Abstract
Girls of Latino background report a high prevalence of depressive symptoms, and discrimination is a risk factor associated with how one feels (e.g., depressed) and identifies with one’s ethnic-racial group (e.g., feelings about being Latina). Given the salience of ethnic-racial identity (ERI) formation during adolescence, especially for girls, the potential role of ERI in the discrimination-depressive symptoms link was examined. Using data from a longitudinal study of Mexican-origin adolescent girls (N = 338 at Time 1 [T1]), we examined whether three dimensions of ERI (i.e., exploration, resolution, and affirmation) mediated the longitudinal association between discrimination and depressive symptoms. We also explored potential differences by nativity status (U.S.-born vs. foreign-born). Results suggested that ERI affirmation may act as a potential indirect mechanism from T1 discrimination to T3 depressive symptoms. Specifically, higher levels of perceived discrimination at T1 contributed to lower levels of ERI affirmation at T2 (marginally significant), which, in turn, significantly predicted higher levels of depressive symptoms at T3. Results also suggested that this indirect mechanism may have been driven by U.S.-born girls. Namely, U.S.-born girls’ ERI may be more impacted by discrimination. Overall, findings point to a potential mediating longitudinal mechanism of ERI in the discrimination-depressive symptoms link and suggest that future research should consider potential differences by nativity. Implications are discussed with respect to ERI interventions and the sociopolitical climate that marginalizes Latino groups.
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This research was supported by a grant from the National Institute on Mental Health (R36MH077425) and a research grant from the Graduate and Professional Student Association at Arizona State University awarded to Mayra Y. Bámaca-Colbert. This research was supported in part by the Prevention and Methodology Training Program (T32 DA017629) with funding from the National Institute on Drug Abuse and by the Institute of Education Sciences, U.S. Department of Education, through grant R305B090007 to the Pennsylvania State University.
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Bámaca-Colbert, M.Y. et al. (2022). Longitudinal Linkages Between Ethnic-Racial Identity and Discrimination-Related Distress Among Mexican-Origin Girls. In: Johnson, D.J., Chuang, S.S., Glozman, J. (eds) Re/Formation and Identity. Advances in Immigrant Family Research. Springer, Cham. https://doi.org/10.1007/978-3-030-86426-2_13
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