2021-22 Department of Psychology Colloquium Series - Kristia Wantchekon (Harvard University). Zoom.

Ethnic-racial identity (i.e., ERI; the ways in which individuals develop and ascribe meaning to their ethnic-racial identification; Umaña-Taylor et al., 2014) has emerged as a key developmental competency that promotes the psychosocial adjustment of ethno-racially diverse adolescents, including Black youth, and helps to attenuate the impact of risks like ethnic-racial discrimination on adjustment (Neblett et al., 2012). However, as we seek to better understand how ERI promotes and is protective of adolescent adjustment, several important questions remain underexplored. For example, we need to expand our understanding of how constellations of dimensions of ERI coexist and inform adjustment, rather than solely examining the dimensions of ERI and their relations to adjustment in isolation. Additionally, although schools are a central developmental context in adolescence (Eccles & Roeser, 2011), very little of the extant ERI research examines the implications of youth engaging in ERI development in the classroom for their broader identity developmental processes as well as their academic and psychological adjustment. This talk presents research that addresses these gaps and proposes important paths forward for future study.

Time and Location: 
11:00am, Zoom
Date: 
Wednesday, December 15, 2021
Subtitle: 
"Leveraging Ethnic-Racial Identity Development in Support of Adolescents’ Psychosocial Adjustment”.