Ethnic Identity Development among First Nation Children: An Individual Growth Approach
Notice bibliographique
Résumé
Research on the development of racial-ethnic identity among minority group children and adolescents has enjoyed continued research interest over the last several decades (see Schwartz, Syed, Yip, Knight, Umana-Taylor, Rivas-Drake & Lee and the Ethnic and Racial Identity in the 21st Century Study Group, (2014) for a review). There are several reasons why researchers have shown continuing interest in racialethnic identity. Racial-ethnic identity, like other social identities, can fulfill motivations such as self-esteem (Tajfel & Turner, 1979), certainty (Hogg, 2000), and belonging (Brewer, 1991). In addition, several studies report positive relationships between racial-ethnic identity and increases in psychosocial outcomes such as academic success (e.g., Brown & Chu, 2012; Smith, Atkins, & Connell, 2003) and low levels of substance abuse (e.g., Schier, Botvin, Diaz, & Ifill-Williams, 1997). Interest in racial-ethnic identity is not limited to studies on adjustment and mental health. Other studies report that racial-ethnic identity buffers the effects of prejudice and discrimination (Neblett, Terzian, & Harriott, 2010; Quintana, 2007), and the effects of intergroup contact on prejudice reduction (Rivas-Drake, Syed, Umana-Taylor, Markstrom, French, Schwartz, Lee, and the Ethnic and Racial Identity in the 21st Century Study Group, 2014). Among minority group members racialethnic identity has a significant influence on perception and evaluation of the self, in-group and out-group members.Research on racial-ethnic identity development typically focuses on adolescence and young adulthood because it is during these developmental periods that questions about identity and the meaning of that identity frequently arise (Phinney, 1990; Rivas-Drake et al., 2014). Development of racial-ethnic identity, however, does not simply appear unbidden in adolescence. There are developmental processes that pres- age in-group identity during middle childhood and pre-adolescence (Phinney, 1989). The present study examines racial-ethnic identity development among a little studied group - Native Canadian children in middle childhood1. Canadian Aboriginal children between the ages of 6 - 11 completed each year for five years, a measure assessing racial-ethnic identity and measures often associated with racial-ethnic identity, level of cognitive development, attitudes toward in-group members, and racial-ethnic centrality (Aboud & Doyle, 1995; Ruble, Alvarez, Bachman, Cameron, Fuligni, Coll, & Rhee, 2004; Sellers, Smith, Shelton, Rowley, & Chavous, 1998).Racial-ethnic development among minority group adolescents typically focus on age trends and normative developmental processes (Rivas-Drake, et al., 2014), with less frequent attention given to subclass differences in identity development (Huang & Stormshak, 2011; Smith, Levine, Smith, Dumas, & Prinz, 2009). The presence of sub-class growth trajectories suggests that there are a number of paths leading to in-group identity development, paths that may be associated with different psychosocial outcomes (Pahl & Way, 2007; Yip, Seaton & Sellers, 2006). In this study, latent class growth models are used to assess growth trajectories of racial-ethnic identity sub-classes present in children's answers to racial-ethnic identity questions, and to assess the degree to which these trajectories predict responses on measures associated with racial-ethnic identity. The existence of racial-ethnic identity sub-classes among minority group children extends to younger age groups findings of similar sub-classes among minority group adolescents and young adults (Pahl & Way, 2007; Yip, et al., 2006), and suggests that paths toward in-group affiliation and identification begins at a relatively young age. The introduction opens with an overview of results of studies on racial-ethnic sub-classes among minority youth and pre-adolescents, followed by a brief discussion of the social and economic environment within which many Aboriginal peoples live and work. …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».