Promoting adolescent adjustment by intervening in ethnic-racial identity development: Opportunities for developmental prevention science and considerations for a global theory of change
Identity formation is a fundamental developmental process that has significant consequences for youth adjustment during adolescence and beyond. This article presents evidence indicating that ethnic-racial identity, specifically, is an important developmental competency on which prevention science sh...
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| Published in | International Journal of Behavioral Development Vol. 47; no. 4; pp. 352 - 365 |
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| Main Author | |
| Format | Book Review Journal Article |
| Language | English |
| Published |
London, England
SAGE Publications
01.07.2023
SAGE PUBLICATIONS, INC |
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| Online Access | Get full text |
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| Abstract | Identity formation is a fundamental developmental process that has significant consequences for youth adjustment during adolescence and beyond. This article presents evidence indicating that ethnic-racial identity, specifically, is an important developmental competency on which prevention science should focus in the interest of promoting positive youth development. Findings from the initial efficacy testing of the Identity Project, an ethnic-racial identity prevention program grounded in developmental theory, are presented and discussed. Moreover, preliminary evidence of the intervention’s potential when implemented by teachers is introduced, drawing on both quantitative and qualitative data from a recent study. Taking a broader perspective, future directions for research are presented with a specific focus on considering how experiences of ethnoracial marginalization and racialized othering in countries across the globe may make this work relevant to contexts outside the United States. Finally, the possibility of a global theory of change is introduced, and the potential benefits of implementing programs such as the Identity Project in other countries are discussed. |
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| AbstractList | Identity formation is a fundamental developmental process that has significant consequences for youth adjustment during adolescence and beyond. This article presents evidence indicating that ethnic-racial identity, specifically, is an important developmental competency on which prevention science should focus in the interest of promoting positive youth development. Findings from the initial efficacy testing of the Identity Project, an ethnic-racial identity prevention program grounded in developmental theory, are presented and discussed. Moreover, preliminary evidence of the intervention’s potential when implemented by teachers is introduced, drawing on both quantitative and qualitative data from a recent study. Taking a broader perspective, future directions for research are presented with a specific focus on considering how experiences of ethnoracial marginalization and racialized othering in countries across the globe may make this work relevant to contexts outside the United States. Finally, the possibility of a global theory of change is introduced, and the potential benefits of implementing programs such as the Identity Project in other countries are discussed. |
| Author | Umaña-Taylor, Adriana J. |
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| Keywords | adolescence Ethnic identity intervention racial identity |
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| SubjectTerms | Adjustment Adolescent Development Adolescents Change Strategies Efficacy Ethnic identity Ethnicity Identity formation Intervention Marginality Otherness Prevention Prevention programs Program Effectiveness Program Implementation Racial Identification Racial identity Self Concept Social development Student Adjustment Teachers Theories Theory Youth |
| Title | Promoting adolescent adjustment by intervening in ethnic-racial identity development: Opportunities for developmental prevention science and considerations for a global theory of change |
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