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This study examined the relationship between ethnic identity and ethnic self-labels, and their associations with adolescents’ psychosocial outcomes (perceived self-concept, self-reported grades, conduct disorder symptoms), in a diverse sample of 759 adolescents (52% females; 46% Latino, 35% Black, 13% White, and 6% of another race) aged 12 to 20 years in New York City). To further elucidate these relationships, the role of parental ethnic/racial socialization and age were also examined. Regression analyses revealed that ethnic identity, parental socialization, and age all had significant associations with each other and with psychosocial outcomes. There were no significant associations between ethnic self-labels and ethnic identity, behavioral symptoms or social competence. However, adolescents who used hyphenated ethnic self-labels reported higher academic achievement. Though the hypothesis that ethnic self-labels would predict adolescent outcomes was not supported, they suggest the need for greater accuracy in determining ethnic self-labels and delineation of ethnic identity. / text

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<p> Research on second-generation Mexican American males who attain a doctoral degree is limited. Often, the data presented clusters Mexican Americans under the Latina/o or Hispanic ethnic group, focuses on factors that hindered educational attainment or details Latino male experiences in context of their Latina female counterparts. Mexican-Americans are the largest subgroup of this ethnic group yet little is known about their post-secondary educational experiences. Rather than focusing on barriers, this study concentrated on the factors that influenced eight Mexican American males from California who attained their doctorates from a doctoral-granting university within California.</p><p> Arguably, the self-efficacious men of this study believed in their academic prowess, but found ability was not enough. Numerous other strategies were needed to help facilitate degree attainment: 1) Being goal-oriented served as the central cause to remain relentless; 2) Interaction with various types of mentorship which came from all aspects of life (academic, home, work); 3) Involvement from a culturally aligned dissertation chair; 4) Surrounding oneself with an inner circle of family and friends and academic peers; and 5) Viewing student loans as an investment that facilitated future aspirations and not as an obstacle. These factors didn&rsquo;t clash against one another; rather, they complemented each other by providing different types of encouragement, support and direction at different times throughout their ascent. However, having a culturally aligned dissertation chair was viewed as the most critical factor toward degree attainment.</p>

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published_or_final_version / Japanese Studies / Master / Master of Philosophy

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