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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
Language: English
Authors: Marilyn Monroy Castro, Rebeca Mireles-Rios (ORCID 0000-0002-3735-7674), Rachel Lambert
Source: Journal of Early Adolescence. 2026 46(6):893-929.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 37
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Elementary Education
Grade 7
Grade 8
Descriptors: Latin Americans, Mexican Americans, Middle School Students, Grade 7, Grade 8, Adolescents, Females, Ethnicity, Race, Racial Identification, Environmental Influences, Socialization, Family Influence, Cultural Influences, Immersion Programs, Spanish Speaking
Geographic Terms: California
DOI: 10.1177/02724316251360388
ISSN: 0272-4316
1552-5449
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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1503540
Database: ERIC
FullText Text:
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  Data: Ethnic Racial Identity Development in a Dual Immersion School: A Narrative Analysis
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  Group: Lang
  Data: English
– Name: Author
  Label: Authors
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  Data: <searchLink fieldCode="AR" term="%22Marilyn+Monroy+Castro%22">Marilyn Monroy Castro</searchLink><br /><searchLink fieldCode="AR" term="%22Rebeca+Mireles-Rios%22">Rebeca Mireles-Rios</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3735-7674">0000-0002-3735-7674</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rachel+Lambert%22">Rachel Lambert</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Early+Adolescence%22"><i>Journal of Early Adolescence</i></searchLink>. 2026 46(6):893-929.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 37
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+8%22">Grade 8</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Latin+Americans%22">Latin Americans</searchLink><br /><searchLink fieldCode="DE" term="%22Mexican+Americans%22">Mexican Americans</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnicity%22">Ethnicity</searchLink><br /><searchLink fieldCode="DE" term="%22Race%22">Race</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Identification%22">Racial Identification</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+Influences%22">Environmental Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Socialization%22">Socialization</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Influence%22">Family Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Influences%22">Cultural Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Immersion+Programs%22">Immersion Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish+Speaking%22">Spanish Speaking</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/02724316251360388
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0272-4316<br />1552-5449
– Name: Abstract
  Label: Abstract
  Group: Ab
  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.
– Name: AbstractInfo
  Label: Abstractor
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  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1503540
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1503540
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        Value: 10.1177/02724316251360388
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 37
        StartPage: 893
    Subjects:
      – SubjectFull: Latin Americans
        Type: general
      – SubjectFull: Mexican Americans
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Grade 7
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      – SubjectFull: Grade 8
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      – SubjectFull: Adolescents
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      – SubjectFull: Females
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      – SubjectFull: Ethnicity
        Type: general
      – SubjectFull: Race
        Type: general
      – SubjectFull: Racial Identification
        Type: general
      – SubjectFull: Environmental Influences
        Type: general
      – SubjectFull: Socialization
        Type: general
      – SubjectFull: Family Influence
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      – SubjectFull: Cultural Influences
        Type: general
      – SubjectFull: Immersion Programs
        Type: general
      – SubjectFull: Spanish Speaking
        Type: general
      – SubjectFull: California
        Type: general
    Titles:
      – TitleFull: Ethnic Racial Identity Development in a Dual Immersion School: A Narrative Analysis
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            NameFull: Marilyn Monroy Castro
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            NameFull: Rebeca Mireles-Rios
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            NameFull: Rachel Lambert
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              Type: published
              Y: 2026
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              Value: 1552-5449
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              Value: 46
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            – TitleFull: Journal of Early Adolescence
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