The Role of Autonomy Granting and Ethnic-Racial Socialization in Mexican-Origin Girls' Ethnic-Racial Identity Trajectories

Autor/inn/en	Gonzales-Backen, Melinda A.; Bámaca, Mayra Y.; Bermudez, Deziah Lyzell; Iturriaga, Valentina Francisca
Titel	The Role of Autonomy Granting and Ethnic-Racial Socialization in Mexican-Origin Girls' Ethnic-Racial Identity Trajectories
Quelle	In: Developmental Psychology, 59 (2023) 10, S.1921-1932 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gonzales-Backen, Melinda A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001588
Schlagwörter	Mexicans; Mexican Americans; Females; Socialization; Racial Factors; Ethnicity; Racial Identification; Self Concept; Personal Autonomy; Mothers; Adolescents; Public Schools; Middle School Students; High School Students; Arizona (Phoenix) + Suchen Sie Ihr Suchwort? Mexikaner; Hispanoamerikaner; Weibliches Geschlecht; Socialisation; Sozialisation; Ethnizität; Selbstkonzept; Individuelle Autonomie; Mother; Mutter; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Public school; Öffentliche Schule; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin
Abstract	The current study examines the role of ethnic-racial socialization (ERS) and maternal autonomy granting in predicting ethnic-racial identity (ERI) exploration, resolution, and affirmation trajectories in a sample of Mexican-origin girls (N = 338) in early and middle adolescence at Wave 1. Latent growth curve analyses showed significant growth in ERI exploration, resolution, and affirmation over 3.5 years. ERS, autonomy granting, and their interaction were associated with ERI trajectories. Results also indicated significant differences between early and middle adolescents in the association between ERS, autonomy granting, and ERI exploration trajectories. Findings demonstrate the importance of concurrently examining contextual and developmental predictors of ERI formation. In addition, ERS may be particularly important for ERI development among early adolescents, whereas autonomy processes and development may play a more prominent role during middle adolescence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01