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This study investigated the association between bicultural competence and academic adjustment (i.e., engagement, efficacy, achievement) among 193 Latino youth (65.3% female; 89.1% U.S.-born) followed from senior high school year (Mage = 17.58 years, SD = .53) to fifth college semester (2017-2019). Latent growth analyses revealed that youth’s overall bicultural competence trajectory was moderately high and stable across this period. Youth who maintained or increased bicultural competence levels over time (slopes) demonstrated greater self-efficacy. Youth with greater high school bicultural competence (intercepts) demonstrated higher engagement but lower achievement. No other associations emerged. This study highlights that the promoting influence of bicultural competence may not extend to all indicators of academic adjustment but may depend upon the contexts and demands they navigate. Keywords: Academic Adjustment, Biculturalism, Longitudinal Growth Trajectories
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The Influence of Ethnic-Racial Identity Developmental Processes on Global Bicultural Competence Development
Abstract This study investigated ethnic-racial identity (ERI) developmental processes (i.e., exploration and resolution) as pathways for adolescents to develop global bicultural competence, or the ability to meet heritage and host cultural demands. The sample included 749 U.S. Mexican-origin youth (30% Mexico-born; 51% male) followed from early-to-late adolescence (Mage = 12.79–17.38 years). Longitudinal structural equation analyses revealed that youth’s sequential engagement in ERI exploration and resolution (from early-to-middle adolescence) promoted global bicultural competence in late adolescence. The findings highlight the benefits of achieving clarity about one’s ERI via self-exploration efforts for adolescents’ ability to respond effectively to bicultural demands. This study advances mechanisms via which ERI development may support youth adaptation to multiple cultural systems.
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- Award ID(s):
- 1911722
- PAR ID:
- 10658646
- Publisher / Repository:
- Oxford University Press
- Date Published:
- Journal Name:
- Child Development
- Volume:
- 92
- Issue:
- 6
- ISSN:
- 0009-3920
- Format(s):
- Medium: X Size: p. e1211-e1227
- Size(s):
- p. e1211-e1227
- Sponsoring Org:
- National Science Foundation
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