For ethnoracially minoritized and immigrant youth, identity formation involves efforts to integrate social identities that are derived from their ethnic-racial group memberships (i.e., ethnic-racial ...identity) and their connection to the country in which they reside (i.e., national identity). This study investigated the extent to which these two social identities were simultaneously associated with adolescents’ psychosocial adjustment via their associations with the integration of these identities (i.e., bicultural identity integration) and across adolescents’ identity domains (i.e., global identity coherence). This cross-sectional study (January 2020) included a US ethnoracially diverse sample of 355 adolescents (Mage = 15.95 years; SD = 0.79; 50.4% female; 40.6% Latino/a/x, 29.0% White, 13.2% Black, 8.2% Asian, 7.0% other; 76.1% US-born; 76.9% had at least one foreign-born parent) who completed online surveys in class. Structural equation path analyses with bias-corrected bootstrapping were conducted to test a theoretical sequential mediation model of identity and adjustment. Findings indicated that national American identity explained significant variance in adolescent psychosocial adjustment (i.e., higher academic engagement and self-esteem) via its unique associations with bicultural identity integration and global identity coherence. Furthermore, sensitivity analyses revealed some support for alternate models suggesting that the examined identity constructs may work in tandem with one another to inform adolescent psychosocial adjustment. This study highlights the multifaceted nature of social identity development and provides preliminary evidence regarding how the simultaneous development of adolescents’ ethnic-racial and national identities informs their psychosocial adjustment.
As Karyn R. Lacy's innovative work in the suburbs of Washington, DC, reveals, there is a continuum of middle-classness among blacks, ranging from lower-middle class to middle-middle class to ...upper-middle class. Focusing on the latter two, Lacy explores an increasingly important social and demographic group: middle-class blacks who live in middle-class suburbs where poor blacks are not present. These "blue-chip black" suburbanites earn well over fifty thousand dollars annually and work in predominantly white professional environments. Lacy examines the complicated sense of identity that individuals in these groups craft to manage their interactions with lower-class blacks, middle-class whites, and other middle-class blacks as they seek to reap the benefits of their middle-class status.
With Mexican Americans constituting a large and growing segment of U.S. society, their assimilation trajectory has become a constant source of debate. Some believe Mexican Americans are following the ...path of European immigrants toward full assimilation into whiteness, while others argue that they remain racialized as nonwhite. Drawing on extensive interviews with Mexican Americans and Mexican immigrants in Texas, Dowling's research challenges common assumptions about what informs racial labeling for this population. Her interviews demonstrate that for Mexican Americans, racial ideology is key to how they assert their identities as either in or outside the bounds of whiteness. Emphasizing the link between racial ideology and racial identification, Dowling offers an insightful narrative that highlights the complex and highly contingent nature of racial identity.
American historians have typically argued that a shared experience of time worked to bind the antebellum nation together. Trains, technology, and expanding market forces catapulted the United States ...into the future on a straight line of progressive time. The nation's exceedingly diverse population could cluster around this common temporality as one forward-looking people. In a bold revision of this narrative,Archives of American Timeexamines American literature's figures and forms to disclose the competing temporalities that in fact defined the antebellum period. Through discussions that link literature's essential qualities to social theories of modernity, Lloyd Pratt asserts that the competition between these varied temporalities forestalled the consolidation of national and racial identity. Paying close attention to the relationship between literary genre and theories of nationalism, race, and regionalism,Archives of American Timeshows how the fine details of literary genres tell against the notion that they helped to create national, racial, or regional communities. Its chapters focus on images of invasive forms of print culture, the American historical romance, African American life writing, and Southwestern humor. Each in turn revises our sense of how these images and genres work in such a way as to reconnect them to a broad literary and social history of modernity. At precisely the moment when American authors began self-consciously to quest after a future in which national and racial identity would reign triumphant over all, their writing turned out to restructure time in a way that began foreclosing on that particular future.
Disagreements over whether polarization exists in the mass public have confounded two separate types of polarization. When social polarization is separated from issue position polarization, both ...sides of the polarization debate can be simultaneously correct. Social polarization, characterized by increased levels of partisan bias, activism, and anger, is increasing, driven by partisan identity and political identity alignment, and does not require the same magnitude of issue position polarization. The partisan-ideological sorting that has occurred in recent decades has caused the nation as a whole to hold more aligned political identities, which has strengthened partisan identity and the activism, bias, and anger that result from strong identities, even though issue positions have not undergone the same degree of polarization. The result is a nation that agrees on many things but is bitterly divided nonetheless. An examination of ANES data finds strong support for these hypotheses.
Learning the Hard Way Morris, Edward W
2012, 20120915, 2012-09-30, 20120101
eBook, Book
An avalanche of recent newspapers, weekly newsmagazines, scholarly journals, and academic books has helped to spark a heated debate by publishing warnings of a "boy crisis" in which male students at ...all academic levels have begun falling behind their female peers. InLearning the Hard Way, Edward W. Morris explores and analyzes detailed ethnographic data on this purported gender gap between boys and girls in educational achievement at two low-income high schools-one rural and predominantly white, the other urban and mostly African American. Crucial questions arose from his study of gender at these two schools. Why did boys tend to show less interest in and more defiance toward school? Why did girls significantly outperform boys at both schools? Why did people at the schools still describe boys as especially "smart"?
Morris examines these questions and, in the process, illuminates connections of gender to race, class, and place. This book is not simply about the educational troubles of boys, but the troubled and complex experience of gender in school. It reveals how particular race, class, and geographical experiences shape masculinity and femininity in ways that affect academic performance. His findings add a new perspective to the "gender gap" in achievement.
