ETHNIC IDENTITY AND ADJUSTMENT IN ADOLESCENCE

青少年时期的民族认同和适应

• 批准号: 3439505
• 负责人: JEAN S PHINNEY
• 金额: $ 6.84万
• 依托单位: CALIFORNIA STATE UNIVERSITY LOS ANGELES
• 依托单位国家: 美国
• 财政年份: 1987
• 资助国家: 美国
• 起止时间: 1987-09-11 至 1991-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/3439505
• 关键词: African American; Mexican Americans; adolescence (12-20); caucasian American; child psychology; decision making; emotional adjustment; ethnic group; identity; interview; mental health information system; orientation; questionnaires; social adjustment; social class

The development of an achieved personal identity is one of the main tasks of adolescence, and one's ethnicity is central to this process, at least for minorities. However, ethnic identity development during adolescence has been little studied. The aims of the proposed study are to assess ethnic identity development in adolescence, to compare ethnic identity development in minority (Black and Mexican-American) and White adolescents, and examine the impact of ethnic identity issues on psychological adjustment, particularly for minorities. The study will be conducted over two years. During the first year, questionnaire measures of ethnic identity and adjustment will be pilot tested with a small group of Black, Mexican-American, and White seventh and tenth graders from integrated schools. These studies will also be interviewed both to establish the validity of the questionnaire and to refine interview questions and procedures. During the second year, a large scale questionnaire will be administered to intact seventh and tenth grade classrooms, to assess both process and content aspects of ethnic identity and psychological adjustment as measured by a variety of standardized measures. From the students surveyed by the questionnaire, 96 students will be randomly selected (to represent equally each ethnic, age, and sex group) for in-depth interviews to assess ethnic identity and adjustment. Analyses will be carried out to examine differences in ethnic identity between younger and older adolescents, and among the three ethnic groups, and to assess the impact of each component of ethnic identity on school, peer, and home adjustment. It is hypothesized that those adolescents who have examined the meaning of their ethnicity and have made a decision regarding their ethnic identity will show better adjustment than those who have not. However, adjustment will vary as a function of both the context (school, peers, home) and the orientation (monocultural, bicultural, or assimilated). These data will contribute to an understanding of minority adolescents which will be of value to teachers, counselors, therapists, and others who work with adolescents.

发展一个已实现的个人同一性是 青春期的主要任务，一个人的种族是核心 至少对少数民族来说是这样。 然而，民族认同 青春期的发育研究很少。 目标 的主要目的是评估 青少年时期，比较少数民族的民族认同发展 （黑人和墨西哥裔美国人）和白色青少年，以及 研究种族认同问题对心理健康的影响 调整，特别是对少数民族。 本研究将 进行了两年多。 第一年，问卷调查 将对族裔认同和调整措施进行试点测试 和一小群黑人墨西哥裔美国人和白色人 七年级和十年级的学生。 这些研究 也将接受采访，以建立有效性的 调查问卷，并完善访谈问题和程序。 在第二年，将进行大规模问卷调查， 管理到完整的七年级和十年级教室， 评估民族认同的过程和内容， 心理调整，通过各种 标准化措施。 从被调查的学生 问卷调查，96名学生将被随机选择（代表 每个种族，年龄和性别组平等）进行深入访谈， 评估种族认同和适应。 将进行分析 研究年轻人和年轻人之间的种族认同差异， 年龄较大的青少年，以及三个族裔群体， 评估种族认同的每个组成部分对学校的影响， 同伴和家庭适应。 据推测， 研究其种族意义的青少年， 已经就他们的种族身份做出了决定， 比那些没有适应的人更好。 然而，调整 会随着环境（学校，同龄人，家庭）的变化而变化 和方向（单文化，双文化，或同化）。 这些数据将有助于了解少数族裔 青少年将有价值的教师，辅导员， 治疗师和其他青少年工作者。