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Development of Racial–Ethnic Identity Among First Nation Children

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Abstract

Elements of racial–ethnic identity, often found among adolescents from racial–ethnic minority groups, have their origins in middle childhood and pre-adolescence. The present study explored the developmental trajectory of some of those components among Native Canadian children living on relatively remote First Nation communities. Children and young adolescents (N = 414,209 female) between the ages of 6–11 completed measures assessing their level of racial–ethnic identity, concrete operational thought, implicit and explicit self-esteem, implicit and explicit in-group attitudes, and the importance of their racial–ethnic identity each year for 5 years. Consistent with predictions from cognitive developmental theory, trajectory modeling revealed significant increases over time in explicit and implicit in-group attitudes, level of concrete operational thought and the importance of children’s racial–ethnic identity. However, level of racial–ethnic identity remained unchanged over time. The results are discussed in terms of cognitive-developmental theory, and the influence of living in a racially homogeneous environment on the development of racial–ethnic identity among minority group children. Studies are also suggested for future research.

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Notes

  1. The terms cognitive development and concrete operational thought are used interchangeably in this study. Cognitive development is the more inclusive term encompassing processes such as concrete operational thought, perspective taking, attributions, and person perception.

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Acknowledgments

This project was funded by a grant to Helen D. Armstrong from the Social Sciences and Humanities Research Council/Community-University Research Alliance 833-2004-1004 (SSHRC/CURA). We would like to thank our Aboriginal research assistants, Shelley Foy, Gladys Linklater, Roberta McKinnon, Dorothy Sinclair, Noreen Meetos, Sharon Murdock, Jeanette Meechas for their participation in data collection. Our appreciation is extended to school principals, community-based coordinators, teachers, and students at the participating community schools for their help in this project. Thanks are also extended to Patrick Malone for his statistical assistance and to Peter Geisbrecht (deceased) for his programming assistance.

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  1. Department of Psychology, Brandon University, Brandon, MB, R7A 6A9, Canada

    Barry Corenblum

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Correspondence to Barry Corenblum.

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Corenblum, B. Development of Racial–Ethnic Identity Among First Nation Children. J Youth Adolescence 43, 356–374 (2014). https://doi.org/10.1007/s10964-013-0007-5

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