, civic beliefs, and academic engagement and achievement.
“more adaptive identity processes predict positive outcomes, such as life satisfaction and self-esteem [32], civic beliefs [33], and academic engagement [34,32], and achievement [35]”
From Adolescent identity development in context. (2022) · cites this paper as [32]
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Dynamics of Identity Development in Adolescence: A Decade in Review
Branje, S., de Moor, E. L., Spitzer, J., & Becht, A. I. (2021) · Journal of Research on Adolescence · doi:10.1111/jora.12678 · Cited by 584 · see citing works
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- Authors
- Wantchekon, K. A., & Umaña-Taylor, A. J.
- Affiliations
- Harvard University (US)
- Corresponding author
- Wantchekon, Kristia A.
- Venue
- Journal of Youth and Adolescence
- Published
- 2021-06-03
- Volume
- 50
- Issue
- 7
- Pages
- 1333-1352
- ISSN
- 0047-2891 (ISSN-L)
- 1573-6601
- OpenAlex
- W3165494585
- Cited by
- 34
- References
- 6
- Citations by year
- 2026: 7 · 2025: 8 · 2024: 6 · 2023: 8 · 2022: 2 · 2021: 3
- FWCI
- 6.58
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Youth and Adolescence (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Sociology and Political Science › Racial and Ethnic Identity Research
- Social Sciences › Sociology and Political Science › Psychosocial Factors Impacting Youth
- Social Sciences › Psychology › Developmental and Educational Psychology › Identity, Memory, and Therapy
- Keywords
- ethnic-racial identity, identity construction, Black adolescents, Latinx adolescents, academic adjustment, psychosocial adjustment, self-concept, identity profiles, person-centered analysis
- MeSH terms
- Emotional Adjustment, Adolescent, Black or African American, Ethnicity, Humans, Social Identification, Racial Groups
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