Racial Identity in the Context of Pubertal Development: Implications for Adjustment

Autor/inn/en	Carter, Rona; Seaton, Eleanor K.; Rivas-Drake, Deborah
Titel	Racial Identity in the Context of Pubertal Development: Implications for Adjustment
Quelle	In: Developmental Psychology, 53 (2017) 11, S.2170-2181 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000413
Schlagwörter	Puberty; Racial Identification; Adolescents; Correlation; Gender Differences; African Americans; Grade 5; Behavior Problems; Social Attitudes; Self Concept; Child Behavior; Check Lists; Surveys; Statistical Analysis; Longitudinal Studies; Mothers; Interviews; Child Behavior Checklist + Suchen Sie Ihr Suchwort? Pubertät; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Korrelation; Geschlechterkonflikt; Afroamerikaner; School year 05; 5. Schuljahr; Schuljahr 05; Social attidude; Soziale Einstellung; Selbstkonzept; Checkliste; Survey; Umfrage; Befragung; Statistische Analyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mother; Mutter; Interviewing; Interviewtechnik
Abstract	The developmental significance of youths' racial identities during adolescence is well established. It is less clear how puberty, a normative process, influences the relationship between racial identity and adjustment outcomes during adolescence. This study examined whether puberty moderates the relationship between racial identity dimensions and internalizing and externalizing outcomes, and whether the effects of puberty and racial identity on internalizing and externalizing outcomes vary by child sex. Data are drawn from African American families (N = 176; 48% female) who participated in Waves 4 and 5 of Phase III of the NICHD SECCYD. Results indicated that fifth-grade boys who felt more positively about being African American and were less advanced in their pubertal development evidenced less internalizing problems 1 year later, after adjusting for previous internalizing levels; however, for boys further in their pubertal development, having higher private regard was associated with more, rather than less, internalizing problems. Additionally, fifth-grade boys and girls who were less advanced in their pubertal development and believed that society views African Americans in a more positive light (higher public regard levels) engaged in more externalizing behaviors 1 year later, after adjusting for previous externalizing levels. Findings offer new insights into the independent and synergistic linkages between racial identity and pubertal development in their relation to internalizing and externalizing outcomes among African American youth. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01