The Influence of Ethnic-Racial Identity Developmental Processes on Global Bicultural Competence Development

M. Dalal Safa, Rebecca M.B. White, George P. Knight

Research output: Contribution to journalArticlepeer-review

Abstract

This study investigated ethnic-racial identity (ERI) developmental processes (i.e., exploration and resolution) as pathways for adolescents to develop global bicultural competence, or the ability to meet heritage and host cultural demands. The sample included 749 U.S. Mexican-origin youth (30% Mexico-born; 51% male) followed from early-to-late adolescence (Mage = 12.79–17.38 years). Longitudinal structural equation analyses revealed that youth’s sequential engagement in ERI exploration and resolution (from early-to-middle adolescence) promoted global bicultural competence in late adolescence. The findings highlight the benefits of achieving clarity about one’s ERI via self-exploration efforts for adolescents’ ability to respond effectively to bicultural demands. This study advances mechanisms via which ERI development may support youth adaptation to multiple cultural systems.

Original languageEnglish (US)
Pages (from-to)e1211-e1227
JournalChild development
Volume92
Issue number6
DOIs
StatePublished - Nov 1 2021
Externally publishedYes

ASJC Scopus subject areas

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

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