Children’s racial (e.g., Black, White, Indigenous) and ethnic (e.g., Mexican) identity can influence psychological, social, and academic outcomes. Despite evidence that awareness of racial–ethnic marginalization begins during preadolescence, there is minimal research examining how children talk about identity at this age. The purpose of this study was to examine how preadolescent Mexican American youth conceptualize “who they are.” Specifically, we used the Ethnic-Perspective Taking Ability interview protocol to explore how Mexican American youth, ages 9–11, understand their ethnicity. Thematic analysis revealed four themes: Self as “Other,” Self as Invisible, Self as a Politicized Being, and Self as Community. Participants discussed feeling out of place, often feeling excluded by Whiteness, and needing to code switch. These experiences also were juxtaposed with a sense of ethnic pride and comfort. Implications for practice, advocacy, education, and research are offered.

儿童的种族（例如黑人，白人，土著）和种族（例如墨西哥人）的身份会影响心理，社会和学业成绩。尽管有证据表明对种族种族边缘化的认识始于青春期之前，但很少有研究检查儿童在这个年龄段如何谈论身份。这项研究的目的是研究墨西哥裔青春期前的年轻人如何概念化“他们是谁”。具体来说，我们使用了“族裔视角接受能力”访谈协议来探索9-11岁的墨西哥裔美国人如何理解他们的种族。主题分析揭示了四个主题：作为“其他”的自我，作为无形的自我，作为政治存在的自我以及作为社区的自我。与会者讨论了感觉不合时宜，经常感到被白度排斥，需要进行代码转换的感觉。这些经历也充满了民族自豪感和舒适感。提供了对实践，倡导，教育和研究的启示。