Friends Matter: Ethnic-Racial Identity and School Adjustment among African American and Latino Early Adolescents

Autor/inn/en	Medina, Michael A.; Rivas-Drake, Deborah; Jagers, Robert J.; Rowley, Stephanie J.
Titel	Friends Matter: Ethnic-Racial Identity and School Adjustment among African American and Latino Early Adolescents
Quelle	In: Applied Developmental Science, 24 (2020) 4, S.376-391 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Medina, Michael A.) ORCID (Rowley, Stephanie J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
DOI	10.1080/10888691.2018.1524712
Schlagwörter	Friendship; Peer Groups; Ethnicity; Racial Identification; Student Adjustment; Student School Relationship; Sense of Community; African American Students; Hispanic American Students; Middle School Students; Early Adolescents; Economically Disadvantaged; Social Development; Emotional Development; Minority Group Students + Suchen Sie Ihr Suchwort? Freundschaft; Gleichaltrigengruppe; Peer Group; Ethnizität; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schüler-Lehrer-Beziehung; African Americans; Afroamerikaner; Hispanic; Hispanic Americans; Hispanoamerikaner; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Soziale Entwicklung; Gefühlsbildung
Abstract	The current study investigated the role of ethnic-racial identity (ERI) on early adolescents' school adjustment, as moderated by their school friends' aggregate ERI. The study drew data from a longitudinal socioemotional project in a Midwestern U.S. middle school. Surveys were administered twice over a 6-month interval with a sample of 161 African American and Latino sixth through eighth grade students. Results suggested a promotive role of ERI, as three dimensions (public regard, private regard, and resolution) were positively related to students' school adjustment. Additional results demonstrated the importance of friend group aggregate ERI; participants with high resolution or private regard, or a friend group with high aggregate resolution or private regard, reported higher levels of school adjustment than those with low individual and friend group-levels of these ERI dimensions. The findings provide insights into the role of social contexts and friend group beliefs on adolescents' ERI development and school experiences. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01