Contexts of Adolescent Ethnic-Racial Identity Development: A Mixed Methods Approach

该奖项是作为NSF社会、行为和经济学博士后研究奖学金(SPRF)计划的一部分提供的。SPRF计划的目标是为学术界、工业界或私营部门和政府的科学职业生涯培养有前途的、早期职业博士水平的科学家。SPRF奖项包括在知名科学家的赞助下进行两年的培训，并鼓励博士后研究员进行独立研究。国家科学基金会致力于促进科学界所有阶层的科学家参与其研究方案和活动，包括那些来自代表性不足的群体的科学家；博士后阶段被认为是实现这一目标的专业发展的一个重要水平。每个博士后研究员都必须解决推动各自学科领域向前发展的重要科学问题。在哈佛大学Adriana Uma？a-Taylor博士的赞助下，这个博士后奖学金奖支持一位早期职业科学家研究影响青少年民族-种族认同(ERI)发展的日常背景影响。根据最近的预测，到2044年，美国将不再存在单一的多数族裔群体(Colby&Amp；Ortman，2014)。目前，超过一半的美国公立学校学生来自少数民族群体(NCES，2018年)。这些快速的人口结构变化将继续促使在种族和民族传统方面不同的青年之间进行更频繁的日常互动。更好地了解多样化的青年如何在美国社会的背景下探索和了解族裔和种族，对于扩大代表性不足群体的参与至关重要。S ERI是一个规范的发展过程，对青少年有积极的促进作用。学术和心理社会适应(Uma？a-Taylor等人，2014年)，并为少数族裔青年提供保护功能，以缓冲歧视的负面后果(Yip等人，2019年)。大多数关于青少年ERI的现有研究都使用了传统的调查方法，限制了对日常环境如何影响青少年的更全面的理解？日常生活为ERI的发展提供信息。这个项目的总体目标是，青少年民族-种族认同发展的背景：混合方法方法，是通过向不同的青少年提供独特的见解，促进文化知情的发展科学的混合方法方法？日常生活中与老师、同龄人和家人的例行公事的种族互动。这项由两部分组成的多方法研究集中在(1)通过与不同种族背景的青少年进行小组讨论来探索影响ERI发展的背景因素，以及(2)测试这些背景因素如何改变以ERI为重点的学校干预计划的有效性(认同项目；Uma？a-Taylor等人，2018年)。对以前收集的定性数据的二次分析(Uma？A-Taylor&Amp；DouGlass，2017)将涉及对同一种族群体的青少年，包括亚裔、黑人、拉丁裔和白人青年之间与ERI相关的焦点小组讨论进行编码。主要数据收集将包括每周两次的每日日记调查，作为对正在进行的身份认同项目干预的随机对照试验的新贡献，目的是更密切地检查学生与他们的老师、同龄人和家庭之间的日常互动，因为他们经历和参与了干预内容。这项研究将有助于理解这种日常经历如何加强和/或阻碍现有和未来的干预措施。探索干预措施对谁以及在什么条件下最有效，对于为多样化的美国学校系统中最需要干预的年轻人量身定做干预策略至关重要。反过来，包括为青春期发展阶段的ERI发展提供基于学校的有组织的支持，将有助于扩大历史上代表性不足的群体在社会科学中的参与。这一奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

This award was provided as part of NSF's Social, Behavioral and Economic Sciences Postdoctoral Research Fellowships (SPRF) program. The goal of the SPRF program is to prepare promising, early career doctoral-level scientists for scientific careers in academia, industry or private sector, and government. SPRF awards involve two years of training under the sponsorship of established scientists and encourage Postdoctoral Fellows to perform independent research. NSF seeks to promote the participation of scientists from all segments of the scientific community, including those from underrepresented groups, in its research programs and activities; the postdoctoral period is considered to be an important level of professional development in attaining this goal. Each Postdoctoral Fellow must address important scientific questions that advance their respective disciplinary fields. Under the sponsorship of Dr. Adriana Uma?a-Taylor at Harvard University, this postdoctoral fellowship award supports an early career scientist examining everyday contextual influences that inform adolescent ethnic-racial identity (ERI) development. Based on recent projections, no single majority ethnic-racial group will exist in the U.S. by 2044 (Colby & Ortman, 2014). More than half of U.S. public school students are currently from ethnic-racial minority groups (NCES, 2018). These rapid demographic changes will continue to prompt more frequent daily interactions between youth who are different from one another with respect to race and ethnic heritage. Better understanding how diverse youth explore and gain a sense of clarity about ethnicity and race in the context of U.S. society is vital to broaden participation for underrepresented groups. Exploring and achieving clarity regarding one?s ERI is a normative developmental process that positively contributes to adolescents? academic and psychosocial adjustment (Uma?a-Taylor et al., 2014), and serves protective functions for minority youth as a buffer against the negative consequences of discrimination (Yip et al., 2019). Most available research on adolescent ERI has used traditional survey methods, limiting a more integrated understanding of how everyday contextual influences in adolescents? daily lives inform ERI development. The overall goal of this project, Contexts of Adolescent Ethnic-Racial Identity Development: A Mixed Methods Approach, is to advance a mixed methods approach to culturally-informed developmental science by offering unique insights into diverse adolescents? routine ethnic-race-related interactions with teachers, peers, and family in daily life. This two-part multi-method study focuses on (1) exploring contextual factors that inform ERI development by learning from group discussions with adolescents of different ethnic-racial backgrounds, and (2) testing how these contextual factors may modify the effectiveness of an ERI-focused school-based intervention program (the Identity Project; Uma?a-Taylor et al., 2018). Secondary analyses of previously collected qualitative data (Uma?a-Taylor & Douglass, 2017) will involve coding ERI-related focus group discussions between adolescents of the same ethnic-racial group, including Asian, Black, Latinx, and White youth. Primary data collection will include twice weekly daily diary surveys as a novel contribution to an ongoing randomized controlled trial of the Identity Project intervention, with the goal of more closely examining daily interactions between students and their teachers, peers, and family as they experience and engage with the intervention content. The study will inform understanding of how such daily experiences can enhance and/or hinder existing and future interventions. Exploring for whom and under what conditions interventions work best is of vital importance to tailor intervention strategies for youth who need it most in the diversifying U.S. school system. In turn, including school-based structured supports for ERI development during the developmental period of adolescence will contribute to broadening participation for historically underrepresented groups in the social sciences.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.