School ethnic composition moderates change in ERI affirmation during adolescence¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Among Latino adolescents, ethnic identity affirmation may increase significantly from middle to late adolescence for youth attending predominantly White schools, but may not change over time among youth attending schools where most students are ethnic minority group members. → Umaña-Taylor 2014

Evidence¶

Umaña-Taylor 2014¶

Umaña-Taylor, A. J., Lee, R. M., Rivas-Drake, D., Syed, M., Seaton, E., Quintana, S. M., Cross, W. E. Jr., Schwartz, S. J., & Yip, T. (2014). Ethnic and Racial Identity During Adolescence and Into Young Adulthood: An Integrated Conceptualization. Child Development. https://doi.org/10.1111/cdev.12196

q2 · i? · review · r3

The review reports two school-composition findings: affirmation "may increase significantly from middle to late adolescence for youth attending predominantly White schools" (citing Umaña-Taylor et al., 2009), while it "may not change over time" in majority-minority schools (citing Pahl & Way, 2006). No effect sizes are printed.

"research has found that among Latino adolescents, ethnic identity affirmation may increase significantly from middle to late adolescence for youth attending predominantly White schools (Umaña-Taylor et al., 2009), but that ethnic identity affirmation may not change over time among youth attending schools where the majority of students are from ethnic minority groups (Pahl & Way, 2006)."

Discussion¶

Learner Variables¶

• Identity — outcome: instruction changes it

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