Understanding the Impact of Heritage Language on Ethnic Identity Formation and Literacy for u.s. Latino Children
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Studies show positive associations between ethnic identity, socio-emotional health and academic success. However, most work is carried out with adolescents and few have examined how young children develop an ethnic identity, particularly u.s. Latino children. The present study represents a first-pass investigation of children’s ethnic identity mechanisms and their relation to academic success. We carried out semi-structured interviews in Spanish with 25 Latino children (ages 5–12). Open-ended questions addressed items on the Multigroup Ethnic Identity Measure and Ethnic Identity Scale, incorporating a mixed qualitative (i.e., themes) and quantitative (i.e., scoring) analysis. Results revealed that children provide great detail when discussing their ethnic background. Additionally, Latino children’s bilingualism and Spanish-language proficiency were significant markers of ethnic identity formation, which in turn were positively associated with affect and Spanish literacy. These findings shed light on the complexities of ethnic identity construction during children’s early years, and establish a path for further investigation of Latino children’s socio-emotional health and academic achievement.
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| Abstract Views | 1427 | 326 | 28 |
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Understanding the Impact of Heritage Language on Ethnic Identity Formation and Literacy for u.s. Latino Children
In: Journal of Cognition and CultureSearch for other papers by Maria M. Arredondo in
Current site
Google Scholar
PubMed
Search for other papers by Melanie Rosado in
Current site
Google Scholar
PubMed
Search for other papers by Teresa Satterfield in
Current site
Google Scholar
PubMed
Studies show positive associations between ethnic identity, socio-emotional health and academic success. However, most work is carried out with adolescents and few have examined how young children develop an ethnic identity, particularly u.s. Latino children. The present study represents a first-pass investigation of children’s ethnic identity mechanisms and their relation to academic success. We carried out semi-structured interviews in Spanish with 25 Latino children (ages 5–12). Open-ended questions addressed items on the Multigroup Ethnic Identity Measure and Ethnic Identity Scale, incorporating a mixed qualitative (i.e., themes) and quantitative (i.e., scoring) analysis. Results revealed that children provide great detail when discussing their ethnic background. Additionally, Latino children’s bilingualism and Spanish-language proficiency were significant markers of ethnic identity formation, which in turn were positively associated with affect and Spanish literacy. These findings shed light on the complexities of ethnic identity construction during children’s early years, and establish a path for further investigation of Latino children’s socio-emotional health and academic achievement.
| All Time | Past Year | Past 30 Days | |
|---|---|---|---|
| Abstract Views | 1427 | 326 | 28 |
| Full Text Views | 316 | 35 | 3 |
| PDF Views & Downloads | 206 | 55 | 4 |