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About this paper symposium
| Panel information |
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| Panel 17. Race, Ethnicity, Culture, Context |
| Paper #1 | |
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| The Buffering Effects of Ethnicity: Ethnic Identity and Stereotype Vulnerability in Latine Children | |
| Author information | Role |
| Betsy Centeno, University of California, Santa Cruz, United States | Presenting author |
| Saskias Casanova, University of California, Santa Cruz, United States | Non-presenting author |
| Rose Vukovic, University of Victoria, Canada | Non-presenting author |
| Abstract | |
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Introduction Ethnic identity is a strength for Latine children’s academic achievement (Rivas‐Drake et al., 2014). However, extant research has shown that ethnic identity works like a double-edge sword (Yip, 2018). For example, a meta-analysis found both protective and detrimental effects of ethnic/racial identity (Yip et al., 2019). More recent research highlights ethnic/racial identity as a source of resilience and resistance (Rivas-Drake et al., 2022). Additionally, ethnic identity research has focused on Latine/x adolescents and young adults (Umaña-Taylor et al., 2014). Thus, this research focuses on ethnic identity among Latine children. Ethnic identity is an individual’s sense of belonging to an ethnic group (Bernal et al., 1993; Phinney, 1995; Phinney & Ong, 2007). Although Latine/x is an ethnicity, research has found that most Latine/x individuals conceptualize their Latine/x identity as both their race and ethnicity (Pew Research Center, 2020). Thus, it is important to acknowledge that Latinx/e children may view their race and ethnicity as the same. We sought to investigate how ethnic identity was related to vulnerability to race-based stereotypes among Latine children. Race-based stereotype vulnerability is the tendency to fear, easily detect, and strongly respond to rejection because of one's race. Methods The data were collected from a larger sample of the Socio-Ecological and Socio-Cognitive Underpinnings of Math Difficulties (SSUMD) study (N = 238; 53% female) conducted in the state of Arizona in 2017. For this study, we focused on a sample of Latine 3rd-5th graders from two public elementary schools in Arizona (N = 117; 55.6% female; Mage = 9.40, SDage = 0.89; Mgrade = 4.04, SDgrade = 0.83; born outside of the United States = 6.8%). The students were divided into three grade levels: third grade (31.6%), fourth grade (30.4%), and fifth grade (38%). Race-based stereotype vulnerability was measured by developing the 6-item scale adapted from the RS-Race Scale (Mendoza-Denton et al., 2002). A sample item was, "If you do poorly on a test, people will assume that it is because of your race" rated on a four point Likert scale (1= strongly disagree, 4= strongly agree). The Cronbach's alpha for the adapted scale was .855. Ethnic identity was measured using Phinney’s (1992) Multigroup Ethnic Identity Measure (MEIM; 12 items). Sample item, “I feel a strong connection to my ethnic group” rated on a four point Likert scale (1= strongly disagree, 4= strongly agree). Results A regression analysis indicated that the mean scores for ethnic identity (M = 3.03, SD = 0.55) were negatively related with the mean scores in race-based stereotype vulnerability (M = 1.64, SD = 0.73). A linear regression revealed that ethnic identity was negatively related with stereotype vulnerability among Latine children (r = –.330, p < .001, 95% CI [–.483, –.158]). Conclusion Findings revealed that high ethnic identity related to low race-based stereotype vulnerability in Latine children. Our findings have significance for educators and other important stakeholders who can create culturally relevant educational programs that emphasize ethnic identity as a strength for learning. |
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| Paper #2 | |
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| The Interplays of Racism, Colorism, and Gender on the Ethnic-Racial Identity of Latinx Youth | |
| Author information | Role |
| Kayla M. Osman, University of Arizona, United States | Presenting author |
| Katharine H. Zeiders, University of Arizona, United States | Non-presenting author |
| Antoinette M. Landor, University of Missouri, United States | Non-presenting author |
| Ada M. Wilkinson-Lee, University of Arizona, United States | Non-presenting author |
| Stefanie Martinez-Fuentes, University of Arizona, United States | Non-presenting author |
| Lindsay T. Hoyt, Fordham University, United States | Non-presenting author |
