Revisiting the two-factor model of ethnic-racial and U.S. identity exploration among Hispanic college students.

Abstract

Objective: Establishing a positive ethnic-racial identity (ERI) and U.S. identity (USI) is an important cultural asset capable of promoting positive adjustment. Although exploration has been identified as the fundamental process underlying ERI and USI development, existing research has largely utilized a unidimensional conceptualization. The present study sought to replicate Syed et al.'s (2013) findings, which differentiated between two forms of ERI exploration, search (i.e., reflection/talking to others) and participation (i.e., involvement in events/experiences), and extend to USI. Moreover, we sought to examine the unique associations between ERI and USI exploration with resolution and negative affect.

Method: The sample included 416 Hispanic/Latine college students (83.7% female; M_age = 20.57 years) recruited from a psychology department participant pool at a public Hispanic-serving institution in South Florida in 2017. Participants completed the online survey at their convenience in exchange for course credit.

Results: Findings provided support for the differentiation between ERI and USI search and participation, which were uniquely and differentially associated with resolution and negative affect.

Conclusion: Our study highlights the need to move beyond unidimensional conceptualizations of exploration. (PsycInfo Database Record (c) 2026 APA, all rights reserved).