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ERIC Number: EJ911960
Record Type: Journal
Publication Date: 2011-Jan
Pages: 19
Abstractor: As Provided
Reference Count: 107
ISBN: N/A
ISSN: ISSN-0012-1649
Being Bicultural: A Mixed-Methods Study of Adolescents' Implicitly and Explicitly Measured Multiethnic Identities
Marks, Amy K.; Patton, Flannery; Coll, Cynthia Garcia
Developmental Psychology, v47 n1 p270-288 Jan 2011
Understanding how ethnic identities develop in adolescence is currently limited by a reliance on self-report paper-and-pencil measures. This mixed-methods study presents a novel response time measure, the Multiethnic Identities Processing Task (MIPT), to quantify bicultural adolescents' implicit identifications with ethnic and racial identity labels. Eighty-four adolescents (age 14-21 years) of diverse ethnic and racial backgrounds self-identified as bicultural or not bicultural and described their ethnic identities, pride, and ethnic centrality during a brief interview. Participants were assigned to complete either the interview (self-prime) or the MIPT (no prime) first. Results indicate that bicultural adolescents readily endorsed a variety of ethnic and racial labels in the MIPT, reflecting their multifaceted identities. Younger bicultural adolescents showed a large inhibited response to the label "White," indicating some hesitation in deciding whether the label was "like me" or "not like me." Heart rate monitoring and qualitative analyses of interviews provide some insight into this pattern of results. Findings are discussed with respect to developmental theory, and the strengths of using both implicit and explicit measures to understand multiethnic identity development in adolescence. (Contains 5 footnotes, 4 tables, and 1 figure.)
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A