{"title":"黑人青年从童年到成年期的民族和种族认同发展。","authors":"Pauline Ho, B Bradford Brown","doi":"10.1037/dev0001765","DOIUrl":null,"url":null,"abstract":"<p><p>This qualitative study employed a retrospective inquiry design to trace changes in the course of ethnic and racial identity (ERI) development of 20 African American college students (18-22 years old) attending a large, predominantly White university in the Midwestern United States. Through interviews, participants recalled life experiences that they considered crucial to their understanding of their own ERI in childhood, adolescence, and emerging adulthood. Using longitudinal qualitative analysis, three distinct pathways of ERI development were identified: <i>consolidating</i> (no change to the understanding they developed earlier in life), <i>cumulative</i> (successive additions or expansions to their current understanding of their own ERI), and <i>transformative</i> (their ERI trajectory is qualitatively altered by a turning point event). Results revealed that the development of ERI components is influenced by the interplay of contextual, individual, and developmental factors, along with the ongoing meaning-making of identity-relevant experiences. Findings lend empirical support for adopting a lifespan approach to ERI development, demonstrating ERI development as a dynamically interactive and continuous process. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"1915-1927"},"PeriodicalIF":3.1000,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Black youths' ethnic and racial identity development from childhood to emerging adulthood.\",\"authors\":\"Pauline Ho, B Bradford Brown\",\"doi\":\"10.1037/dev0001765\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>This qualitative study employed a retrospective inquiry design to trace changes in the course of ethnic and racial identity (ERI) development of 20 African American college students (18-22 years old) attending a large, predominantly White university in the Midwestern United States. Through interviews, participants recalled life experiences that they considered crucial to their understanding of their own ERI in childhood, adolescence, and emerging adulthood. Using longitudinal qualitative analysis, three distinct pathways of ERI development were identified: <i>consolidating</i> (no change to the understanding they developed earlier in life), <i>cumulative</i> (successive additions or expansions to their current understanding of their own ERI), and <i>transformative</i> (their ERI trajectory is qualitatively altered by a turning point event). Results revealed that the development of ERI components is influenced by the interplay of contextual, individual, and developmental factors, along with the ongoing meaning-making of identity-relevant experiences. Findings lend empirical support for adopting a lifespan approach to ERI development, demonstrating ERI development as a dynamically interactive and continuous process. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>\",\"PeriodicalId\":48464,\"journal\":{\"name\":\"Developmental Psychology\",\"volume\":\" \",\"pages\":\"1915-1927\"},\"PeriodicalIF\":3.1000,\"publicationDate\":\"2024-10-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Developmental Psychology\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1037/dev0001765\",\"RegionNum\":2,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2024/8/22 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHOLOGY, DEVELOPMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Developmental Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1037/dev0001765","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/8/22 0:00:00","PubModel":"Epub","JCR":"Q2","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
引用次数: 0
摘要
本定性研究采用回顾性调查设计，追踪 20 名就读于美国中西部一所以白人为主的大型大学的非洲裔美国大学生（18-22 岁）在民族和种族认同（ERI）发展过程中的变化。通过访谈，参与者回忆了他们认为对了解自己在童年、青春期和成年期的 ERI 至关重要的生活经历。通过纵向定性分析，确定了 ERI 发展的三种不同路径：巩固性（对他们早年形成的理解没有改变）、累积性（对他们目前对自己 ERI 理解的连续补充或扩展）和转化性（他们的 ERI 轨迹因转折点事件而发生质的改变）。研究结果表明，ERI 成分的发展受到环境、个人和发展因素的相互作用，以及身份相关经历的持续意义建构的影响。研究结果为采用生命周期方法来研究 ERI 的发展提供了经验支持，表明 ERI 的发展是一个动态互动和持续的过程。(PsycInfo Database Record (c) 2024 APA, 版权所有）。
Black youths' ethnic and racial identity development from childhood to emerging adulthood.
This qualitative study employed a retrospective inquiry design to trace changes in the course of ethnic and racial identity (ERI) development of 20 African American college students (18-22 years old) attending a large, predominantly White university in the Midwestern United States. Through interviews, participants recalled life experiences that they considered crucial to their understanding of their own ERI in childhood, adolescence, and emerging adulthood. Using longitudinal qualitative analysis, three distinct pathways of ERI development were identified: consolidating (no change to the understanding they developed earlier in life), cumulative (successive additions or expansions to their current understanding of their own ERI), and transformative (their ERI trajectory is qualitatively altered by a turning point event). Results revealed that the development of ERI components is influenced by the interplay of contextual, individual, and developmental factors, along with the ongoing meaning-making of identity-relevant experiences. Findings lend empirical support for adopting a lifespan approach to ERI development, demonstrating ERI development as a dynamically interactive and continuous process. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
期刊介绍：
Developmental Psychology ® publishes articles that significantly advance knowledge and theory about development across the life span. The journal focuses on seminal empirical contributions. The journal occasionally publishes exceptionally strong scholarly reviews and theoretical or methodological articles. Studies of any aspect of psychological development are appropriate, as are studies of the biological, social, and cultural factors that affect development. The journal welcomes not only laboratory-based experimental studies but studies employing other rigorous methodologies, such as ethnographies, field research, and secondary analyses of large data sets. We especially seek submissions in new areas of inquiry and submissions that will address contradictory findings or controversies in the field as well as the generalizability of extant findings in new populations. Although most articles in this journal address human development, studies of other species are appropriate if they have important implications for human development. Submissions can consist of single manuscripts, proposed sections, or short reports.
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