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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]
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Database: Education Research Complete
Description
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]
ISSN:02724316
DOI:10.1177/02724316251360388