Ethnic Identity Development among First Nation Children: An Individual Growth Approach
Bibliographic record
Abstract
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. …
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".