Understanding African American Adolescents' Identity Development: A Relational Developmental Systems Perspective

Autor/in	Brittian, Aerika S.
Titel	Understanding African American Adolescents' Identity Development: A Relational Developmental Systems Perspective
Quelle	In: Journal of Black Psychology, 38 (2012) 2, S.172-200 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0095-7984
DOI	10.1177/0095798411414570
Schlagwörter	Systems Approach; Adolescents; African Americans; Self Concept; Risk; Social Development; Emotional Development; Theories; Coping; Resilience (Psychology); Longitudinal Studies; Research Needs; Adolescent Development; Racial Identification + Suchen Sie Ihr Suchwort? Systemischer Ansatz; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Afroamerikaner; Selbstkonzept; Risiko; Soziale Entwicklung; Gefühlsbildung; Theory; Theorie; Bewältigung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Forschungsbedarf
Abstract	This article examines the development of African American adolescents' identity using a relational developmental systems theory framework, which led to the expectation that identity development is linked to both the reduction of risk behaviors and the promotion of African American adolescents' healthy development. Different personological theories of identity development were discussed, including Erikson's theory of psychosocial development and Marcia's theory of identity statuses. Developmental systems theory was used to further the literature on African American adolescents' identity development, by integrating various views of identity development as they pertain to these youth. Furthermore, the formation of many aspects of identity may be an important coping and resilience process for such youth. In addition, directions for future research are discussed, including a consideration of the complexity of diversity that exists within the African American adolescent population, and a call for more longitudinal assessments of identity development is presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10