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

该奖项是美国国家科学基金会社会、行为和经济科学博士后研究奖学金（SPRF）计划的一部分。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事业准备有前途的早期职业博士级科学家。SPRF奖励包括在知名科学家的赞助下进行为期两年的培训，并鼓励博士后进行独立研究。美国国家科学基金会寻求促进科学界各阶层的科学家，包括那些未被充分代表的群体的科学家，参与其研究项目和活动；博士后阶段被认为是实现这一目标的一个重要的专业发展阶段。每个博士后必须解决各自学科领域的重要科学问题。在阿德里安娜·乌玛医生的赞助下？这个博士后奖学金奖支持一位早期职业科学家研究日常环境对青少年种族认同（ERI）发展的影响。根据最近的预测，到2044年，美国将不存在单一的多数族裔群体（Colby & Ortman, 2014）。（注49）目前，美国公立学校一半以上的学生来自少数族裔群体。这些迅速的人口变化将继续促使在种族和民族传统方面彼此不同的青年之间更频繁的日常交往。更好地理解不同的年轻人如何在美国社会背景下探索和获得对民族和种族的清晰认识，对于扩大代表性不足群体的参与至关重要。探索和实现一个清晰？ERI是一个规范的发展过程，对青少年有积极的贡献。学业和心理社会适应(Uma？a- taylor等人，2014)，并为少数民族青年提供保护功能，缓冲歧视的负面后果（Yip等人，2019）。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综合的理解。日常生活为ERI的发展提供信息。该项目的总体目标是：青少年民族-种族认同发展的背景：一种混合方法方法，通过对不同的青少年提供独特的见解，推进混合方法方法的文化知情发展科学。日常生活中与老师、同学和家人的日常种族相关互动。这项由两部分组成的多方法研究侧重于(1)通过与不同民族种族背景的青少年进行小组讨论，探索影响ERI发展的环境因素；(2)测试这些环境因素如何影响以ERI为重点的学校干预项目(身份项目；Uma？a-Taylor et al., 2018)。对先前收集的定性数据(Uma？a-Taylor & Douglass, 2017)将涉及编码同种族群体的青少年（包括亚洲、黑人、拉丁裔和白人青年）之间与eri相关的焦点小组讨论。主要数据收集将包括每周两次的每日日记调查，作为对身份项目干预的随机对照试验的一项新贡献，其目标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，因为他们体验和参与干预内容。这项研究将有助于了解这些日常经历如何增强和/或阻碍现有和未来的干预措施。在多样化的美国学校系统中，探索干预措施对谁以及在什么条件下效果最好，对于为最需要干预的青少年量身定制干预策略至关重要。反过来，在青少年发育时期为ERI发展提供以学校为基础的结构性支持，将有助于扩大历史上代表性不足的群体在社会科学领域的参与。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值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.