Identity Development Among Ethnic Minority

Identity Development Among Ethnic Minority Adolescents

The Identity Development of Ethnic Minority Adolescents

Adolescence is a crucial stage in life for the formation of identity. This transitional time between childhood and adulthood is marked by change in the physical, emotional, spiritual, psychological and social aspects of an individual's life. Although there is a general process that identity formation adheres to, there are individual and group differences in development, such as those observed among ethnic minority adolescents. It is important for these differences among ethnically diverse adolescents, like Hispanic and African-American youth, to be understood and addressed by influential figures in their lives, such as parents, teachers, and clinicians. Doing so would ensure and facilitate healthy and supported identity development.

As cited by Torres (2004), the 2000 census reported a dramatic increase in Latinos in the United States, making them the largest minority group in the nation. Between the years 1990 and 2000, the Latino population in the United States increased by 57.9%, which was the greatest increase of any ethnic or racial group in the United States. This dramatic increase results in a more diverse population, including that observed among adolescents in school and community settings. Therefore it is important that appropriate and effective resources be available for ethnically diverse adolescents in order to facilitate health identity development.

In general, identity development during adolescence may be conceptualized as falling into discrete identity status categories. Allison (2001) describes how the Revised Extended Version of the Objective Measure of Ego Identity Status (EOM-EIS-2) can be used to assess which identity status an adolescent is currently experiencing. The four identity statuses, in order from least to most sophisticated are diffusion, foreclosure, moratorium, and achievement. Several factors influence the status of individual adolescents, including psychosocial and physical factors. Are there significant differences in adolescents' identity statuses according to ethnicity?

The process in which ethnic identity is established in adolescence was discussed by Torres (2004). This author described a model which focuses on the formation of ethnic identity and how adolescents come to understand their ethnicity. There are three distinct stages to this model that develop sequentially. The first stage is Unexamined Ethnic Identity, characterized by a consideration of the concept of ethnicity. The second stage is Ethnic Identity Search/Moratorium, which involves an initiation of identity search. The third and final stage is Ethnic Identity Achievement, which is characterized by a clear, highly developed sense and understanding of one's ethnicity (Torres, 2004).

Rotheram-Borus (1989) investigated the relationships between ethnicity and identity status, and further, the relationship between identity status and social competence, behavior problems, and self-esteem. The researcher used the identity statuses of achievement, moratorium, foreclosure, and diffusion discussed previously, and ethnic status was also assessed. Results indicated that white students in upper highschool grades were more likely than minority students to have higher moratorium scale scores and perceive themselves as committed to their ethnic role. In addition, this study determined that there were no significant ethnic differences in the relationships between identity status and social competence, behavior problems, or self-esteem. Interestingly, across all ethnic groups, ratings of moratorium, considered to be the second-most sophisticated identity status, were associated with significantly more behavior problems, decreased social competence, and lower self-esteem (Rotheram-Borus, 1989).

Ethnic identity development is a key component to adolescence. Ethnic identity is essentially the "aspect of identity related to one's membership in an ethnic group (Greig, 2003; p.317)." Greig (2003) explained how ethnic identity has marked implications for mental health, and African-American and Hispanic adolescents that have effectively developed their ethnic identity, or have achieved a secure sense of themselves as members of an ethnic group, tend to have increased levels of self-esteem and better overall mental health.

Especially in major centers, the majority of at-risk adolescents are Latino and African-American youth (Yanvey, 1992). Yancey (1992) examined identity development among ethnic minority adolescents in the foster care system. This researcher explained how the occurrence of societal problems, such as unintentional pregnancy, childbearing, substance abuse, underachievement, discontinuation of education at an early point, homelessness, and dependency on social service and mental health resources was disproportionately pronounced among ethnic minorities. In regards to ethnic minority youth in the foster care system, Yancey (1992; p.819) "postulated that their social maladaptation is reflective of identity disturbances created by the negative images of African-Americans and Latinos perpetuated by the dominant society and unfiltered by optimal parental racial socialization." This statement expresses the profound influence that society's attitudes can have on the identity development of ethnic adolescents, and indicates a direction in which interventions could improve the racial socialization practices among parents.

The effect that parents have on the identity development of Latino and African-American adolescents was investigated by Hughes (2003). Two dimensions of racial socialization, cultural socialization and preparation for bias, were examined. Results indicated no significant differences between the ethnic groups with regard to frequency of cultural socialization, but African-American parent were found to report more frequent preparation for bias. These findings may indicate that African-American adolescents may have expectations for discrimination embedded in their identity development due to their racial socialization by their parents (Hughes, 2003).