The Association of Ethnic Identity on Sexual Activity Among a Sample of African American Adolescents
The Association of Ethnic Identity on Sexual Activity Among a Sample of African American Adolescents

Author: Angelina Marie Anthony

Publisher:

Published: 2005

Total Pages: 284

ISBN-13:

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The purpose of this study is to explore ethnic identity as a protective factor against sexual activity among a sample of African American adolescents. The study sample consisted of 1084 African American adolescents who were administered a survey comprised of questions about their health, risk behaviors, and their backgrounds. The variables examined were sexual intercourse, ethnic identity, parent-child communication regarding specific topics, mother-adolescent conflict and negative communication. The study also examined family structure, educational aspirations, attitudes about sex, self-esteem, refusal skills, lifetime substance use, perceived peer lifetime sexual behavior, age and gender. Analyses conducted examined the relationship between sexual activity and the independent variables as well as associations between two nominal variables. Relationships between interval/ratio variables were investigated. Multiple logistic regression analyses were used to assess whether the relationship between ethnic identity and lifetime sexual intercourse persisted, controlling for individual, family, and social factors. The findings indicate ethnic identity, and individual, family, and peer factors were related to lifetime sexual intercourse. The effects were stronger for substance use and the influence of peers on sexual behavior. When taking into account the other individual, family, and peer factors, the relationship between ethnic identity and lifetime sexual intercourse was non-significant. Additionally, ethnic identity did not moderate the risk factors explored in this study. Gender differences are clearly delineated in the study with more males having sexual intercourse than females. The results of this study recommend multifaceted interventions that begin as early as elementary school and involve families, schools, communities, and organizations working to promote responsible sexual behavior of adolescents. In addition, the findings of other studies provide support for intervention programs that facilitate the development of ethnic identity, such as youth mentoring programs with a focus on Rites of Passage programs. Interventions should also be developed to include peer groups that are comprised of friends, because of the influence peers have on sexual activity and the engagement in other risk behaviors such as substance use.-- Abstract.

A Comparative Analysis of Ethnic Identity Salience, Ego Identity Salience, and Skin Color Preference in African American Adolescents
A Comparative Analysis of Ethnic Identity Salience, Ego Identity Salience, and Skin Color Preference in African American Adolescents

Author: Iman J. Ross

Publisher:

Published: 2007

Total Pages: 128

ISBN-13: 9788086029238

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The purpose of the present study was to investigate the development of ethnic identity salience and ego identity salience in African American adolescents in relation to skin color preferences. A sample of eighty-eight African American adolescents (55 males; 33 females), ages 12 through 18 (mean age = 14.9), in grades six through twelve (mean grade = 9.3) were administered the Multigroup Ethnic Identity Measure (MEIM) to record levels of ethnic identity salience, the Extended Objective Measure of Ego Identity Scale - Revised II to measure ego identity salience, and the Cutaneo-Chroma-Correlate (CCC) to assess potential relationships, if any, between skin color and various aspects of bias. Results of the study indicated that African American adolescents forge relationships and friendships based on multiple factors, including skin color bias. Statistically significant relationships were established between skin color preferences and opposite sex peer selection; skin color preferences and same sex peer selection; skin color preferences and mate selection; and skin color preferences and projected family membership. However, no particular skin color preferences emerged.

Below the Surface
Below the Surface

Author: Deborah Rivas-Drake

Publisher: Princeton University Press

Published: 2019-02-05

Total Pages: 241

ISBN-13: 0691184380

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A guide to the latest research on how young people can develop positive ethnic-racial identities and strong interracial relations Today’s young people are growing up in an increasingly ethnically and racially diverse society. How do we help them navigate this world productively, given some of the seemingly intractable conflicts we constantly hear about? In Below the Surface, Deborah Rivas-Drake and Adriana Umaña-Taylor explore the latest research in ethnic and racial identity and interracial relations among diverse youth in the United States. Drawing from multiple disciplines, including developmental psychology, social psychology, education, and sociology, the authors demonstrate that young people can have a strong ethnic-racial identity and still view other groups positively, and that in fact, possessing a solid ethnic-racial identity makes it possible to have a more genuine understanding of other groups. During adolescence, teens reexamine, redefine, and consolidate their ethnic-racial identities in the context of family, schools, peers, communities, and the media. The authors explore each of these areas and the ways that ideas of ethnicity and race are implicitly and explicitly taught. They provide convincing evidence that all young people—ethnic majority and minority alike—benefit from engaging in meaningful dialogues about race and ethnicity with caring adults in their lives, which help them build a better perspective about their identity and a foundation for engaging in positive relationships with those who are different from them. Timely and accessible, Below the Surface is an ideal resource for parents, teachers, educators, school administrators, clergy, and all who want to help young people navigate their growth and development successfully.

The Relationship Among Ethnic Identity, Psychological Well-being, Academic Achievement and Intergroup Competence of African American High School Adolescents
The Relationship Among Ethnic Identity, Psychological Well-being, Academic Achievement and Intergroup Competence of African American High School Adolescents

Author:

Publisher:

Published: 2009

Total Pages: 408

ISBN-13:

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AbstractIn the last two decades the demographic composition of the United States has witnessed extraordinary changes in the numbers of ethnic minorities, and no where is this more evident than in our nation's public school system. Due to this proliferation of changes in the demographics of our country, serious issues and concerns have been raised with regard to the mental health and academic achievement of school-age children from diverse ethnic backgrounds. The major purpose of the study was to examine the implications of the relationship of psychological well-being variables (life satisfaction, self-esteem and ethnic identity), mental health depression, and Intergroup interactional competence and academic achievement of school- age adolescents. In group assemblies of varying sizes, seven measures were explained to students to fill out either in school or at home and return to be collected. These measures have been previously utilized and have been found to have adequate reliability and validity (Crumly & Hyers, 2004). The reliability of all the measures was also assessed in this study and was found to have moderate to high range. The study utilized a total sample of 119 African American adolescents from low social economic status ranging in grades from ten through twelve. The findings indicated significant intercorrelations among some selected psychological variables and objective and self-reported measures of achievement. Gender differences were noted in the predictability of achievement of reading. The perceived caring, inter-group anxiety, and psychological sense of membership measures were found to be the best predictors of academic achievement. Implications of the study as well as recommendations for future research in this area are discussed.