At school, ethnic constancy and knowledge predict better adaptive behavior, and constancy predicts fewer externalizing and internalizing problems¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Teacher-rated adaptive behavior was positively predicted by ethnic constancy and knowledge, and externalizing and internalizing problems were negatively predicted by ethnic constancy. → Serrano-Villar 2016
Evidence¶
Serrano-Villar 2016¶
Serrano-Villar, M., & Calzada, E. J. (2016). Ethnic identity: Evidence of protective effects for young, Latino children. Journal of Applied Developmental Psychology. https://doi.org/10.1016/j.appdev.2015.11.002
q3 · i? · associational · r2
Linear regressions predicting BASC-2 teacher-rated functioning (Table 4) in the 674-child sample, controlling for poverty, mother's education, and single-parent home; unstandardized B coefficients are printed (e.g., constancy on externalizing −2.11) with no effect sizes.
"ethnic constancy and knowledge each had a significant, positive main effect on adaptive behavior. In addition, ethnic constancy was significantly and negatively related to both externalizing and internalizing behavior."
Discussion¶
Related Claims¶
- Ethnic constancy and knowledge are associated with better adaptive behavior at home, with no moderation by gender or ethnicity — related
- Having more same-racial/ethnic school peers predicts fewer externalizing behaviors and stronger interpersonal skills in kindergarten, independent of school diversity — related
- Most young Latino children show emerging ethnic identity, with self-identification most prevalent (75%) and knowledge least prevalent (about 20%) — related
- Ethnic identity associations with functioning are robust across child gender and ethnic group, and ethnic identity scores are uncorrelated with IQ — related
- No significant ethnic differences in behavior problems or self-concept among children with ADHD, though Caucasian children had the lowest mean self-concept — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
ethnic-constancy-school-protective-adaptive-externalizing-internalizing |
title |
At school, ethnic constancy and knowledge predict better adaptive behavior, and constancy predicts fewer externalizing and internalizing problems |
description |
At school, ethnic constancy and knowledge predict better adaptive behavior, and constancy predicts fewer externalizing and internalizing problems |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2016 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — serrano-villar-2016 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.