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Ethnic Racial Identity Development in a Dual Immersion School: A Narrative Analysis.

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Title: Ethnic Racial Identity Development in a Dual Immersion School: A Narrative Analysis.
Authors: Castro, Marilyn Monroy1 (AUTHOR), Mireles-Rios, Rebeca1 (AUTHOR) rmireles@education.ucsb.edu, Lambert, Rachel1 (AUTHOR)
Source: Journal of Early Adolescence. Jun2026, Vol. 46 Issue 6, p893-929. 37p.
Subject Terms: *School environment, *Adolescent development, *Group identity, *Hispanic Americans, *Schools, *Content analysis, *Attitude (Psychology), *Multilingualism, *Research methodology, *Theory of knowledge, Research funding, Interviewing, Ethnology research, Descriptive statistics, Conceptual structures, Spanish language, English language, Socialization
Geographic Terms: California
Abstract: This study explores the ethnic-racial identity (ERI) development of early adolescent Latinas in a Spanish-English dual immersion school setting. Employing a critical ethnographic approach grounded in Chicana feminist epistemology, this research utilizes Umaña-Taylor and Fine's (2004) Model of Ethnic Identity Development among Adolescents as a theoretical framework. Data was collected through classroom observations, interviews and survey data. The study focused on four main participants: Xochitl, Alexis, Onyx, and Flora, each representing different ERI typologies. Findings reveal the complex interplay between ERI processes and content, highlighting how the dual immersion environment facilitates identity-relevant experiences and peer ethnic-racial socialization. This study contributes to the evolving conceptualization of ERI development, emphasizing the importance of qualitative, narrative-based approaches in understanding the experiences of Latina early adolescents in majority-minority educational settings. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Early Adolescence is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
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PubType: Academic Journal
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  Data: Ethnic Racial Identity Development in a Dual Immersion School: A Narrative Analysis.
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  Data: <searchLink fieldCode="AR" term="%22Castro%2C+Marilyn+Monroy%22">Castro, Marilyn Monroy</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Mireles-Rios%2C+Rebeca%22">Mireles-Rios, Rebeca</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> rmireles@education.ucsb.edu</i><br /><searchLink fieldCode="AR" term="%22Lambert%2C+Rachel%22">Lambert, Rachel</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Early+Adolescence%22">Journal of Early Adolescence</searchLink>. Jun2026, Vol. 46 Issue 6, p893-929. 37p.
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  Data: *<searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Adolescent+development%22">Adolescent development</searchLink><br />*<searchLink fieldCode="DE" term="%22Group+identity%22">Group identity</searchLink><br />*<searchLink fieldCode="DE" term="%22Hispanic+Americans%22">Hispanic Americans</searchLink><br />*<searchLink fieldCode="DE" term="%22Schools%22">Schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Content+analysis%22">Content analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Attitude+%28Psychology%29%22">Attitude (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Theory+of+knowledge%22">Theory of knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Interviewing%22">Interviewing</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnology+research%22">Ethnology research</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Conceptual+structures%22">Conceptual structures</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish+language%22">Spanish language</searchLink><br /><searchLink fieldCode="DE" term="%22English+language%22">English language</searchLink><br /><searchLink fieldCode="DE" term="%22Socialization%22">Socialization</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink>
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  Label: Abstract
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  Data: This study explores the ethnic-racial identity (ERI) development of early adolescent Latinas in a Spanish-English dual immersion school setting. Employing a critical ethnographic approach grounded in Chicana feminist epistemology, this research utilizes Umaña-Taylor and Fine's (2004) Model of Ethnic Identity Development among Adolescents as a theoretical framework. Data was collected through classroom observations, interviews and survey data. The study focused on four main participants: Xochitl, Alexis, Onyx, and Flora, each representing different ERI typologies. Findings reveal the complex interplay between ERI processes and content, highlighting how the dual immersion environment facilitates identity-relevant experiences and peer ethnic-racial socialization. This study contributes to the evolving conceptualization of ERI development, emphasizing the importance of qualitative, narrative-based approaches in understanding the experiences of Latina early adolescents in majority-minority educational settings. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Group: Ab
  Data: <i>Copyright of Journal of Early Adolescence is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=193016855
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        Value: 10.1177/02724316251360388
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        Text: English
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        PageCount: 37
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    Subjects:
      – SubjectFull: School environment
        Type: general
      – SubjectFull: Adolescent development
        Type: general
      – SubjectFull: Group identity
        Type: general
      – SubjectFull: Hispanic Americans
        Type: general
      – SubjectFull: Schools
        Type: general
      – SubjectFull: Content analysis
        Type: general
      – SubjectFull: Attitude (Psychology)
        Type: general
      – SubjectFull: Multilingualism
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      – SubjectFull: Research methodology
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      – SubjectFull: Theory of knowledge
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      – SubjectFull: Research funding
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      – SubjectFull: Interviewing
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      – SubjectFull: Ethnology research
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      – SubjectFull: Descriptive statistics
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      – SubjectFull: Conceptual structures
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      – SubjectFull: Spanish language
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      – SubjectFull: English language
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      – SubjectFull: Socialization
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      – SubjectFull: California
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    Titles:
      – TitleFull: Ethnic Racial Identity Development in a Dual Immersion School: A Narrative Analysis.
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            NameFull: Castro, Marilyn Monroy
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            NameFull: Mireles-Rios, Rebeca
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            NameFull: Lambert, Rachel
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            – D: 01
              M: 06
              Text: Jun2026
              Type: published
              Y: 2026
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