Examining ethnic-racial identity development and adjustment among Colombian adolescents

The current study examined ethnic-racial identity (ERI) development and adjustment among Colombian adolescents (N = 462, Mage = 15.90, SD = 1.15, 47% female) from six schools in Medellín, Colombia. Findings from chain sequential mediation analyses with bias-corrected bootstrapping indicated that ERI...

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Bibliographic Details
Published in:Journal of applied developmental psychology 2024-07, Vol.93, p.101672, Article 101672
Main Authors: Umaña-Taylor, Adriana J., Sladek, Michael R., Safa, M. Dalal, Uribe Tirado, Liliana M., Vega, Luz Magnolia Tilano
Format: Article
Language:English
Subjects:
Adolescence
Colombia
Ethnic-racial identity
Identity development
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Summary:The current study examined ethnic-racial identity (ERI) development and adjustment among Colombian adolescents (N = 462, Mage = 15.90, SD = 1.15, 47% female) from six schools in Medellín, Colombia. Findings from chain sequential mediation analyses with bias-corrected bootstrapping indicated that ERI exploration was positively associated with ERI resolution (β = 0.48), which was positively associated with global identity cohesion (β = 0.29); in turn, higher global identity cohesion was associated with higher academic engagement (β = 0.26), higher self-esteem (β = 0.50), lower GPA (β = −0.12), and lower depressive symptoms (β = −0.35). ERI exploration (β = 0.14) and resolution (β = 0.11) were each positively associated with other group orientation. Findings provide preliminary evidence for the promotive role of ERI among Colombian adolescents, supporting a conceptualization of ERI as a developmental competency.
ISSN:0193-3973
1873-7900
DOI:10.1016/j.appdev.2024.101672