Article In:
Language, Culture and Society: Online-First ArticlesNadie Me Ve Como Latinx
Language and attributed ethnic racial group bias effects on Latinx children’s identity
Studies on how observers’ perceptions affect youth Ethnic-Racial Identity (ERI) formation focus on adolescents, and typically fail to consider non-English language use as a salient ERI marker. The current research examines two novel dimensions by examining employing Spanish-language mixed methods to study Midwestern heritage Spanish-speaking Latinx children, ages 7–13. Study outcomes correlate skin tone to ERI such that children identified by observers as ‘phenotypically’ Latinx reported higher levels of ethnic exploration compared to peers identified as ‘phenotypically’ non-Latinx. Children’s phenotypic self-identification and ERI exploration correlated highly with level of understanding of their ethnic group, and in turn with reported higher linguistic discrimination. Qualitative results further highlight that “white-presenting” Latinx children more strongly affirm their Latinx identity through high Spanish language competence. Findings suggest that healthy ERI development in Latinx children may be uniquely aided by bilingualism and biliteracy.
Article outline
- Introduction
- Background
- Method
- Participants
- Procedures
- Measures
- Ethnic-racial identity
- Ethnic-racial discrimination
- Skin-tone classification
- Attributed race/ethnicity
- Analysis plan
- Results
- Quantitative results
- Correlations
- Primary qualitative results
- Discussion
- Conclusion
- Author queries
-
References
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