Evaluating a School-Based Intervention on Adolescents' Ethnic-racial Identity in Sweden.
J Youth Adolesc
; 53(11): 2423-2442, 2024 Nov.
Article
en En
| MEDLINE
| ID: mdl-38977634
ABSTRACT
Finding developmentally appropriate ways to support youth in understanding their own ethnic-racial identity is needed, particularly in contexts like Sweden where such support is not the norm. This preregistered longitudinal study examined whether an 8-week school-based intervention, the Identity Project, impacted youth ethnic-racial identity exploration (participation and search), resolution, private regard, and centrality. Participants were 509 adolescents in the 10th grade (Mage = 16.28, SD = 0.80; 65% self-identified girls; 52% minoritized ethnic background), who were randomized into an intervention or wait-list control group and assessed at baseline and three times post-intervention. The findings indicated an initial and simultaneous effect of the intervention only for exploration participation and resolution but did not show the expected chain of effects with earlier exploration predicting later resolution. Growth models indicated a greater increase in exploration participation over time for the intervention group than the control group. The findings indicate a mixed picture about the effectiveness of the intervention, with effects primarily narrowly targeted to exploration participation, but nevertheless highlight the potential for supporting Swedish youth in engaging with their ethnic-racial identities.
Palabras clave
Texto completo:
1
Bases de datos:
MEDLINE
Asunto principal:
Identificación Social
/
Etnicidad
Límite:
Adolescent
/
Female
/
Humans
/
Male
País/Región como asunto:
Europa
Idioma:
En
Revista:
J Youth Adolesc
Año:
2024
Tipo del documento:
Article
País de afiliación:
Suecia