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Ethnic and Racial Identity Development and Heritage Language Use among Bilingual Emerging Adults.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Ethnic and Racial Identity Development and Heritage Language Use among Bilingual Emerging Adults./
Author:	Inchaurregui, T. Gisell.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	153 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-03, Section: B.
Contained By:	Dissertations Abstracts International83-03B.
Subject:	Clinical psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28719747
ISBN:	9798538113590

Ethnic and Racial Identity Development and Heritage Language Use among Bilingual Emerging Adults.
Inchaurregui, T. Gisell.

Ethnic and Racial Identity Development and Heritage Language Use among Bilingual Emerging Adults. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 153 p.

Source: Dissertations Abstracts International, Volume: 83-03, Section: B.

Thesis (Psy.D.)--Biola University, 2021.

This item must not be sold to any third party vendors.

Emerging adults face individual and contextual factors that encourage the re-examination of ethnic and racial identity (ERI) and lead to certain adjustments in response to societal events and other pressures (Arnett, 2000; Phinney, 2006; Syed & Azmitia 2008, 2010). Based on previous literature, it was hypothesized that heritage language (HL) proficiency would positively correlate with ethnic identity development. Secondly, it was also hypothesized that the higher the number of meaningful conversations in HL on any given day, the stronger and more salient one would experience their ethnic identity. Finally, for exploratory purposes, a pre-test and post-test was conducted in order to observe any possible changes that may occurred after participants actively reflected on their ethnic identity across the span of two weeks. A bivariate correlation was employed to test the first hypothesis and results indicated that HL proficiency is positively correlated with ERI status on day 14. A linear mixed model (LMM) for repeated measures was used to examine whether the higher the number of meaningful HL conversations participants reported on any given day, the stronger and more salient they experience their ERI on that day. Results indicated that the standardized, log transformed number of meaningful HL conversations on any given day significantly predicted standardized ERI salience on that same day. A paired samples t-test was conducted in order to observe any possible changes that may occur after participants spend the span of two weeks in active engagement and reflection on their ERI. Results indicated that there was no significant change in participants ERI status between day one of the diary study and the end of the diary study on day 14. Results from this study contribute to observations found in qualitative studies that have explored and found that ERI experience and salience are brought to someone's awareness in a distinct manner when engaging in specific ethnic behaviors. Future research should continue to explore other ethnic behaviors as it relates to ERI salience among emerging adults and other factors such as ethnic pride, adjustment, and well-being.

ISBN: 9798538113590Subjects--Topical Terms:

524863
Clinical psychology.
Subjects--Index Terms:

Ethnic identity development

Ethnic and Racial Identity Development and Heritage Language Use among Bilingual Emerging Adults.
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