Ethnic Racial Identity Development in a Dual Immersion School: A Narrative Analysis
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| Title: | Ethnic Racial Identity Development in a Dual Immersion School: A Narrative Analysis |
|---|---|
| Language: | English |
| Authors: | Marilyn Monroy Castro, Rebeca Mireles-Rios (ORCID |
| Source: | Journal of Early Adolescence. 2026 46(6):893-929. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 37 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education Elementary Education Grade 7 Grade 8 |
| Descriptors: | Latin Americans, Mexican Americans, Middle School Students, Grade 7, Grade 8, Adolescents, Females, Ethnicity, Race, Racial Identification, Environmental Influences, Socialization, Family Influence, Cultural Influences, Immersion Programs, Spanish Speaking |
| Geographic Terms: | California |
| DOI: | 10.1177/02724316251360388 |
| ISSN: | 0272-4316 1552-5449 |
| Abstract: | This study explores the ethnic-racial identity (ERI) development of early adolescent Latinas in a Spanish-English dual immersion school setting. Employing a critical ethnographic approach grounded in Chicana feminist epistemology, this research utilizes Umaña-Taylor and Fine's (2004) Model of Ethnic Identity Development among Adolescents as a theoretical framework. Data was collected through classroom observations, interviews and survey data. The study focused on four main participants: Xochitl, Alexis, Onyx, and Flora, each representing different ERI typologies. Findings reveal the complex interplay between ERI processes and content, highlighting how the dual immersion environment facilitates identity-relevant experiences and peer ethnic-racial socialization. This study contributes to the evolving conceptualization of ERI development, emphasizing the importance of qualitative, narrative-based approaches in understanding the experiences of Latina early adolescents in majority-minority educational settings. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503540 |
| Database: | ERIC |
| Abstract: | This study explores the ethnic-racial identity (ERI) development of early adolescent Latinas in a Spanish-English dual immersion school setting. Employing a critical ethnographic approach grounded in Chicana feminist epistemology, this research utilizes Umaña-Taylor and Fine's (2004) Model of Ethnic Identity Development among Adolescents as a theoretical framework. Data was collected through classroom observations, interviews and survey data. The study focused on four main participants: Xochitl, Alexis, Onyx, and Flora, each representing different ERI typologies. Findings reveal the complex interplay between ERI processes and content, highlighting how the dual immersion environment facilitates identity-relevant experiences and peer ethnic-racial socialization. This study contributes to the evolving conceptualization of ERI development, emphasizing the importance of qualitative, narrative-based approaches in understanding the experiences of Latina early adolescents in majority-minority educational settings. |
|---|---|
| ISSN: | 0272-4316 1552-5449 |
| DOI: | 10.1177/02724316251360388 |
