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

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

doi:10.1111/cdev.13632

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

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

Social and Family Dynamics, T. Denny Sanford School of (SSFD)

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

4 Scopus citations

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 (M_age = 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 language	English (US)
Pages (from-to)	e1211-e1227
Journal	Child development
Volume	92
Issue number	6
DOIs	https://doi.org/10.1111/cdev.13632
State	Published - Nov 1 2021

ASJC Scopus subject areas

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

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10.1111/cdev.13632

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title = "The Influence of Ethnic-Racial Identity Developmental Processes on Global Bicultural Competence Development",

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{\textquoteright}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{\textquoteright}s ERI via self-exploration efforts for adolescents{\textquoteright} ability to respond effectively to bicultural demands. This study advances mechanisms via which ERI development may support youth adaptation to multiple cultural systems.",

author = "Safa, {M. Dalal} and White, {Rebecca M.B.} and Knight, {George P.}",

note = "Funding Information: We gratefully acknowledge the families for their participation in the project and Dr. Adriana Uma{\~n}a‐Taylor for her mentorship. This material is based upon work supported by the National Science Foundation SBE Postdoctoral Research Fellowship under Grant No. (NSF 1911722) and the Harvard Graduate School of Education Dean{\textquoteright}s Venture Fund. Funding was also provided by NIMH (R01MH68920), the William T. Grant Foundation Scholars Program (ID 182878), and The Latino Resilience Enterprise, T. Denny Sanford School of Social and Family Dynamics. The content is solely the responsibility of the authors and does not necessarily represent the official views of listed funders. Publisher Copyright: {\textcopyright} 2021 The Authors. Child Development {\textcopyright} 2021 Society for Research in Child Development",

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

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