Ethnic-Racial Identity in Youth: Developing Civic Engagement

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dc.contributor.authorMoneda, Christopher Andre
dc.date.accessioned2025-04-24T21:22:51Z
dc.date.available2025-04-24T21:22:51Z
dc.date.issued2025-04
dc.description.abstractEthnic-racial identity (ERI) is an important developmental asset that young people of color must reconcile for positive development. ERI is a broad multidimensional construct that incorporates people’s beliefs and attitudes regarding their identification with an ethnic-racial group. ERI has been conceptualized as comprising several components, we focus on: resolution, exploration, and private regard. Emerging research highlights that ethnic-racial identity promotes civic engagement and may explain how youth of color overcome marginalizing social environments in their lives. In grappling with their identity, racially marginalized youth may learn to see the world critically––encouraging civic engagement. Culturally relevant pedagogy is associated with positive ERI, yet there is little research that explores the links between culturally relevant pedagogy, ERI, and civic engagement. This cross-sectional study examines the relationship between ERI and civic engagement among youth enrolled in ethnic studies. Analysis of quantitative survey data from 459 students enrolled in a school district in Southern California revealed a positive significant association between ERI exploration and resolution with civic engagement outcomes. This study highlights the potential impacts of culturally relevant pedagogy on student civic engagement outcomes and its implications of diversity in policy creation.
dc.identifier.urihttps://hdl.handle.net/1803/19553
dc.titleEthnic-Racial Identity in Youth: Developing Civic Engagement
dc.typeThesis
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