Peer Influence on Ethnic-Racial Identity Development: A Multi-Site Investigation

Carlos E. Santos; Olga Kornienko; Deborah Rivas-Drake

doi:10.1111/cdev.12789

Peer Influence on Ethnic-Racial Identity Development: A Multi-Site Investigation

Carlos E. Santos, Olga Kornienko, Deborah Rivas-Drake

Research output: Contribution to journal › Article › peer-review

27 Scopus citations

Abstract

The peer context features prominently in theory, and increasingly in empirical research, about ethnic-racial identity (ERI) development, but no studies have assessed peer influence on ERI using methods designed to properly assess peer influence. We examined peer influence on ERI centrality, private, and public regard using longitudinal social network analysis. Data were drawn from two sites: a predominantly Latina/o Southwestern (SW) school (N = 1034; Mage = 12.10) and a diverse Midwestern (MW) school (N = 513; Mage = 11.99). Findings showed that peers influenced each other's public regard over time at both sites. However, peer influence on centrality was evident in the SW site, whereas peer influence on private regard was evident in the MW site. Importantly, peer influence was evident after controlling for selection effects. Our integration of developmental, contextual, and social network perspectives offers a fruitful approach to explicate how ERI content may shift in early adolescence as a function of peer influence.

Original language	English (US)
Pages (from-to)	725-742
Number of pages	18
Journal	Child development
Volume	88
Issue number	3
DOIs	https://doi.org/10.1111/cdev.12789
State	Published - May 1 2017

ASJC Scopus subject areas

Pediatrics, Perinatology, and Child Health
Education
Developmental and Educational Psychology

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abstract = "The peer context features prominently in theory, and increasingly in empirical research, about ethnic-racial identity (ERI) development, but no studies have assessed peer influence on ERI using methods designed to properly assess peer influence. We examined peer influence on ERI centrality, private, and public regard using longitudinal social network analysis. Data were drawn from two sites: a predominantly Latina/o Southwestern (SW) school (N = 1034; Mage = 12.10) and a diverse Midwestern (MW) school (N = 513; Mage = 11.99). Findings showed that peers influenced each other's public regard over time at both sites. However, peer influence on centrality was evident in the SW site, whereas peer influence on private regard was evident in the MW site. Importantly, peer influence was evident after controlling for selection effects. Our integration of developmental, contextual, and social network perspectives offers a fruitful approach to explicate how ERI content may shift in early adolescence as a function of peer influence.",

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Peer Influence on Ethnic-Racial Identity Development: A Multi-Site Investigation

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