An examination of biracial college youths' family ethnic socialization, ethnic identity, and adjustment: do self-identification labels and university context matter?

Abstract

This study examined family ethnic socialization, ethnic identity, and adjustment among Latino/White and Asian/White biracial college students (n = 507), with special attention to how ethnic self-identification and university ethnic composition informed the ethnic identity process. Findings indicated that family ethnic socialization was positively related to participants' ethnic identity exploration and resolution, but not ethnic identity affirmation. Furthermore, ethnic identity resolution and affirmation were associated with higher self-acceptance and self-esteem, and lower depressive symptoms. Importantly, university ethnic composition moderated the association between ethnic identity resolution and anxiety, such that resolution promoted adjustment in contexts that were relatively more ethnically diverse. University ethnic composition also moderated the association between ethnic identity affirmation and both self-esteem and self-acceptance, such that affirmation was associated with better adjustment but only in schools that were less ethnically diverse.

Figure 1

Freely estimated model for young adults self-identifying as: (a) Biracial, (b) Ethnic minority, and (c) White. For ease of presentation, only significant paths from interaction terms involving ethnic identity and ethnic composition are depicted in the figure, although all paths involving these interactions were estimated. Across Figures, significant paths are presented with a solid line and nonsignificant paths are presented with a dashed gray line. Note: ethnic composition appears twice for ease of presentation.

Figure 2

Final model with pathways constrained for all three groups (i.e., pathways are not allowed to vary, they are forced to be equal). For ease of presentation, only significant paths from interaction terms involving ethnic identity and ethnic composition are depicted in the figure, although all paths involving these interactions were estimated. Significant paths are presented with a solid line and nonsignificant paths are presented with a dashed gray line. Note: ethnic composition appears twice for ease of presentation. ** p ≤ .01; * p ≤ .05

Figure 3

School ethnic composition moderating the relationship between ethnic identity and biracial youths’ anxiety. (a) resolution and (b) affirmation. * Denotes significant slope at p < .05.

Figure 4

School ethnic composition moderating the relationship between ethnic identity affirmation and biracial youths’: (a) self-acceptance and (b) self-esteem. * Denotes significant slope at p < .05.