A Lifespan Model of Ethnic-Racial Identity

被引：91

作者：

Williams, Chelsea Derlan ^{[1
]}

Byrd, Christy M. ^{[2
]}

Quintana, Stephen M. ^{[3
]}

Anicama, Catherine ^{[4
]}

Kiang, Lisa ^{[5
]}

Umana-Taylor, Adriana J. ^{[6
]}

Calzada, Esther J. ^{[7
]}

Gautier, Maria Pabon ^{[8
]}

Ejesi, Kida ^{[9
]}

Tuitt, Nicole R. ^{[10
]}

Martinez-Fuentes, Stefanie ^{[11
]}

White, Lauren ^{[12
]}

Marks, Amy ^{[13
]}

Rogers, Leoandra Onnie ^{[14
]}

Whitesell, Nancy ^{[10
]}

机构：

[1] Virginia Commonwealth Univ, Richmond, VA 23284 USA

[2] North Carolina State Univ, Raleigh, NC USA

[3] Univ Wisconsin, Madison, WI 53706 USA

[4] West Coast Childrens Clin, Oakland, CA USA

[5] Wake Forest Univ, Winston Salem, NC 27101 USA

[6] Harvard Univ, Cambridge, MA 02138 USA

[7] Univ Texas Austin, Austin, TX 78712 USA

[8] St Olaf Coll, Northfield, MN 55057 USA

[9] Harvard Med Sch, Boston Childrens Hosp, Boston, MA 02115 USA

[10] Univ Colorado, Boulder, CO 80309 USA

[11] Arizona State Univ, Tempe, AZ 85287 USA

[12] Univ Michigan, Ann Arbor, MI 48109 USA

[13] Suffolk Univ, Boston, MA 02114 USA

[14] Northwestern Univ, Evanston, IL 60208 USA

来源：

RESEARCH IN HUMAN DEVELOPMENT | 2020年 / 17卷 / 2-3期

基金：

美国国家科学基金会;

关键词：

AFRICAN-AMERICAN; LONGITUDINAL EXAMINATION; PSYCHOLOGICAL DISTRESS; ESSENTIALIST THINKING; MIDDLE CHILDHOOD; GENDER IDENTITY; RACE; DISCRIMINATION; BLACK; SELF;

D O I：

10.1080/15427609.2020.1831882

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

The current paper presents a lifespan model of ethnic-racial identity (ERI) from infancy into adulthood. We conceptualize that ethnic-racial priming during infancy prompts nascent awareness of ethnicity/race that becomes differentiated across childhood and through adulthood. We propose that the components of ERI that have been tested to date fall within five dimensions across the lifespan: ethnic-racial awareness, affiliation, attitudes, behaviors, and knowledge. Further, ERI evolves in a bidirectional process informed by an interplay of influencers (i.e., contextual, individual, and developmental factors, as well as meaning-making and identity-relevant experiences). It is our goal that the lifespan model of ERI will provide important future direction to theory, research, and interventions.

引用

页码：99 / 129

页数：31

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