| Abstract | |
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Ethnic-racial identity (ERI) is a salient developmental process among youth of color (Umaña-Taylor et al., 2014), which is informed by other dimensions of social identity, such as gender, and broader sociocultural contexts of racialization, such as colorism and racism (Williams et al., 2020). One prevalent facet of racism includes ethnic-racial microaggressions, which places an g emphasis on differences (e.g., being asked “where you are really from?”) that function via assumptions that individuals of color are “foreign” and therefore “other” (Huynh, 2012). Although microaggressions have been negatively associated with psychosocial outcomes (Huynh, 2012), little work has directly linked these experiences to aspects of ERI, let alone alongside facets of colorism (e.g., skin tone, skin tone satisfaction). Moreover, the impacts of colorism are gendered (Hunter, 2007). Gender differences have been found in the ERI development trajectories of youth (Sladek et al., 2023). Informed by intersectionality (Crenshaw, 1989), the current study aimed to explore the intersections between negative racialized experiences, skin tone, skin tone satisfaction, and gender on the ERI (i.e., affirmation, exploration, resolution) of Latinx girls and boys. Latinx adolescent boys and girls (N = 220; Mage = 14.23, SDage = 1.49; 49.1% boys, 50.9% girls) from the US Southwest completed an online survey. Youth rated their skin tone (ST; Landor et al., 2013), their degree of skin tone satisfaction, and reported on their experiences with ethnic-racial microaggressions that placed emphasis on racial differences (e.g., being asked “where you are really from?”; Huynh, 2012). Moderation analyses were performed in SPSS and significant interactions were probed using simple slopes analysis. Moderation analyses revealed a significant 2-way interaction between microaggressions and skin tone satisfaction (STS) on ERI affirmation (Table 1); at low levels of STS, greater microaggressions were related to lower levels of affirmation whereas at high levels of STS, greater microaggressions were related to higher levels of affirmation (Figure 1). Results found a significant 4-way interaction between microaggressions, ST, STS, and gender on both ERI exploration and resolution. Simple slopes analyses revealed that, among girls with darker skin and lower skin tone satisfaction, greater microaggressions were related to greater ERI exploration and ERI resolution (Figure 1). Overall, our findings indicate the nuanced relationships between aspects of racism, colorism, and ERI among US Latinx youth and their developmental processes. For ERI affirmation, STS emerged as a salient buffering factor against the negative role of microaggressions for boys and girls. Thus, feeling more positively about one’s skin tone may act as a resource to equip youth for dealing with microaggressions in relation to their ERI. For ERI exploration and resolution, findings suggest that negative racialized experiences may be uniquely salient in prompting darker skin girls to think more about their ERI and what their ERI means to them. This study points to the significance of considering the different levels of social stratification Latinx youth are situated within as it relates to their ERI. Future work should examine how Latinx youth negotiate these varying experiences of privilege and oppression in their identity processes. |
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| Paper #3 | |
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| The Role of Skin-Tone in Race and Ethnicity Self-Identification for Latine Children | |
| Author information | Role |
| Mercedes Munoz, Duke University, United States | Presenting author |
| Cristina E. Salvador, Duke University, United States | Non-presenting author |
| Sarah E. Gaither, Duke University, United States | Non-presenting author |
| Abstract | |
| Being able to racially categorize oneself can be especially difficult for Latine individuals—the largest racial/ethnic minority group in the U.S.