Constructed online experiences facilitate ethnic-racial identity development among Black and Latinx adolescents

Abstract

Using latent profile analysis and a longitudinal design, we explored how Black and Latinx adolescents’ (N = 535; M_age = 14.47, SD = 1.99) construction of their race/ethnic and civic-related online experiences facilitated ethnic-racial identity (ERI) development over time. Profiles comprised five indicators: ethnic-racial identity exploration, making same-ethnic friends, same-ethnic group communication, other group orientation, and online civic engagement. We identified five profiles: Low Ingroup Connectors rarely made same-ethnic friends online. Moderate Connectors were average on all indicators. High Ingroup Connectors were high on seeking same-ethnic friends online. High Ingroup Engaged Connectors were highest on online ethnic-racial identity exploration, making same-ethnic friends, and civic engagement. Civically Engaged Connectors were high on online civic engagement and low on making same-ethnic friends online. Further, we found that High Ingroup Connectors had the most positive ERI outcomes one year later among Black and Latinx youth after controlling for earlier ERI and other covariates.

Data availability statement

The data that support the findings of this study are available from the senior author, Brendesha M. Tynes, upon reasonable request.

Disclosure statement

We have no known conflict of interest to disclose.

Additional information

Funding

This work was supported by Eunice Kennedy Shriver National Institute of Child Health and Human Development of the National Institutes of Health under Award R01HD061584 (PI: Brendesha M. Tynes).