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NCJRS Abstract

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NCJ Number: 221584 Find in a Library
Title: Relational Support as a Predictor of Identity Status in an Ethnically Diverse Early Adolescent Sample
Journal: Journal of Early Adolescence  Volume:28  Issue:1  Dated:February 2008  Pages:92-114
Author(s): Susan P. Hall; Marla R. Brassard
Date Published: February 2008
Page Count: 23
Publisher: http://www.sagepub.com/ 
Type: Report (Study/Research)
Format: Article
Language: English
Country: United States of America
Annotation: This study assessed the role of relational (parent, peer, teacher) support as a predictor of identity status.
Abstract: Findings suggest that relational support may play a greater role in promoting the formation and maintenance of commitments than in the exploration of alternatives; ethnicity is an important factor to the identity status research, as significant effects for the relational support variables varied between ethnic groups. Parental support predicted higher foreclosure and lower moratorium in White students, higher achievement in Latinos, and higher diffusion in African-Americans. Peer support predicted higher achievement in Whites and African-Americans, and higher diffusion in African-Americans. Rational support in early adolescence may help individuals make commitments, but may inhibit them from initiating exploration of identity alternatives. The relative contribution of parental and peer support appears to differ by ethnicity; and the functions of parental support during early adolescence may differ by ethnicity, with African-American parents supportive of greater diffusion, White ethnic background parents supportive of greater foreclosure, and Latino ethnic background parents supportive of greater achievements. African-American early adolescents may be particularly conflicted about their identity and, in particular, within the context of their peer relationships. Teacher support was not a significant predictor of political, religious, and career identity, but teachers should not be excluded from further consideration, as they may play a role in adolescent development in other domains. The sample consisted of 635 participants from a cohort of eighth-grade students attending 2 urban, multiethnic, low-income middle schools in the northeastern United States. Tables, references
Main Term(s): Ethnic groups; Public schools; Self concept; Social psychology
Index Term(s): Black/African Americans; Caucasian/White Americans; Hispanic; Non-Hispanic; Urban
To cite this abstract, use the following link:
http://www.ncjrs.gov/App/publications/abstract.aspx?ID=243465

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