—since there is no consensus on whether being Latine is a race or an ethnicity. For the last 100 years, the U.S. Census has categorized Latine as an ethnicity, however for the 2030 Census, Latine will be included as a race. Here, we explore this tension of whether Latine identity is viewed as a race or an ethnicity by determining whether Latine children prefer a demographic form which lists Latine as only an ethnicity or one that lists Latine as a race. Additionally, we investigate what factors may predict a Latine child’s choice in form. Specifically, skin-tone may be an important factor because past research shows Latine adults with darker skin-tones are less likely to select their race as “White” on demographic forms when Hispanic/Latino is not a race option (Golash-Boza & Darity, 2008). Thus, children with darker skin-tones may prefer a demographic form that lists Latine as a race to reflect their lived experiences. Latine children ages 9-14 (N = 72) conducted a video recorded semi-structured interview with an experimenter. Children were presented with two demographic forms—one identical to the current U.S. standard which lists Latine as an ethnicity in a separate question above other racial categories, and one that lists Latine within the other racial categories. Participants were asked for their form preference and reasoning. Skin-tone was later measured by coders who watched the video and color-swatched a participants' forehead using a color selection tool to code using a foundation make-up palette. This novel method allows us to select a skin-tone from up to 30 hue options, which leads to more accurate skin tone assessment compared to more commonly used skin-tone evaluations that only include five options (Arce et al., 1987). Additionally, using a color selector tool (instead of relying solely on the coder’s visual interpretation of the child’s skin-tone) allows coders to be more objective in the skin-tone matching process. Results demonstrate that 54% of Latino children preferred to fill out a demographic form that has their Latine identity listed as a race, indicating the U.S. standard of listing it as an ethnicity is not the majority preference. When asked why they preferred the race form, some cited not knowing what race to select when Latine is not listed as an option. Additionally, children with darker skin-tones were significantly more likely to prefer a demographic form that showed their Latine identity as a race, F(1,38) = 4.46, p = .04. These results suggest that the current U.S. standard for racial/ethnic categorization is not sufficient for this new generation of Latine individuals. Furthermore, skin-tone seems to influence whether Latine children view their identity as a race or an ethnicity. This research highlights demographic forms that list Latine only as an ethnicity, potentially excluding children with darker skin-tones who identify with Latine as a race. | |
| Paper #4 | |
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| In Search of Belonging: A Comparative Analysis of Migration upon Kichwa Saraguro Youth's Diasporic Experiences | |
| Author information | Role |
| Luis M. Gonzalez-Quizhpe, Harvard University, United States | Presenting author |
| Carola Suárez-Orozco, Harvard University, United States | Non-presenting author |
| Abstract | |
| Kichwa, part of the Quechua language family, is spoken by overlooked yet resilient Indigenous communities in the diaspora, including within the United States and Ecuador. The Kichwa Saraguro community, originally from the Southern Andean region of Ecuador, has experienced significant migration over the past 50 years, leading families to both Ecuadorian cities and international destinations such as Wisconsin. Despite this, little research has focused on how Kichwa Saraguro youth adapt and negotiate their ethnic-racial identity in these diverse settings (Román & Gonzalez-Quizhpe, 2024). This study employs a comparative case study approach, framed by the integrative risk and resilience (IRR) model for immigrant-origin youth (Suaréz-Orozco et al., 2018), to examine how Saraguro adolescents navigate their sense of ethnic-racial identity and belonging across Saraguro, Cuenca, and rural Wisconsin. Drawing on a subset of data gathered through ethnographic methods, I report on interviews with 10 high school students across these various locations, highlighting the challenges of maintaining cultural identity amidst social exclusion, discrimination, and adaptation in different educational and social environments. The findings underscore the critical role of ethnic-racial identity negotiation, cultural continuity, and community support in shaping a sense of belonging for diasporic Indigenous youth. Recommendations for implementing culturally responsive education and social policies that support the ethnic-racial identity development and belonging of Indigenous youth in diaspora is discussed. | |
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Exploring Latine and Indigenous Latine Identity: How Environmental Factors Influence Racial-Ethnic Identity
Submission Type
Paper Symposium
Description
| Session Title | Exploring Latine and Indigenous Latine Identity: How Environmental Factors Influence Racial-Ethnic Identity |