TY - JOUR
T1 - Measuring 5-year-old Mexican-heritage children's ethnic-racial identity attitudes, centrality, and knowledge
AU - Williams, Chelsea Derlan
AU - Umaña-Taylor, Adriana J.
AU - Updegraff, Kimberly A.
AU - Jahromi, Laudan B.
N1 - Funding Information:
This research was supported by grants from the Department of Health and Human Services ( APRPA006011 ; PI: Umaña-Taylor), the Fahs Beck Fund for Research and Experimentation of the New York Community Trust (PI: Umaña-Taylor), the National Institute of Child Health and Human Development ( R01HD061376 ; PI: Umaña-Taylor and 1F31HD085772-01 ; PI: Chelsea Derlan) and the Challenged Child Project of the T. Denny Sanford School of Social and Family Dynamics at Arizona State University . Chelsea D. Williams' efforts on this article were partially supported by Virginia Commonwealth University 's Institute for Inclusion, Inquiry & Innovation (iCubed). We thank the adolescent mothers and female family members who participated in this study. We also thank Edna Alfaro, Mayra Bámaca, Diamond Bravo, Emily Cansler, Lluliana Flores, Melinda Gonzales-Backen, Elizabeth Harvey, Melissa Herzog, Sarah Killoren, Ethelyn Lara, Esther Ontiveros, Jacqueline Pflieger, Alicia Godinez, and the undergraduate research assistants of the Supporting MAMI project for their contributions to the larger study.
Publisher Copyright:
© 2021 Elsevier Inc.
PY - 2021/7/1
Y1 - 2021/7/1
N2 - Young children are aware of ethnicity-race, yet the field lacks measures to assess ethnic-racial identity (ERI) in early childhood. Thus, the goals of the current study were: (a) to describe three adapted measures that can be used to assess aspects of Mexican-heritage children's ERI (i.e., attitudes, centrality, and knowledge), and (b) to test the psychometric properties of each measure among 182 five-year-old Mexican-heritage children. Results from confirmatory factor analyses supported a 2-factor solution characterizing positive and negative ERI attitudes; the subscales demonstrated adequate reliability and findings provided preliminary support for construct validity. Findings for ERI centrality revealed significant variability among children and initial support for convergent and divergent validity. Support for ERI knowledge was more limited and suggests further development of this measure is needed. Overall, the current study calls attention to the importance of assessing ERI in early childhood, and provides developmentally appropriate assessments to stimulate growth in this area.
AB - Young children are aware of ethnicity-race, yet the field lacks measures to assess ethnic-racial identity (ERI) in early childhood. Thus, the goals of the current study were: (a) to describe three adapted measures that can be used to assess aspects of Mexican-heritage children's ERI (i.e., attitudes, centrality, and knowledge), and (b) to test the psychometric properties of each measure among 182 five-year-old Mexican-heritage children. Results from confirmatory factor analyses supported a 2-factor solution characterizing positive and negative ERI attitudes; the subscales demonstrated adequate reliability and findings provided preliminary support for construct validity. Findings for ERI centrality revealed significant variability among children and initial support for convergent and divergent validity. Support for ERI knowledge was more limited and suggests further development of this measure is needed. Overall, the current study calls attention to the importance of assessing ERI in early childhood, and provides developmentally appropriate assessments to stimulate growth in this area.
KW - Attitudes
KW - Centrality
KW - Early childhood
KW - Ethnic-racial/ethnic/racial identity
KW - Knowledge
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U2 - 10.1016/j.appdev.2021.101290
DO - 10.1016/j.appdev.2021.101290
M3 - Article
AN - SCOPUS:85106507210
SN - 0193-3973
VL - 75
JO - Journal of Applied Developmental Psychology
JF - Journal of Applied Developmental Psychology
M1 - 101290
ER -