self 2 (ethical-racial Identity)

Question 1

ethical-racial identifacation

Answer 1

Racial/ethnic labeling and knowledge
seems to develop in childhood

ex: i’m black, she is asian

Question 2

Ethinic-racial identity

Answer 2

how we feel about our identity, how it defines who we are

Questions of identity seem to be heightened idolescence and young adulthood

ex:i feel (good) jewish

Question 3

ETHNIC-RACIAL IDENTITY: PROCESS

Answer 3

unexamined ethic identity> Experience/
comments; realization of “difference”> exploration>resolution

Question 4

**Affirmation **(private regard):

Answer 4

how good/bad a person feels about being part of their
ethnic/racial group
(tends to be a protective factors)

ex: i feel good about being jewish

Question 5

Public regard:

Answer 5

how positively a person
believes other people view their ethnic/racial
group

ex:i belive others think being jewish is a bad thing

But may depend on other aspects of ERI(ethic-racial identity)

Question 6

Centrality

Answer 6

how important a person’s
ethnic/racial group is to their identity

ex:for me is important to be jewish, is part of my identity

But may depend on other aspects of ERI

Question 7

Salience:

Answer 7

how important a person feels their
ethnic/racial group is to a particular situation

ex:being jewish (makes me feel ) that effects how people see or understand me when i talk about the conflic

But may depend on other aspects of ERI

Question 8

Ethnic/racial “minority”
youth

Answer 8

• Bicultural:feels good about the majority culture and minory culture. Often associated with positive outcomes, but not always.
  Ex:im chinease-american
• Assimilated:feels good about majority culture but not as much as your own minority
  Ex:im an american (my grandparents were from china)
• ** Separated:**feels good about minority but not the majority.For some, may be more ideal
  Ex:im chinease (i have american citizenship)
• Margenalized:dont feel good about neither the majority or minorty
  Ex: im not anything. not american,not chinease

Question 9

How can ERI be protective?

Answer 9

• Lower levels of depressive symptoms
• Higher self-esteem
• Positive academic outcomes
• Protection in the face of discrimination

Question 10

Discrimination is bad for
from ethnic-racial
minorities/marginalized groups

Answer 10

Linked to less ideal adjustment >
mental health, academic, social, etc.(caused by stress)

Discrimination > Maladjustment

ERI (positive) can prevent or minimize maladjustment

Question 11

INFLUENCES ON ERI

Answer 11

• Ethnic racial socialization:
  where children are taught about
  race (typically by** parents**)
• Much more common in
  marginalized groups
• Common themes:
  -Understanding/valuing ones’ culture
  -Dealing with racism
  -Succeeding in mainstream society

Question 12

INFLUENCES ON ERI

Answer 12

• School
  
  • are the schools ? > diversity, segregation
  • Affinity Groups (ie, same race/ethnicity) > an opportunity to discuss shared experiences

Question 13

'’THE IDENTITY PROJECT’’

Answer 13

• Intervention designed to boost ERI exploration and resolution >intent to improve mental health

-Explore own ethnic- racial background
- Learn about peers’ backgrounds
- Discuss issues of race and ethnicity within
school setting

Question 14

method

Question 15

results

Answer 15

• doing this intervation lead them to explore more their ethinicity as well as their resoultion

positive outcomes that came from them later on (one year later):
* Self-Esteem improved
* Depressive Symptoms went down
* Grades improved

Question 16

applications

Question 17

Multiracial/multiethnic youth?

Answer 17

ERI development may be
particularly challenging!

• Less likely to report positive ERI
• Less ERI centrality(ERI as not who they are)
• Changes over time
• Intersectionality of ERI with
  other aspects of identity?