TY - JOUR
T1 - Brief report
T2 - Contextual predictors of African American adolescents' ethnic-racial identity affirmation-belonging andresistance to peer pressure
AU - Derlan, Chelsea L.
AU - Umaña-Taylor, Adriana J.
N1 - Funding Information:
This research was supported in part by a grant from the Fahs-Beck Fund for Research and Experimentation of the New York Community Trust (PI: Umaña-Taylor).
Publisher Copyright:
© 2015 The Foundation for Professionals in Services for Adolescents.
PY - 2015/6/1
Y1 - 2015/6/1
N2 - The current study examined whether contextual factors (i.e., familial cultural socialization, percentage of same-ethnicity friends in high school, and neighborhood ethnic-racial composition) predicted ethnic-racial identity affirmation-belonging and, in turn, resistance to peer pressure to engage in problem behavior. Participants were 250 African American adolescents (. M age=15.57 years; SD=1.22). Consistent with ecological theory, findings indicated that familial cultural socialization and percentage of same-ethnicity friends predicted greater ethnic-racial identity affirmation-belonging. Furthermore, consistent with notions from social identity theory, youth who reported higher ethnic-racial identity affirmation-belonging also reported greater resistance to peer pressure. Findings highlight the significance of the family and school context, as well as the importance of ethnic-racial identity affirmation-belonging, for African American youths' positive development.
AB - The current study examined whether contextual factors (i.e., familial cultural socialization, percentage of same-ethnicity friends in high school, and neighborhood ethnic-racial composition) predicted ethnic-racial identity affirmation-belonging and, in turn, resistance to peer pressure to engage in problem behavior. Participants were 250 African American adolescents (. M age=15.57 years; SD=1.22). Consistent with ecological theory, findings indicated that familial cultural socialization and percentage of same-ethnicity friends predicted greater ethnic-racial identity affirmation-belonging. Furthermore, consistent with notions from social identity theory, youth who reported higher ethnic-racial identity affirmation-belonging also reported greater resistance to peer pressure. Findings highlight the significance of the family and school context, as well as the importance of ethnic-racial identity affirmation-belonging, for African American youths' positive development.
KW - Adjustment
KW - Adolescents
KW - African American/Black
KW - Cultural/ethnic/racial socialization
KW - Ethnic/racial identity
KW - Same-ethnicity/same-race friends
UR - http://www.scopus.com/inward/record.url?scp=84924976302&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84924976302&partnerID=8YFLogxK
U2 - 10.1016/j.adolescence.2015.02.002
DO - 10.1016/j.adolescence.2015.02.002
M3 - Article
C2 - 25748108
AN - SCOPUS:84924976302
SN - 0140-1971
VL - 41
SP - 1
EP - 6
JO - Journal of Adolescence
JF - Journal of Adolescence
ER -