Current research on ethnic-racial identity (ERI) development among Black youth derives primarily from studies that focus on the impact of parental racial socialization from a racial/monoidentity perspective without accounting for the roles of youth’s other worlds (i.e., schools, classrooms, and peers) and the intersection of their social identities in their identity development experiences. In using Phelan, Davidson, and Cao’s Multiple Worlds model as a framework as well as Black girls’ own words, we explore the beliefs and attitudes Black girls hold about race and their own racial categorization, as well as the processes that contribute to their learning about race (and racism) during early adolescence. We find that the Black girls in the present study are making meaning of their ERI, in part, in response to stereotypical and biased messages about their identities within their multiple worlds (i.e., schools, classrooms, families, and peers). The findings support the need for an expanded view of the messages and experiences that influence the ERI development process by illustrating that schools, classrooms, peers, and families are important socializing environments that influence the ERI development process for Black girls.

中文翻译：

---

“他们告诉我我是什么之前，我无法告诉他们我是什么”：黑人女孩在多个世界中的种族认同发展

当前黑人青年中种族-种族认同（ERI）发展的研究主要来自于研究，这些研究从种族/单身身份的角度关注父母种族社会化的影响，而没有考虑到年轻人在其他世界（例如学校，教室和学校）中的作用。同伴）以及他们的社会身份在他们的身份发展经历中的交集。通过使用Phelan，Davidson和Cao的“多个世界”模型以及黑人女孩自己的话作为框架，我们探索黑人女孩对种族和自己的种族归类的信念和态度，以及有助于他们学习的过程关于青春期早期的种族（和种族主义）。我们发现，本研究中的黑人女孩正在发挥其ERI的意义，部分原因是，回应关于他们在多个世界（例如学校，教室，家庭和同伴）中的身份的陈规定型和偏见的信息。这些发现通过说明学校，教室，同龄人和家庭是影响黑人女孩ERI发展过程的重要社交环境，支持对需要影响ERI发展过程的信息和经验进行更广泛了解的需求。