Racial/ethnic identity, congruence with the social context, and the transition to high school

Sabine Elizabeth French, Edward Seidman, LaRue Allen, J. Lawrence Aber

Research output: Contribution to journalArticle

Abstract

The transition to high school may serve as a race/ethnicity consciousness-raising experience that stimulates the development of one's racial/ethnic identity depending on newcomers' racial/ethnic congruence with the student body and staff, as well as their perceived social transactions with the new school. The nature of this development was tested within samples of poor, urban, Black, White, and Latino students (n = 144). Racial/ethnic identity (group-esteem and exploration) and perceived transactions with school (academic hassles, participation, and social support) were assessed at the end of both the year prior to the transition and the transition year. The results suggested that changes over the transition to senior high school served as a race/ethnicity consciousness-raising experience for both Black and European American students but in dramatically different ways.

Original languageEnglish (US)
Pages (from-to)587-602
Number of pages16
JournalJournal of Adolescent Research
Volume15
Issue number5
StatePublished - Sep 2000

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ethnic identity
Students
Consciousness
school
transaction
consciousness
ethnicity
student body
Hispanic Americans
Ethnic Groups
Social Support
social support
experience
student
staff
participation
Group

ASJC Scopus subject areas

  • Psychology(all)
  • Developmental and Educational Psychology

Cite this

Racial/ethnic identity, congruence with the social context, and the transition to high school. / French, Sabine Elizabeth; Seidman, Edward; Allen, LaRue; Aber, J. Lawrence.

In: Journal of Adolescent Research, Vol. 15, No. 5, 09.2000, p. 587-602.

Research output: Contribution to journalArticle

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