Ethnic and Racial Identity During Adolescence and Into Young Adulthood: An Integrated Conceptualization

By A. Umaña‐Taylor, Richard M. Lee, Deborah Rivas‐Drake, M. Syed, Eleanor K. Seaton, S. Quintana, W. Cross, Seth J. Schwartz, T. Yip. Child Development, 2014

1,094 citations recorded by the source corpus.

Although ethnic and racial identity (ERI) are central to the normative development of youth of color, there have been few efforts to bring scholars together to discuss the theoretical complexities of these constructs and provide a synthesis of existing work. The Ethnic and Racial Identity in the 21st Century Study Group was assembled for this purpose. This article provides an overview of the interface of ERI with developmental and contextual issues across development, with an emphasis on adolescence and young adulthood. It proposes a metaconstruct to capture experiences that reflect both individuals’ ethnic background and their racialized experiences in a specific sociohistorical context. Finally, it presents milestones in the development of ERI across developmental periods.

Subfields: Education, Safety Research, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/a656f79ca7a678835a430884e344f9ad9a41bc55

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Citations in the corpus

School Belonging, Ethnic Identity, and Psychological Adjustment Among Ethnic Minority College Students (2016, background): “Given that college students are typically still developing their ethnic identity (Umaña-Taylor et al., 2014), such initiatives would likely stimulate students to explore their ethnic heritage, which is related to developing a secure and positive ethnic identity (Phinney, 2006).”
Acknowledging the Whiteness of Motivation Research: Seeking Cultural Relevance (2018, background): “Together, the articles in this issue recommend that academic motivation researchers include subjective measures of racial, ethnic, and cultural identity, which have increased in number and breadth in the past two decades (e.g., Cokley, 2007; Hughes, Del Toro, & Way, 2017; Oyserman, 2008; Uma~na-Tayl”
Ethnic Diversity and Inclusive School Environments (2019, background): “During this time, ethnic identity development may be important to consider in regards to social functioning and inclusivity for ethnic minority children (Umana-Taylor et al., 2014).”
Racial/ethnic discrimination and well-being during adolescence: A meta-analytic review (2018, neutral): “…age, they have more well-formed notions of their own ethnic identity and how others view their racial/ethnic group (Seaton, Yip, & Sellers, 2009; Umaña-Taylor et al., 2014), and they are more likely to encounter discriminatory treatment (Benner & Graham, 2011; Brody et al., 2006), all of which…”
Applying the Master Narrative Framework to Gender Identity Development in Emerging Adulthood (2017, background): “…somewhat ironically, researchers here have left gender relatively underexamined in comparison to other domains of identity, such as ethnic identity (e.g., Umaña-Taylor et al., 2014), or content domains such as religion or relationships (e.g., McLean et al., 2014; McLean, Syed, & Shucard, 2016).”
Designing Culturally Responsive Organized After-School Activities (2017, background): “…program emphasis on ethnic/racial exploration or the promotion of ethnic/racial identity, and pride while preparing minority adolescents to succeed, may be appropriate under certain circumstances, and has been shown to buffer minority adolescents from poor outcomes (Umaña-Taylor et al., 2014).”