Ethnic-Racial Identity Developmental Trajectories Across the Transition to College

Abstract

There is limited longitudinal research examining multiple ethnic-racial identity (ERI) components from adolescence into young adulthood. The current study modeled Latino adolescents' ERI trajectories across the college transition (N = 206; M_age = 18.10 years, SD = 0.41; 65.0% female). Longitudinal data from a survey administered on five occasions across 3 years were analyzed using multilevel growth modeling. Prior to college, Latino heritage culture orientation was positively associated with ERI exploration and resolution. ERI exploration increased over time. ERI resolution was high with no average change; Latino heritage culture orientation predicted variability in resolution over time. Before college, male-identifying youth reported higher ERI public regard from teachers/professors compared to female-identifying youth. Public regard increased to a greater extent for female compared to male adolescents. The findings join evidence for lifespan and intersectional models of ERI development.

Keywords: Adolescents; College; Cultural orientation; Ethnic-Racial identity; Gender; Latino.

Fig. 1

Variability in Ethnic-Racial Identity Development Across College Transition. Note. N = 206. Figure 1a = ERI exploration. Figure 1b = ERI resolution. Figure 1c = ERI public regard. T1 = pre-college. T7 = approximately 3 years later. Estimated marginal means plotted by wave for the sample average (black line with square markers) and by factors predicting significant differences in ethnic-racial identity (gray lines). Error bars are standard errors. Latino heritage culture orientation plotted +1 SD (“High”; 18% of sample) and −1 SD (“Low”; 18% of sample) from mean. 65.0% of participants identified as female; 34.5% of participants identified as male