Abstract
BACKGROUND: The study of adolescent perceptions of their ethnicity/race has been investigated from an ethnic-racial identity (measurement) perspective or through an ethnic-racial classification lens. AIMS: This study examines both, as it explores change in adolescents' ethnic-racial self-categorization; change in strength of ethnic-racial identity (ERI); and the relationship between change in self-categorization and strength of ERI. In so doing, it contributes to theorizing about the content and process of ERI formation. MATERIALS AND METHODS: The longitudinal and mixed-methods study followed 732 middle and high school students biannually in a semi-rural, ethnically diverse school district. All students completed the Multigroup Ethnic Identity Measure (MEIM) in fall and spring each year and interviewed annually for qualitative inquiry. RESULTS: The four waves of data demonstrated that: (1) 22% of students changed their ethnic-racial classification at least once; (2) Multiracial youth, boys, and 8th graders were significantly more likely to change self-classification compared to White youth, girls, and 10 th graders; (3) strength of ERI did not change over time, however, African American and Hispanic youth had the strongest ERI over time compared to the others; (4) change in self-classification was significantly related to change in strength of ERI, however, its direction varied by race of students. DISCUSSION: While adolescent ethnic-racial identity development (ERI) appears to be related to ethnic-racial categorization, the direction of the relationship varies depending on ethnic self-categorization. CONCLUSION: Results contribute to theory building of ERI in relation to: content and process, group consciousness, certainty and clarity, and public regard.