Ethnic Identity Among Latino College Students: Examining Developmental Trajectories and Associations with Social Experiences and Psychosocial Outcomes

Abstract

Theory and research suggest that students of color examine and engage in meaning-making regarding their ethnic identity throughout college. The different pathways Latino college students undertake to develop their ethnic identities, however, are less studied. The role of higher education in these processes is also unclear. Thus, the first research question examined in this dissertation concerns the varying ways in which Latino college students search for information regarding their ethnic group (ethnic identity exploration), develop a sense of clarity regarding their ethnicity (ethnic identity resolution), and form emotional affect regarding their ethnic group membership (private regard). The second research question concerned the influence of three kinds of social experiences in college in the nature of ethnic identity trajectories over time: perceived ethnic threat, organizational involvement, and peer racial diversity. The third research question examined the implications of varying trajectories for psychosocial adjustment among Latino college students. To answer these questions, longitudinal survey data were collected from 378 self-identified Latino/Hispanic college students attending four-year universities in the Midwest. Results revealed that each dimension of ethnic identity evinced unique pathways. Three pathways emerged for exploration: moderately-high and stable, low and stable, and moderate and stable. Two pathways emerged for resolution: low and increasing and high and stable. Two pathways emerged for private regard: high and stable and moderate and stable. Analysis of social experiences in college found that all three factors--perceived ethnic threat, organizational involvement, and peer racial diversity--predicted membership in trajectories for at least one ethnic identity dimension. Specifically, perceived ethnic threat was associated with private regard trajectories. Organizational involvement (i.e., number of organizations and participation in ethnicity-related organizations) was associated with exploration and private regard trajectories. Classmate racial diversity (but not friendship racial diversity) was associated with exploration trajectories. Additionally, differences were found among exploration trajectories in academic adjustment. These findings highlight that: 1) ethnic identity develops in unique ways among Latino college students; 2) experiences within institutions of higher education matter for ethnic identity development during this time; and 3) ethnic identity trajectories have implications for the psychosocial adjustment of Latino college students.