TY - JOUR
T1 - PERSISTENT CONCERNS
T2 - QUESTIONS FOR RESEARCH ON ETHNIC-RACIAL IDENTITY DEVELOPMENT
AU - Rogers, Leoandra Onnie
AU - Kiang, Lisa
AU - White, Lauren
AU - Calzada, Esther J.
AU - Umaña-Taylor, Adriana J.
AU - Byrd, Christy
AU - Williams, Chelsea Derlan
AU - Marks, Amy
AU - Whitesell, Nancy
N1 - Funding Information:
This material is based upon work supported by the National Science Foundation under Grant No. 1729711. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.
Publisher Copyright:
© Copyright © 2020 Taylor & Francis Group, LLC.
PY - 2020
Y1 - 2020
N2 - Research on ethnic-racial identity (ERI) and its development has increased exponentially over the past decade. In this paper we discuss five questions that the Lifespan ERI Study Group grappled with in our effort propose a lifespan model of ERI: (1) When does ERI development begin and end? (2) How do we account for age-dependent and contextually-initiated factors in ERI? (3) Should there be a reference point for healthy ERI, and if so, what is it? (4) How do the multiplicities of identity (intersectionality, multiracialism, whiteness) figure into our conceptualization of ERI? (5) How do we understand the role of ERI in pursuit of equity, diversity, and social justice? We note that these are persistent questions in ERI research, and thus our goal is to present our collective reckoning with these issues as well as our ponderings about why they persist. We conclude with recommendations forthe kinds of research questions, designs, and methods that developmental science, in particular, needs to pursue.
AB - Research on ethnic-racial identity (ERI) and its development has increased exponentially over the past decade. In this paper we discuss five questions that the Lifespan ERI Study Group grappled with in our effort propose a lifespan model of ERI: (1) When does ERI development begin and end? (2) How do we account for age-dependent and contextually-initiated factors in ERI? (3) Should there be a reference point for healthy ERI, and if so, what is it? (4) How do the multiplicities of identity (intersectionality, multiracialism, whiteness) figure into our conceptualization of ERI? (5) How do we understand the role of ERI in pursuit of equity, diversity, and social justice? We note that these are persistent questions in ERI research, and thus our goal is to present our collective reckoning with these issues as well as our ponderings about why they persist. We conclude with recommendations forthe kinds of research questions, designs, and methods that developmental science, in particular, needs to pursue.
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U2 - 10.1080/15427609.2020.1831881
DO - 10.1080/15427609.2020.1831881
M3 - Article
AN - SCOPUS:85092792129
SN - 1542-7609
VL - 17
SP - 130
EP - 153
JO - Research in Human Development
JF - Research in Human Development
IS - 2-3
ER -