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Latina Early Adolescents' Ethnic Racial Identity Development in a Dual Immersion School

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Bibliographic Details
Title: Latina Early Adolescents' Ethnic Racial Identity Development in a Dual Immersion School
Language: English
Authors: Marilyn Castro, Rebeca Mireles-Rios, Rachel Lambert
Source: AERA Online Paper Repository. 2025.
Availability: AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net
Peer Reviewed: Y
Page Count: 10
Publication Date: 2025
Document Type: Speeches/Meeting Papers
Reports - Research
Education Level: Elementary Education
Grade 7
Junior High Schools
Middle Schools
Secondary Education
Grade 8
Descriptors: Ethnicity, Racial Identification, Grade 7, Grade 8, Immersion Programs, Bilingual Education, Hispanic American Students, Females, Early Adolescents, Spanish Speaking, English (Second Language), Student Experience, Student Attitudes
DOI: 10.3102/2191770
Abstract: This study examines the ethnic racial identity (ERI) development of four 7th and 8th grade Latina adolescents at a dual immersion school. This research responds to the call for more context-rich studies of ethnic-racial identity (ERI) development, as emphasized by scholars to gain insight into ERI typologies through qualitative data. By focusing on this particular setting, we aim to uncover nuanced insights into how school context influences the ethnic identity journey of these early Latina adolescents.
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED678405
Database: ERIC
Description
Abstract:This study examines the ethnic racial identity (ERI) development of four 7th and 8th grade Latina adolescents at a dual immersion school. This research responds to the call for more context-rich studies of ethnic-racial identity (ERI) development, as emphasized by scholars to gain insight into ERI typologies through qualitative data. By focusing on this particular setting, we aim to uncover nuanced insights into how school context influences the ethnic identity journey of these early Latina adolescents.
DOI:10.3102/2191770