Main and interactive effects of discrimination, parent racial/ethnic socialization, and internalizing symptomology on BIPOC teens' ethnic‐racial identity

• Published in: Journal of research on adolescence Vol. 34; no. 3; pp. 944 - 956
• Main Authors: Takamasa, Emily J., Fraser, Ashley M., Rogers, Adam A.
• Format: Journal Article
• Language: English
• Published: United States Wiley Subscription Services, Inc 01.09.2024
• Subjects: adolescence; Adolescent; Adolescent development; Adolescents; Affirmation; BIPOC; Discrimination; Ethnic groups; Ethnic identity; Ethnicity; Ethnicity - psychology; ethnic‐racial identity; Female; Humans; Identity formation; Internalization; Male; Mental health; Minority & ethnic groups; parent racial/ethnic socialization; Parent-Child Relations - ethnology; Parents & parenting; Parents - psychology; Racial discrimination; Racial groups; Racial Groups - psychology; Racial identity; Racism - psychology; Social Identification; Socialization; Teenagers; United States; Youth; United States; adolescence; BIPOC; parent racial/ethnic socialization; discrimination; ethnic‐racial identity
• ISSN: 1050-8392; 1532-7795; 1532-7795
• DOI: 10.1111/jora.12978

Research suggests that BIPOC (Black, Indigenous, People of Color) adolescents have the best developmental outcomes when strong, positive ethnic‐racial identity (ERI) is acknowledged and embraced. This study investigated whether discrimination, internalizing symptomology, parent socialization, and/or interactions of these variables were associated with adolescent ERI, specifically in exploration, resolution, and affirmation, to illuminate nuanced ways BIPOC youth can achieve positive ERI. Recruited from third‐party research panels, surveyed participants were adolescents (Mage = 15.28; 51.6% male) of diverse ethnic/racial groups and socioeconomic backgrounds from all regions of the United States. Overall, results showed that there were four significant main effects on ERI: a negative relation between internalizing symptomology and exploration, a positive relation between parent socialization and exploration, a positive relation between parent socialization and resolution, and a negative relation between internalizing symptomology and affirmation. There were also two significant interactive effects such that (1) discrimination had a stronger negative relation with affirmation under condition of high internalizing, and (2) parent socialization had a stronger positive relation with affirmation under condition of high internalizing. Results show development of ERI in adolescence is subject to multiple, interactive influences. Main and interactive effects highlight the contextual role that mental health implicates for youth of color. Implications for parents and practitioners are discussed.