ORIGINS AND CONSEQUENCES OF ADOLESCENT ETHNIC IDENTITY

青少年种族认同的起源和后果

• 批准号: 2251014
• 负责人: Robert Edmund Roberts
• 金额: $ 29.55万
• 依托单位: UNIVERSITY OF TEXAS HLTH SCI CTR HOUSTON
• 依托单位国家: 美国
• 财政年份: 1993
• 资助国家: 美国
• 起止时间: 1993-05-01 至 1997-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/2251014
• 关键词: academic achievement; adolescence (12-20); anxiety; coping; data collection; depression; developmental psychology; emotional adjustment; emotions; ethnic group; family structure /dynamics; functional ability; gender difference; human subject; longitudinal human study; preference; prejudice; psychological identification; psychological stressor; questionnaires; role; self concept; social psychology; social support network; socioeconomics; substance abuse related disorder; suicide

The overall goal of the proposed research is to investigate ethnic identity in early-to-middle adolescence. The methodologic aim is to develop measures to assess important dimensions of ethnic identity researchers have identified. Among these are: (1) Ethnic self-identification; (2) ethnic constancy; (3) ethnic role behaviors; (4) ethnic knowledge; and (5) ethnic preferences and feelings. Other dimensions include stages of ethnic identity formation such as unexamined, exploration, and achieved. The descriptive aim is to document the prevalence or distribution of dimensions of ethnic identity in relevant social status subgroups, and how these dimensions of ethnic identity change or do not change over time. The analytic focus in on the social and psychological correlates of ethnic identity. We will examine the predictors of change in ethnic identity and the effects of change in ethnic identity on other aspects of the lives of adolescents, including socioemotional adjustment (mental health). Subjects will be assessed three times (annually) over a 24-month period. Data will be acquired using four procedures: (1) A series of focus groups will be used to develop and refine the measures of ethnic identity. (2) A self-administered questionnaire will be used to collect data for the proposed study of ethnic identity. (3) Selected data on ethnic identifiers, grades, socioeconomic statue, and standardized toot scores from school records will be linked to the survey data. (4) A mail survey of a sample of parents will collect data on ethnic identity and socioeconomic status from the parents. Using selected items on health and functioning from the adolescent questionnaire, parents also will be asked to report about their children. The T1 sample of adolescents will be 4,400 (1,800 Anglos, 2,600 Mexican origin) and the T1 sample of parents will be 1,646 (715 Anglo, 931 Mexican Origin). The unifying construct is ethnic identity, feelings, attitude, knowledge, and behaviors about one's ethnicity. Other constructs include social placement variables such an age, gender, socioeconomic status, family composition, etc., stressors such as discrimination, life events, financial strain, role strain, and poor school performance, and psychosocial resources such as self-esteem, coping, mastery, optimism, competence, and social support. The basic premise is that ethnic identity impacts mental health primarily by increasing stressors and/or decreasing resources. Mental health variables include depression, anxiety, suicide ideation, and substance use. Data analyses focus on: (1) Analysis of trends in indicators of ethnic identity and mental health across three observation periods (T1, T2, T3), (2) the relationship, over time, between ethnic identity, other status attributes, resources, stressors, and indicators of adolescent mental health; and (3) analyses of reliability, stability, and dimensionality of the measures of ethnic identity and other constructs.

拟议研究的总体目标是调查种族 青春期早期到中期的身份认同。方法论目标是 制定措施评估民族认同的重要方面 研究人员已经确定。 其中包括： (1) 民族 自我认同； (2) 民族稳定性； (3)民族角色行为； (4) 民族知识； (5)民族偏好和感情。 其他 维度包括种族认同形成的阶段，例如 未经检验、探索、成就。 描述的目的是 记录种族认同维度的普遍性或分布 在相关的社会地位亚群体中，以及族裔的这些维度如何 身份随着时间的推移而改变或不改变。 分析的重点是 种族认同的社会和心理关联。 我们将检查 种族认同变化的预测因素以及变化的影响 青少年生活其他方面的民族认同，包括 社会情绪调整（心理健康）。 受试者将在 24 个月内接受 3 次评估（每年）。 将通过四个程序获取数据：(1) 一系列焦点小组 将用于制定和完善民族认同的衡量标准。 (2) A 将使用自填问卷来收集数据 拟议的种族认同研究。 (3) 民族数据选取 标识符、等级、社会经济状况和标准化分数 学校记录中的数据将链接到调查数据。 (4) 邮寄调查 父母样本将收集有关种族认同和 来自父母的社会经济地位。 使用选定的健康项目 并通过青少年问卷调查，家长也将 要求报告他们孩子的情况。 青少年的T1样本将 为 4,400（1,800 名盎格鲁人，2,600 名墨西哥裔），T1 样本为 父母为 1,646 名（715 名英国裔，931 名墨西哥裔）。 统一的结构是民族身份、情感、态度、知识、 以及关于一个人的种族的行为。 其他结构包括社交 安置变量，例如年龄、性别、社会经济地位、家庭 作文等，歧视、生活事件等压力源， 财务压力、角色压力和学校表现不佳，以及 社会心理资源，如自尊、应对能力、掌控力、乐观、 能力和社会支持。 基本前提是民族 身份主要通过增加压力源和/或 资源减少。 心理健康变量包括抑郁症、 焦虑、自杀意念和药物滥用。 数据分析重点：（1）民族指标趋势分析 三个观察期（T1、T2、T3）的身份和心理健康状况， (2) 民族认同与其他地位之间随着时间的推移的关系 青少年心理的属性、资源、压力源和指标 健康; (3) 可靠性、稳定性和维数分析 种族认同和其他建构的衡量标准。