Collaborative Proposal: Friendships, Identity Development, and Adolescent Adjustment in High School

合作提案：高中时期的友谊、身份发展和青少年适应

• 批准号: 1745292
• 负责人: Adriana Umana-Taylor
• 金额: $ 30.43万
• 依托单位: Harvard University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-06-16 至 2019-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1745292&HistoricalAwards=false
• 关键词: Collaborative; Proposal; Friendships; Identity; Development

As U.S. adolescents become more ethnically diverse, all youths' social and academic success depends in part on their experiences with diverse peers in school. Among those from ethnic or racial minority backgrounds, having a strong Ethnic-Racial Identity is predictive of positive social and academic outcomes. Ethnic-Racial Identity (ERI) refers to a person's beliefs about and understanding of their own ethnicity or race and how their ethnicity or race relates to their sense of self. This research investigates not only how adolescents' own ERI shapes their experiences but also how the ERIs of their peers impacts their development. The study will provide important new insights into how adolescents' ERI unfolds and how adolescents' interactions with each other support positive educational outcomes during the high school years.Longitudinal data will be collected from students in two high schools, each in a distinct geographical region of the U.S. Hypotheses will be tested regarding the extent to which ERI development occurs transactionally in the context of peer relationships as well as the role of individuals' and peers' ERI and peer relationship characteristics in adjustment. Youth with a stronger ERI and who have friends with a stronger ERI are expected to exhibit the most optimal outcomes, as they not only draw on their own internal resources but also benefit from by being embedded in a network of peers who can draw on similar resources. Peer relationship characteristics are expected to mediate associations between individuals' ERI and their adjustment over time, particularly for younger adolescents. The study will use innovative, longitudinal social network modeling methods. The implementation of this project will have a transformative effect on multiple fields by (a) impacting how researchers conceptualize and operationalize contextual influences on ERI development in future work; (b) increasing understanding of how contexts moderate and mediate the links between ERI and adjustment; (c) moving the field toward examining micro-informed mechanisms of peer network influence rather than focusing exclusively on selection and socialization processes, which dominates the current discourse in this area; and (d) serving as an exemplar of an interdisciplinary approach.

随着美国青少年在种族上变得更加多样化，所有年轻人的社会和学术成就都取决于他们在学校中不同同龄人的经验。在少数族裔或种族背景的人中，具有强大的种族种族认同是可以预测积极的社会和学术成果。 种族种族认同（ERI）是指一个人对自己的种族或种族的信念，以及他们的种族或种族如何与他们的自我意识相关。 这项研究不仅调查了青少年自己的ERI如何塑造他们的经历，还研究了同龄人的Eris如何影响他们的发展。这项研究将提供重要的新见解，以了解青少年如何展开埃里以及青少年之间的互动如何支持在高中期间的积极教育成果。在两个高中的学生中，将收集较长的数据，每个数据都将在美国的一个不同地理区域中，在美国的不同地理区域中，将在eri发展中进行挑战，以及在哪些eRI中进行挑战，以及在何种情况下，既有疾病的关系又有何种事物，以及在何种情况下，以及何种情况下，以及效率的上下文，以及何种情况下的上下文，又有效率的上下文，以及效率的上下文。调整中的同伴关系特征。 ERI强大并且有更强大ERI的朋友的年轻人预计将表现出最佳的结果，因为他们不仅利用自己的内部资源来借鉴自己的内部资源，而且还可以从嵌入可以利用类似资源的同龄人网络中受益。同行关系特征有望随着时间的流逝，特别是对于年轻的青少年，介导个人ERI与他们的调整之间的关联。该研究将使用创新的纵向社交网络建模方法。该项目的实施将对多个领域产生变革性影响，通过（a）影响研究人员如何概念化和操作上下文对未来工作中ERI发展的影响； （b）对上下文如何缓和和调解ERI与调整之间的联系的了解； （c）将现场转向研究同伴网络影响的微型机制，而不是专注于选择和社会化过程，这在该领域的当前话语中占主导地位； （d）作为跨学科方法的典范。