Abstract
In this chapter, we argue that the study of ethnic-racial identity (ERI) in youth can benefit from an explicit orientation to racial justice. We suggest that the extent to which ERI can be leveraged to support the equal status, opportunity, health, civic life, and well-being of Black, Indigenous, and other People of Color (BIPOC) underlies its role in advancing racial justice. We illuminate the affordances for advancing racial justice provided by commonly used approaches to conceptualizing ERI in studies of youth. In particular, we consider ethnic-racial identity as a psychological, social/contextual, and temporal phenomenon in order to describe facets that are common and those that are unique across groups. We then discuss how different ERI constructs have attempted to capture the psychological, social/contextual, and temporal spaces inhabited by youth across various groups, and we highlight conceptual issues that arise in ERI measurement in single- and multi-group studies. Following this discussion, we highlight findings that indicate for whom and how ERI can be leveraged to support the academic adjustment, psychological health, and civic engagement of racially marginalized youth. We conclude by providing recommendations for how to attend to these complexities when integrating ERI concepts into new and ongoing empirical studies.
For inclusion in the following volume: D. P. Witherspoon & G. L. Stein, (Eds.), Conceptualizing and measuring culture, context, race and ethnicity: A focus on science, ethics, and collaboration in the spirit of 2044.
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Notes
- 1.
See also Sellers et al. (1998) for a discussion of mainstream versus underground approaches to racial identity at that time.
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Rivas-Drake, D., Montoro, J., Agi, A. (2023). Canaries and Bellwethers: What Can We Learn About Racial Justice from Studying Ethnic-Racial Identity Within and Across Groups?. In: Witherspoon, D.P., Stein, G.L. (eds) Diversity and Developmental Science. Springer, Cham. https://doi.org/10.1007/978-3-031-23163-6_3
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