Research Paper Summaries
In-depth Studies and Scholarly Contributions by Dr. Su Yeong Kim
Transactional Experiences of Discrimination, Depressive Symptoms, and Ethnoracial Socialization in Mexican-Origin Families
Summary: This longitudinal study examines developmental profiles in ethnic–racial identity (ERI) from early through late adolescence among Mexican-origin adolescents and pays specific attention to the role of family processes and cultural stressors. Recognizing ERI as a core aspect of adolescent experience, especially among ethnic–racial minority adolescents, the researchers examine adolescents' exploration and commitment in their ethnic–racial tradition over time and discern familial and sociocultural predictors of a variety of patterns. This survey consisted of 604 Mexican-origin adolescents who were part of a longitudinal study during early (approximately age 12) through late adolescence (age 19). In accordance with growth mixture modeling, three distinct ERI trajectory profiles emerged in the research: High-Stable – persistent high ERI exploration and commitment. Moderate-Increasing – moderate levels of ERI that are increasing with time. Low-Stable – low levels of ERI during adolescence. Major predictors of membership in trajectory were the parental ERI socialization behavior (preparation for bias and cultural socialization), foreigner stress among adolescents, and mother–young adolescent conflict. Young people with high exposure to cultural socialization and low foreigner stress were highly likely to follow high-stable or increasing trajectories in ERI. Conversely, foreigner stress and conflict were predictors for the low-stable pattern. Findings highlight the interactive role of sociocultural experience and family in the creation of ERI. Parenting styles in alignment with affirmation of cultural identification, particularly in experiences with exclusion and discrimination, are associated with stronger ethnic–racial identification across adolescence. This research advances developmental science by demonstrating that the development of ERI is not invariant. Rather, it proceeds along a number of different, divergent routes depending on nurturing as well as stressful factors in the adolescent’s family life and cultural environment. Such findings highlight the value in culturally informed parenting and institutionally based supports attuned to the changing character of ethnic–racial identity over adolescence.
Download PDF